"A proliferation of competing narratives is characteristic of the phase Thomas Kuhn calls ‘proto-science’ [...] This is where learning/training/education is today: proto-science. A mixed bag of popular stories about how people learn" - @shackletonjones 👀
aconventional.com/2020/05/just-s…
"I write this having recently read a number of comments/posts to the effect that learning ‘is just too complicated’ that there are always ‘many right answers’ or ‘everything depends on context’. This is the pre-evolutionary position: it’s all too complicated for a simple answer.
"One of the tell-tale signs is the sheer number of learning theories which are ‘creationist’ in nature – by which I mean that they are stories one can only tell about humans. Any time a learning theory can only meaningfully be applied to humans [...] we should take care" 👏
This 👆 is the problem "How People Learn" author @shackletonjones endeavoured to address with his "affective context model" & a key thought:

"We don't remember experiences. We encode reactions to experiences, and use these feelings to reconstruct them.

Here's a great five(ish) minute @shackletonjones provocation around what getting beyond "dumping content" might all mean in real-world practice. Includes "resources not courses" & building challenging experiences WITH your audience, not FOR your audience👀

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More from @SingleBlade1

4 Dec
"Please, don't make systems work for people, because this is [...] everything that's wrong with the sector. Making stuff work for others. Help people discover & steer and own their own pathways for a change" 😍

Well said, @ChristianSeelos & @NewSystemAlly
What's brought me here? "the realisation that the disadvantage, the injustice, the unfairness we see around us is actually in part caused by the systems that we have seeking to address those issues" - @BethWatts494 - respecting that people sustain systems with good intentions!
"[..] the difficulty we face is the professionalisation of our sector [fueling] obsession with solutions rather than problems. And [...] the more we are driving on the solution side, the more pressure we relieve from the systems that give rise to the problems to change them" - CS
Read 34 tweets
10 Nov
@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
Read 4 tweets
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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