PartI. Introduction to Skill Acquisition Theory and the Constraints-Led Approach Chapter 1. Traditional Theories of Skill AcquisitionSkill Acquisition: Definition and TheoriesCommon Features of Traditional TheoriesImplications for Movement PractitionersSummaryChapter 2.Physical Constraints on Coordination: Dynamical Systems Theory Complex Systems: A Definition Constraints in Complex SystemsEmergent Behavior in Human MovementConstraints and Movement CoordinationInteracting ConstraintsCoordination Processes in Human Movement SystemsFunctional Role of Variability in Movement Systems SummaryChapter 3. Informational Constraints on Coordination: An Ecological PerspectiveEcological Psychology and InformationInformation-Movement CouplingHaptic Information Constraints on MovementAcoustic Information Constraints on MovementSummaryChapter 4. Redefining Learning: A Constraints-Led ApproachThe Perceptual-Motor LandscapeNewell's Model of Motor LearningPractical Issues for LearningRole of the Movement Practitioner: Nonlinear Pedagogy"Hands-Off" PractitionerSummaryPart II. Applying the Constraints-Led Approach
Chapter 5. Understanding the Dynamics of Skill AcquisitionConstructing the Perceptual-Motor Landscape The Practitioner's PerspectiveSummaryChapter 6. Dealing with Individual Differences: Implications for a Nonlinear PedagogyIntrinsic Dynamics of the Movement SystemVariation in Athletic Performance Individual Differences in Practical Settings Developing Decision-Making SkillsSummaryChapter 7. Organizing Practice to Optimize LearningThe Constraint of Time in PracticeManipulating Task Constraints in PracticeStrategies for Structuring PracticeSummaryChapter 8. Using Verbal GuidanceEffectiveness of Verbal Communication Strategies Verbal Communication As a Temporary Informational ConstraintAttentional Focus and Verbal CommunicationInteraction of Verbal Instructions and FeedbackVerbal Communication and Movement DisordersSummaryChapter 9. Observational Learning as Directed SearchDirected Search and Observational LearningObservational Learning in Social ContextsVisual Perception Perspective on Observational LearningLearner-Regulated Video FeedbackSummaryChapter 10. Implementing the Constraints-Led Approach: Case StudiesPractice and an External Focus of AttentionThe Dynamics of Learning the Soccer ChipIndividual Differences in Amputee GaitPractice Organization for SoldiersInstructions for Student DriversModeling to Direct Student LearningSummaryGlossaryReferencesIndexAbout the Authors
Keith Davids, PhD, is a professor of motor control and head of the School of Human Movement Studies at Queensland University of Technology in Brisbane, Australia. Over the past 25 years, Davids has focused his research and teaching in the area of motor learning and control. He has published five books and numerous book chapters and journal articles, and he has held teaching positions in Europe, New Zealand, and Australia. He received his PhD in motor control in 1986 from Leeds University (UK) and has supervised the research of doctoral students from Australia, Germany, New Zealand, Portugal, Saudi Arabia, Singapore, and UK. In his spare time Davids enjoys cooking, walking, and playing and coaching masters-level soccer in New Zealand and Australia. He and his wife, Anna, live in Queensland and have four children: Michael, Jacob, Charlie, and India. Chris Button, PhD, is a senior lecturer and director of the Human Performance Centre, University of Otago, in Dunedin, New Zealand. He received his PhD in sport and exercise science in 2000 from Manchester Metropolitan University, UK. His doctoral research focused on coordination and interception skills applying ecological concepts to the study of interceptive actions. Button is a biomechanist accredited by Sport and Exercise Science New Zealand. He is also a member of Royal Society of New Zealand. Button works with the coaches and athletes of the New Zealand Academy of Sport and provides sport science support to elite athletes and coaches in netball, football (soccer), swimming, and motor sports. Button publishes his research in a variety of journals on sport science, psychology, and international movement science. He has received invitations to coordinate theoretical and practical seminars to the pre-Commonwealth Games Conference and the World Scientific Congresses of Science & Football/Golf. Button lives with his wife, Angela, in Dunedin. He enjoys traveling, outdoor pursuits, and sports, especially football, skiing, and squash. Simon Bennett, PhD, is a reader in behavioral neuroscience at the Research Institute for Sport and Exercise Sciences at Liverpool John Moores University (UK), where he researches and lectures on topics pertaining to visuomotor coordination and control. Bennett received his PhD in 1996 from Manchester Metropolitan University (UK). Both his PhD research and postdoctoral work have focused on the control and acquisition of interceptive skills. Bennett has coauthored more than 60 papers published in sport science, sensorimotor neuroscience, and movement science journals; he has also coedited 3 books and several book chapters. In his leisure time, Bennett enjoys spending time outdoors, cycling, skiing, and traveling. He lives in Alsager, Stoke-on-Trent, UK.