Constraints-led Pedagogy: An application in Para-sport Ross Pinder, PhD Skill Acquisition Specialist
Overview… 1. Explore the importance of individuality in learning designs through case- studies of elite athletes with disabilities 2. Outline how a constraints-led approach (CLA), and design thinking can be used to solve problems and design learning tasks 3. Identify some key principles from non-linear pedagogy so you can consider how these could apply to your context - manipulation of constraints, information-movement coupling, representative design, task variability
Context… Skill Acquisition in Para-sport ↑ literature in mainstream sport (e.g., Baker & Farrow, 2015; Davids et al., 2008) Few learning studies in Paralympic sport (Dehghansai et al., 2017; Oudejans et al., 2012) Reliance on existing theory (Paulson & Goosey-Tolfrey, 2016) Issues and challenges in application… (Pinder et al., 2015) Multi- medal scope & impact… Baker, J., & Farrow, D. (2015). Routledge handbook of sport expertise . Routledge. Davids, K. W et al. (2008). Dynamics of skill acquisition: A constraints-led approach . Human Kinetics. Dehghansai, N. et al.. (2017). A systematic review of influences on development of athletes with disabilities. Adapted Physical Activity Quarterly , 34 (1), 72-90. Oudejans, R.R. et al. (2012). Training visual control in wheelchair basketball shooting. Research Quarterly for Exercise & Sport , 83. 464-469. Paulson, T., & Goosey-Tolfrey, V. (2016). Current perspectives on profiling and enhancing wheelchair court-sport performance . International Journal of Sports Physiology and Performance , 24, 1-32. Pinder, R. et al. (2015). Issues and challenges in developing representative tasks in sport . In Baker, J. & Farrow, D. (Eds.) The Routledge Handbook of Sports Expertise. Routledge, London, pp. 269-281.
Individuality…
Context… Individuality Sport Impairment types Example practical consideration HT; At; Ath; IMP; IROM; Para-athletics Many individual coach-athlete relationships, or coaches working with athletes with varying impairment types LD; LLD; SS; VI; II HT; At; Ath; IMP; IROM; Boccia Some athletes have limited verbal communication; all have high support needs; usually limited sport experiences LD Goalball VI Limited role for traditional instruction, demonstration, feedback and video use Para-canoe IMP; IROM; LD Emerging sport with large shifts in classification evidence, performance times, and physical profiles HT; At; Ath; IMP; IROM; Para-rowing Mixed crew boats with potential for inclusion of athletes with both physical and vision impairments (LTAMix4+) LD; VI HT; At; Ath; IMP; IROM; Para-table tennis Culture and history of blocked practice and prescribed repetitive drills LD; II HT; At; Ath; IMP; IROM; Wheelchair rugby Small number of players nationally; national team members training across multiple states LD HT; At; Ath; IMP; IROM; Wheelchair tennis Athletes often have no history of chair use prior to participation (i.e. limited propulsion skills) LD; LLD; SS Pinder, R.A. & Renshaw, I. (under review). An application of constraints-led pedagogy in Para-sport. Physical Education & Sport Pedagogy
Take home messages Individuality is the central tenet for all learning Impairment is simply one individual factor to consider in design of learning environments (e.g., cognition, emotions, maturation, understanding…) Practitioners need to adapt existing models and frameworks to suit their context and needs
Constraint- led framework… Based on principles of a non-linear pedagogy (see Chow et al., 2015) “Both TGfU and the CLA have a powerful Observation, immersion and context central focus on the (Steel et al., 2014) nature of learning Empathy and understanding are critical activities undertaken (Pinder & Renshaw, under review) by each individual learner.” Chosen to compliment and supplement current (Renshaw et al., 2015) coaching practices Chow, J. Y., Davids, K., Button, C., & Renshaw, I. (2015). Nonlinear pedagogy in skill acquisition: An introduction . Routledge. Pinder, R.A. & Renshaw, I. (under review). An application of constraints-led pedagogy in Para-sport. Physical Education & Sport Pedagogy Renshaw, I. et al. (2015). Why the Constraints-Led Approach Is Not Teaching Games for Understanding: A Clarification. Physical Education and Sport Pedagogy 21 (5): 459-480. Steel, K. et al., (2014). Coaches, Athletes, Skill Acquisition Specialists: A Case of Misrecognition . International Journal of Sports Science & Coaching 9 (2): 367-378. *For an introduction and overview of the constraints-led approach see: Davids et al., (2008). Dynamics of skill acquisition: A constraints-led approach . Human Kinetics.
Constraint- led framework… Task, performer and environmental Task constraints provide the boundaries from which movement skill and decision making emerges Individual Environment Learners generate movement solutions in attempting to satisfy the unique Goal-directed behaviour combination of constraints on them
The learning designer… You are a learning designer Develop the tasks and progressions Shape the environment by what you say and do Good constraints-led coaching is not “hands - off”, but constant careful and Manipulate practice constraints to shape movement and understanding considered manipulation, iteration, and facilitation Facilitate exploration and discovery learning Simulate key aspects of performance environments
Design thinking If you want to optimise learning, you have to put in time to careful design and planning Good practice is putting time into imaginative improvement https://www.decisionanalyst.com/blog/designthinking/
‘Learning design thinking’ Experiential knowledge Ideate Constraints Transfer Periodisation Impairment Peer- Trial review Iteration Analysis & observation (Re)define Test Review Empathise, understand & define Ideate, design & implement Pinder, R.A. & Renshaw, I. (under review). An application of constraints-led pedagogy in Para-sport. Physical Education & Sport Pedagogy. *Practical methodology designed with Dr Sian Barris, South Australian Sports Institute
‘Learning design thinking’ Experiential knowledge Ideate Constraints Transfer Periodisation Impairment Peer- Trial review Iteration Analysis & observation (Re)define Test Review Empathise, understand & define Ideate, design & implement Pinder, R.A. & Renshaw, I. (under review). An application of constraints-led pedagogy in Para-sport. Physical Education & Sport Pedagogy. *Practical methodology designed with Dr Sian Barris, South Australian Sports Institute
‘Learning design thinking’ Experiential knowledge Ideate Constraints Transfer Periodisation Impairment Peer- Trial review Iteration Analysis & observation (Re)define Test Review Empathise, understand & define Ideate, design & implement Pinder, R.A. & Renshaw, I. (under review). An application of constraints-led pedagogy in Para-sport. Physical Education & Sport Pedagogy. *Practical methodology designed with Dr Sian Barris, South Australian Sports Institute
Sport: Athletics Event: T36 Long Jump Impairment: Cerebral Palsy Key points: CLA & Task simplification Timescale: Within-season 6-8 week plan Outcome: Gold. PB & PR (5.61m)
CLA & Task simplification… “Our goal was to work on specific technique... • use of arms + high knee drive in take-off • pull through of drive leg in flight • extension of legs in landing ...with the aid of physical & mental cues.” • Maintain information-movement coupling • ↓ feedback and ↑ emphasis on athlete self-correction • Periodised (and very short term) use of physical constraints • Athlete-led cues , consistent between indoor and outdoor environments (6x 45-60min sessions)
Take home messages There are no recipes! Creativity in task design can lead to big shifts in learning and effective/ efficient transfer Task simplification > Task decomposition due to issues of separating perception and action
Sport: Table Tennis Event: Men’s Singles - Class 11 Impairment: Intellectual impairment Key points: CLA & Task variability Timescale: Within-session manipulations (12 months) Outcome: Silver
CLA & Variability… • ↓ blocked practice and prescription and ↑ in opportunities for ‘decision - making’ • Structured variability to link technical and tactical development • Closing the gap between practice and match-play 100% FH w. serve. 100% FH 80% FH: 20% BH 100% FH w. serve 80% FH w. serve Open from 3 rd ball
Transfer… “…through increasing the variability of tasks in practice, Sam was able to adapt quicker in matches and also was able to make quicker and more appropriate decisions in the pressure of competition. The reduction of rigidity especially with the first ball in a drill, forced Sam to be active early in the rally; this transferred to better body position in a match as well. "
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