Chow, Jia Yi

Recent research in attentional focus of instruction has predomi-nantly over-emphasized the investigation of discrete and contin-uous skills rather than serial skills. The purpose of this study was therefore to examine the effect of different attentional focus instructions on learning a serial skill task (i.e., taekwondo rou-tine) in novice learners. It was predicted that the use of move-ment outcome instructions could enhance the learning of a serial skill as previously supported in studies examining the acquisi-tion of discrete and continuous skills. Thirteen female partici-pants were recruited for this study and were assigned to either movement form condition - control group (n = 7) or movement outcome condition – treatment group (n = 6). All participants underwent 12 practice sessions over an 8-week period with their respective instructional conditions with each session lasting 30 minutes. Video recording of the serial skill tasks (hand tech-niques, kicking techniques and 10-step routine) were captured at “the-twelfth-training session”, “after 1-week”, and “after 1-month”. It was found that more participants in the treatment group obtained a higher score in all three serial skill tasks, espe-cially in Mastery component of ‘Kicking’ techniques at ‘after 1-week’ (p < 0.05, r = 0.57). This study suggested that movement outcome instructions have positive medium effect on balance control for serial skill task, especially in kicking actions.

Although previous work in nonlinear dynamics on neurobiological coordination and control has provided valuable insights from studies of single joint movements in humans, researchers have shown increasing interest in coordination of multi-articular actions. Multi-articular movement models have provided valuable insights on neurobiological systems conceptualised as degenerate, adaptive complex systems satisfying the constraints of dynamic environments. In this paper, we overview empirical evidence illustrating the dynamics of adaptive movement behavior in a range of multi-articular actions including kicking, throwing, hitting and balancing. We model the emergence of creativity and the diversity of neurobiological action in the meta-stable region of self organising criticality. We examine the influence on multi-articular actions of decaying and emerging constraints in the context of skill acquisition. We demonstrate how, in this context, transitions between preferred movement patterns exemplify the search for and adaptation of attractor states within the perceptual motor workspace as a function of practice. We conclude by showing how empirical analyses of neurobiological coordination and control have been used to establish a nonlinear pedagogical framework for enhancing acquisition of multi-articular actions.

The ability to pick-up task relevant visual information during movement control is crucial in successful sport performance. Quiet eye (QE), the final fixation prior to final movement onset, has been shown to be characteristic of the visual search strategies exhibited by skilled athletes in self-paced aiming tasks. Longer QE durations were previously associated with skill and successful performance outcomes. In this study, gaze behaviour data of six expert (E) and six novice (N) ten-pin bowlers were measured using a mobile eye tracker as they completed 20 trials of two single-pin conditions each (Easy: 1-pin; Hard: 10-pin). Expert bowlers exhibited significantly longer QE durations in both conditions as compared to their less skilled counterparts. However, QE duration was not found to be significantly different as a function of accuracy nor task condition. Further detailed analysis revealed considerable variance in QE characteristics between individuals, warranting the need to explore individualized interventions centered on the development of perceptual-motor control during selfpaced aiming tasks. Moreover, this study raised an important methodological issue relating to the analysis of trials with the absence of QE.

There were three objectives to this proposal: (i) to develop an ecologically valid match­fitness test for badminton players -the badminton intermittent shuttle test (BIST); (ii) to determine the reliability and physiological validity of the test; and (iii) to examine the influence of fatigue, induced by the BIST, on badminton performance.

A constraints-based perspective has the potential to provide physical educators with a framework for understanding how performer, task and environmental constraints shape each individual’s physical education. Understanding the underlying neurobiological processes present in a constraints-led perspective to skill acquisition and game play can raise awareness of physical educators that teaching is a dynamic ‘art’ interwoven with the ‘science’ of motor learning theories.

Using contemporary skill acquisition approaches to skill learning appears to be a worthwhile pedagogical option for teachers and coaches in sports and Physical Education (PE). However, PE at the High School level in New Zealand has assessment components that are still underpinned by traditional and outdated skill learning theories. In response to this challenge, two motivated Heads of Department in PE undertook a department-wide professional development initiative to teach the national standard assessment via the use of a contemporary skill acquisition approach, which is student-centred, with an emphasis on enhancing exploratory learning and encouraging autonomy. Each department worked together over a 10-week period with a Higher Education specialist in skill acquisition to design and teach using contemporary skill acquisition approaches. Qualitative data was collected via semi-structured focus group interviews. Insightful data on the influence of teaching using contemporary skill acquisition approaches was acquired from the teachers in the two PE departments. It was found that substantial pedagogical practice changes were achieved by the teachers (e.g., less focus on ideal technique and more on varying the context). They also enjoyed the learning experience that the contemporary skill acquisition approach offered as compared to their previous experience of more traditional teaching approaches, which have a focus on knowledge acquirement with little opportunities for exploratory learning. In addition, from a practical perspective, teachers were observed to demonstrate greater engagement in professional conversations around learning and could see greater relevance in the transfer of learning in the use of contemporary skill acquisition approaches to other teaching contexts.

Nonlinear Pedagogy is a powerful paradigm for understanding human movement and for designing effective teaching, coaching and training programmes in sport, exercise and physical education (PE). It addresses the inherent complexity in learning movement skills, viewing the learner, the learning environment and the teacher or coach as a complex interacting system. The constraints of individual practice tasks provide the platform for functional movement behaviours to emerge during practice and performance. The second edition includes new materials, of practical, theoretical and empirical relevance, to enhance understanding of how to implement a Nonlinear Pedagogy to support learning in sport, PE and physical activity. There is updated, in-depth discussion on the various pedagogical principles that support Nonlinear Pedagogy and how these principles are applicable in learning designs in sports and physical education. There is further emphasis on examining how transfer of learning is implicated in practice, highlighting its relevance on skill adaptation and talent development.　 The first part of the book updates the general theoretical framework to explain processes of skill acquisition and motor learning. This edition draws clearer links between skill acquisition, expertise and talent development, focusing on how specificity and generality of transfer have a role to play in the development of learners. The book defines Nonlinear Pedagogy and outlines its key principles of practice. It offers a thorough and critical appraisal of the functional use of instructional constraints and practice design. It discusses methods for creating challenging and supportive individualised learning environments at developmental, sub-elite and elite levels of performance. The second part focuses on the application of Nonlinear Pedagogy in sports and PE. There is a greater emphasis on helping applied scientists and practitioners understand the impact of Nonlinear Pedagogy on transfer of learning. Every chapter is updated to provide relevant contemporary cases and examples from sport and exercise contexts, providing guidance on practice activities and lessons. Nonlinear Pedagogy in Skill Acquisition is an essential companion for any degree-level course in skill acquisition, motor learning, sport science, sport pedagogy, sports coaching practice, or pedagogy or curriculum design in physical education.

This study investigated how developmental ten-pin bowlers can better transit to a heavier ball by comparing differences in performance outcomes and movement execution between two ball weights. Eight pre-transited bowlers bowled 10 first-frame trials each in two ball weight conditions: normal (NB) and heavy (HB); of which 3 trials were analysed. Full body joint kinematics were recorded via a 3D motion capture system. Paired sample t-test on performance outcome, joint kinematics and kinetics was conducted. No differences in performance outcome and peak joint velocities were found (p>0.05). Bowling with the HB resulted in higher peak elbow extension moment and quicker third step, with differences in left shoulder rotation and ankles abduction during the movement (p<0.05). Results suggest strengthening of the musculature around the shoulder and arm to prepare for the transition.