Part 1--USTA and Tennis Canada Learning to Play Tennis Initiatives: Applying Ecological Dynamics, Enactivism, and Participatory Sense-Making

Autor/inn/en	Hopper, Timothy; Rhoades, Jesse Lee
Titel	Part 1--USTA and Tennis Canada Learning to Play Tennis Initiatives: Applying Ecological Dynamics, Enactivism, and Participatory Sense-Making
Quelle	In: Strategies: A Journal for Physical and Sport Educators, 35 (2022) 6, S.3-9 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hopper, Timothy) ORCID (Rhoades, Jesse Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-4562
DOI	10.1080/08924562.2022.2120745
Schlagwörter	Racquet Sports; Foreign Countries; Motor Development; Psychomotor Skills; Teaching Methods; Physical Education; Schemata (Cognition); Game Based Learning; Learning Processes; National Organizations; Novices; Educational Change; Introductory Courses; Athletic Coaches; Decision Making; Competition; Children; Canada + Suchen Sie Ihr Suchwort? Ausland; Motorische Entwicklung; Psychomotorische Aktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Körpererziehung; Sportunterricht; Cognition; Schema; Kognition; Learning process; Lernprozess; Bildungsreform; Einführungskurs; Decision-making; Entscheidungsfindung; Wettkampf; Child; Kind; Kinder; Kanada
Abstract	In this series of two articles, we connect complexity theoretical frameworks of ecological dynamics and enactivism to initiatives for learning to play tennis advocated by USTA and Tennis Canada. These initiatives were inspired by the International Tennis Federation commitment to reduce the complexity of learning tennis by rescaling the game for children and novice players. This article suggests that tennis teaching is shifting from a skill and drill approach to one embracing a play-practice-play idea in line with Ecological Dynamics. Considering players as dynamic and adaptive sense-making beings, this article outlines how these initiatives create the conditions to embrace insights from motor learning in relation to a constraints-led approach, and enactivism from embodied cognition. This first article concludes with applying an enactivist teaching strategy called modification by adaptation to these tennis initiatives, showing how players of diverse ability can challenge each other, promoting more game-based dynamic learning. [For part 2, see EJ1370957.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01