action capabilities 42
action-fidelity 78
adaptability 33–34, 46, 61, 65–67, 81, 89; and flexibility 32–33, 81; and stability 32, 41, 74
‘adaptation + feedback’ loop 44–45
affective learning design 79
affordances: in climbing 46, 59; continuum of 61; description of 4, 18–19 45–48, 54, 58–69; designing in 76, 86; in field hockey 109; a field of 32, 58–61, 160; as a niche 43; as opportunities for action 58; shared 57; in tennis 92
athlete–environment relationship 18
behaviour: collective 51; functional 32, 39, 64, 78; emergent 16, 28, 49, 64, 74; goal directed 4, 15, 42–45, 79
Bernstein, N. A. 21, 26, 32–34, 51–54, 129
blocked practice: in golf 130
Button, C. 81
climbing: ice 59; rock 46, 60, 63
coaching: practice 9, 38, 67; methodologies 52
co-adaptation 49, 100: effective playing space 51; stretch index 51; team spread 51; synergy formation 41, 57
cognition 34, 44–45, 74–75; and emotions 42
complex adaptive systems: sports teams as 10, 26, 41; in nature 13–14
conditioned coupling 48
constraints: to afford 76; in boxing 46; in cricket 23–24; description of 13–15, 42, 74; in individual sports 45–48; over/under constraining 160; in Rugby Union 53–54; scaling 54–55; sociocultural 16, 65–67; in springboard diving 48; systematic and unsystematic manipulation of 82; in team sports 48–55; in tennis 54
constraints builder: in field hockey 111; golf 139; track and field 154
constraints led-approach: definition of 43–44, 52, 73–82; case studies using GROW model in field hockey 105–126; in golf 126–137, 142; in track and field 142–159
coordination: in collective systems 28; definition of 89; of degrees of freedom 26–27; dynamics 27–28; patterns 15, 34, 38, 41, 48–51
cricket 36, 74; Merlin (bowling machine) 23–24, 79
Cushion, C. 109
Davids, K. 1, 16, 52, 59, 76, 90, 91, 102, 108, 126, 143
degeneracy 33
dexterity 21, 32–33, 52–54, 113
dynamic instability 110
dynamical systems theory 14, 159
ecological dynamics 10, 17, 45, 74
ecological psychology 4
edge of chaos 83
emergent movement patterns 42
environment architects 9
environment design principles 73
environmental constraints: definition of 32, 42–44; examples in field hockey 109, 112–113, 119; examples in golf 93, 138; examples in track and field 151–152
experiential knowledge 11, 111
exploration: in infants 52; of performance solutions 52
external focus of attention: in field hockey 112; in golf 131, 134
field hockey 34, 80, 81, 90, 107–109; attacking 110–125; counter-attack in field hockey 74, 114, 116–124; defending in field hockey 110, 111, 114, 122, 124; Forward, First 112, 114; Goal Opportunity Threat (GOT) 114
form of life: definition of 65–68; micro-scale 67; macro-scale 67
GB Hockey: Talent Development Framework 112
Gibson, J. 4, 11, 18–19, 47, 58
golf 2, 90–95, 103, 126–141; golf swing 92, 126–139; pitching 132–140
Gray, R. 130
GROW model: adapted definition 87
guided discovery 61
Harvey, S. 142
hurdling 56, 143, 144, 147, 148
implicit skill development 84; in field hockey 110, 112; in golf 134; in track and field 158
individual (organismic) constraints: definition of 22; players intentions 111, 112, 120
individual physiological differences 143
information: definition and role of 9–10, 13–14, 18–24, 41, 45, 59; acoustic 30; –action relationships 22; haptic 30; proprioceptive 30;
instability 80
instructional constraints 43, 55, 63–64
interpersonal coordination 49, 76, 91
intrapersonal coordination 76, 91
intrinsic dynamics 67
Jacobs, D. M. 91
Kerhevé, H. 102.
learning stages 75–76; Fitts and Posner model 75; Newell’s model 75, 89–91
Liu, Y. T. 90
Mayer-Kress, G. 90
Michaels, C. F. 91
micro-structure of practice 52
motor development: rate limiter, description of 89; example in field hockey 114, 118, 124; example in golf 130, 136; example in track and field 151
movement variability 46
Newcombe, D. 107, 110, 113, 116, 118, 123
Newell, K. M. 17, 42, 89, 90, 91
Partington, M. 109
perception–action: couplings 18, 44–45, 78; intentionality 45; synergies 109
perceptual motor system, to: educate attention 91; calibrate actions 91
performance analysis 88, 113; data analysis 88; coaching tool 96; modern technologies 94, 148
Phillips, E. 102
Pill, S. 142
principles of play 51
Renshaw, I. 89, 91, 102, 108, 143
repetition without repetition 34, 39, 80–81; in field hockey 123, 129; in golf 130; in track and field 142
representative learning design (RLD): description of 21, 24, 78; action fidelity 124
self-organisation: description of 13, 100; in starlings 40; coordination tendencies 41, in dyadic systems 41, 49–50
Simon, D. A. 130
skill: definition of 126; acquisition 31; adaptation 31–32; stability/flexibility 32
small sided and conditioned games 50, 75
Smith, L. B. 89
‘Speed–Agility–Quickness’ (SAQ) 144
stride 143, 144, 146, 147, 148, 150, 155, 156, 158
system capture 67
task constraints: description of 22, 48–50, 63–65; example in field hockey 108, 111–112, 120, 124; example in golf 131–135; example in track and field 143, 153, 158
‘Team Shot Corner Stroke Ratio’ (TSCSR) 114
traditional training methodologies: description of 36, 63; part-whole 36; task decomposition 36
transfer of learning 78
variability: creative variability and (in stability) 97; definition of 33, 102; to enhance skill adaptation 141; in environmental changes 91; to exploit inherent self-organisation tendencies 161; task representativeness 98; variability ‘dials’ 86
Whitmore, J. 86