@snowded blog of the year & 3 keys 👇🏽

1. "any map needs to be subject to continuous feedback [...]

"imagine a sort of war room with attitudinal & constraint maps visible and shifting to allow complexity to be navigated rather than contained or avoided"

cognitive-edge.com/intire-of-it-s… We have to shift from the engineering-driven concept of defi
2. Key 2 may be familiar -

"Soil fertility is heavily impacted by a type of fungus known as mycorrhizae which has a symbiotic relationship with the plant [...]

"The equivalent in an organisation and the informal networks and associations that keep the formal systems working.
Likewise, key 3 - which links familiar themes of scaffolding
"organisation units, identities, and other objects and their points of coherence" to the design of interactions in situations where "you can’t fully know what you need to know until you need to know it" #BecauseHuman
4. We then get "to the vexatious question of techniques focused on the individual" 🤪

Re. coaching and facilitation: all lovely, but without attunement to affordances, what's the point?

Sports coaches: this is the link to ecological dynamics & to @stu_arm's #GuideByTheSide 👀

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More from @SingleBlade1

1 Nov
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?

thefabrochures.co.uk/19268_WOMENS_G… [...] to help girls [...] fall in love with our game at a yo[...] 90% of schools (primary/secondary) in England to be pa[...] 90% of schools (primary/secondary) in England to be pa
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! Multi-activity curriculum model (Image from Alexander, K. (2
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. Sport England's 2016-2021 #ActiveNation strategy "in a
Read 12 tweets
31 Oct
A series of related gems today - starting off with a truly outstanding scene-setter from @CarlWoods25, @JamesRRudd & @Robertson_SJ - asking (en-route) "what are the properties of specific affordances that invite their realisation by certain individuals?"
sportsmedicine-open.springeropen.com/articles/10.11…
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" [...] a musician exemplifies wayfinding by emotionally engagThe authors contend that supporting wayfinding "is an eIn sport, practitioners (e.g. trainers, teachers, coaches, s
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_arm spreaker.com/user/thetalent…
Read 11 tweets
2 Sep
@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.
Read 6 tweets

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