RT info:eu-repo/semantics/article
T1 Applying the expertise from Play Practice and complexity perspectives to transform coaching and teaching practice
A1 Piltz, Wendy
A2 Ediciones Universidad de Valladolid
AB If learning can only be done by the learner, what can the teacher or coach do to facilitate and accelerate this process? This paper presents the ideas and frameworks associated with Play Practice (Launder & Piltz 2013) as a guide to inform and reflect on professional practice in teaching physical education and coaching sport. The insights associated with this innovation have emerged from experts in the field accumulating tens of thousands of hours in the rigors of real world practice. The paper explores the ways in which teachers and coaches can facilitate learning by applying the processes of shaping, focusing and enhancing the play as they design relevant contexts for engagement and learning. Connections are identified between this practical innovation and the contemporary ideas associated with complexity thinking in sport and physical education applied in non-linear pedagogy (Davids, Hristovski, Araújo, Balague Serre, Button & Passos 2014; Ovens, Hopper & Butler 2013). Complexity perspectives recognise teaching and learning as emergent processes taking place within dynamic and complex contexts, where agents adapt and self-organise in relation to a variety of enabling constraints within the individual, task and environment. Practical implications will be investigated in order to provide sport educators with ideas to adopt in order to transform their professional practice.
SN 1578-2174
YR 2015
FD 2015
LK http://uvadoc.uva.es/handle/10324/23787
UL http://uvadoc.uva.es/handle/10324/23787
LA spa
NO Agora para la educación física y el deporte, 2015, N.1, pags.26-44
DS UVaDOC
RD 01-may-2024