Supporting wayfinding "is an embodied and embedded process, in which support practitioners work with [xxxx] to deepen his/her knowledge of the environment by guiding his/her attention toward its critical features used to inform intentions, perceptual exploration and action"
Then a podcast which does an awesome job of showing what all of this can look like in a high-performance coaching context - with an exemplary, inspiring coach who is "really thankful" he "never had stable access to a coach" - c/o @MorrisCraig_ & @stu_armspreaker.com/user/thetalent…
@MorrisCraig_: "if we're going to tell people and show people how to do something in THE way, THE one way, then to me, it makes sense that we've got to really be sure that there IS one way and sure that our one way is THE way. And I'm just abundantly unsure of that" #BecauseHuman
@stu_arm: "the more you begin to operate that like this, the [...] more you disabuse yourself of the notion of the coach as the knower [...] the coach as the one who has a degree of control" - pointing us to the coach as "an active participant in learning with another being" 😍
"I sometimes fall into this trap. These are the affordances in this environment, and I'm going to constrain this environment so you can see them, as opposed to [...] responding to what the athletes play to me through their action [so] I understand what they are attuning to" 😍
In passing... a recent gem from @stu_arm & @ShakeyWaits & @coachKCvb discussing Newell's suggestion that postural control, locomotion & object interaction as "fundamental" within an ecological approach to skill development - one for all aspirant coaches!
Last but not least (for now) - an outstanding @ShakeyWaits presentation linked to the ongoing paradigm shift within coaching. What does the shift to ecological approaches actually mean for coaches working to support skill development? Highly recommended 😎
Typically, just as soon as I write "last but not least"... @PsychScientists comes up with "How we actually do stuff is not particularly accessible to common sense, and so common sense is a very limited basis for identifying important parts" #becausehuman😍
Plus this outstanding riposte - which adds two points I commonly make: that everyone's doing stuff which is best explained through EcoD... even where the coach's theory lies 100% within IP frameworks... & that search space commonly hits functional limits!
Do our expectations of sport in schools reflect "folk wisdom" where we think "students will eventually engage with something they like, hopefully sufficiently to pursue it now or in their future"?
If so, shouldn't we working to get sport OUT of schools?
Backing up: some on the outside of schools & education might still anticipate finding engagement with a "Multi Activity Curriculum" that gives pupils a "bit-of-this" & a "bit-of-that"... perhaps because that's what so many of us genuinely experienced ourselves so very long ago!
Of course, if that had worked well back-in-the-day... we'd be a nation of sporting nuts, having each found our own way of making some sporting-pastime or another a major stabilising influence on our life - & the world would never have needed "Towards An Active Nation" & the rest.
@EMERGENTMVMT Real world example: at some point, racing kayakers who are going to really kick-on need to discover that the water affords support (can take our weight) at the start of each stroke. Athletes need to be looking to climb out of the kayak with each stroke.
@EMERGENTMVMT Novice kayakers tend to perceive only the two dimensional surface of the water & typically expect to balance on their backsides with the kayak supporting their weight - seeing only the (limited & limiting) affordance for horizontal force through the blade.
@EMERGENTMVMT Ultimately, our kayakers need a "feel" for the support offered by the water... but we cannot "download" what that is like into them. We have to content ourselves with a little of "where to look, not what to see" & then be ready to help them interpret what they sense in practice.