Abstract
In this paper we examine the role of instructional strategies as constraints within a discovery learning framework for the teaching of open skill team ball games to elementary school-aged children. The cohesive and adaptive integration of constraints (individual, environment, and task) by practitioners of movement and physical activity (instructor, teacher, coach) is proposed as the pathway to exploiting the effectiveness of guided discovery learning. The qualitative analysis of the practical instantiations of this framework by expert teachers is examined with respect to the learning of open skill team invasion games (e.g., basketball, soccer). The primary constraints to action in this learning-teaching developmental framework are coordinated so as to keep the self-organization of skill development (movement pattern and tactics) continually evolving, while preserving the child’s motivation and enjoyment for the expanding repertoire and performance capacity of his/her perceptual-motor skills. In this open skill and elementary school age-related context, generality and specificity are both necessary and complementary in the expression of task, skill and practice influences on motor learning and performance.
Highlights
The progression of physical growth and movement patterns from early through late childhood reveals continuity and discontinuity in the development of functional competences in perceptualmotor skills (Bruner, 1961; Connolly, 1970; Muchisky et al, 1996; Savelsbergh et al, 1999; Adolph and Hoch, 2019)
In this paper we examine the role of instructional strategies as constraints within a discovery learning framework for the teaching of open skill team ball games to elementary school-aged children
School system physical education has long been promoted as the vehicle for the development of a broad base of skilled movements, dispositions, and knowledge that would enable students to enjoy a lifetime of meaningful, healthful physical activities (Williams, 1930; Hulteen et al, 2018)
Summary
The progression of physical growth and movement patterns from early through late childhood reveals continuity and discontinuity in the development of functional competences in perceptualmotor skills (Bruner, 1961; Connolly, 1970; Muchisky et al, 1996; Savelsbergh et al, 1999; Adolph and Hoch, 2019). This evolving movement action repertoire is reflected in children’s capacity to learn by adulthood what seems to be an unlimited number of different perceptual-motor skills that can be performed in a variety of contexts. The core developmental skills have been viewed as consequences of generality from the transfer of infant fundamental skills that have been assumed to in turn be antecedents to the development of the broad range of perceptual-motor skills in context
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