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“Learning by Design”: What Sports Coaches can Learn from Video Game Designs

There have been multiple calls made in the sport science literature for the promotion of interdisciplinarity to progress some of sports’ most prevailing challenges. Designing practice environments that support learning represents one such challenge, particularly given contemporary perspectives of sk...

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Detalles Bibliográficos
Autores principales: Robertson, Sam, Woods, Carl T.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer International Publishing 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8155167/
https://www.ncbi.nlm.nih.gov/pubmed/34041618
http://dx.doi.org/10.1186/s40798-021-00329-3
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author Robertson, Sam
Woods, Carl T.
author_facet Robertson, Sam
Woods, Carl T.
author_sort Robertson, Sam
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description There have been multiple calls made in the sport science literature for the promotion of interdisciplinarity to progress some of sports’ most prevailing challenges. Designing practice environments that support learning represents one such challenge, particularly given contemporary perspectives of skill acquisition and motor learning calls for coaches to realign their role—progressing toward the designers of practice tasks that promote athlete-environment interactions. In doing so, performers learn through exploration, deepening a relationship with their performance environment as they solve problems based on changing and interacting constraints. This paper illustrates an interdisciplinary approach to the area of learning through sport practice by adapting established principles embedded in video game designs. Specifically, 13 principles common to good video game designs are described, with practical examples of each provided across different sports. Fundamentally, this paper aims to offer sports practitioners with an overview and application of key principles that could support learning by design. Beyond this, the ideas presented here should further illustrate the value of interdisciplinarity in sports research and practice.
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spelling pubmed-81551672021-06-17 “Learning by Design”: What Sports Coaches can Learn from Video Game Designs Robertson, Sam Woods, Carl T. Sports Med Open Leading Article There have been multiple calls made in the sport science literature for the promotion of interdisciplinarity to progress some of sports’ most prevailing challenges. Designing practice environments that support learning represents one such challenge, particularly given contemporary perspectives of skill acquisition and motor learning calls for coaches to realign their role—progressing toward the designers of practice tasks that promote athlete-environment interactions. In doing so, performers learn through exploration, deepening a relationship with their performance environment as they solve problems based on changing and interacting constraints. This paper illustrates an interdisciplinary approach to the area of learning through sport practice by adapting established principles embedded in video game designs. Specifically, 13 principles common to good video game designs are described, with practical examples of each provided across different sports. Fundamentally, this paper aims to offer sports practitioners with an overview and application of key principles that could support learning by design. Beyond this, the ideas presented here should further illustrate the value of interdisciplinarity in sports research and practice. Springer International Publishing 2021-05-26 /pmc/articles/PMC8155167/ /pubmed/34041618 http://dx.doi.org/10.1186/s40798-021-00329-3 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Leading Article
Robertson, Sam
Woods, Carl T.
“Learning by Design”: What Sports Coaches can Learn from Video Game Designs
title “Learning by Design”: What Sports Coaches can Learn from Video Game Designs
title_full “Learning by Design”: What Sports Coaches can Learn from Video Game Designs
title_fullStr “Learning by Design”: What Sports Coaches can Learn from Video Game Designs
title_full_unstemmed “Learning by Design”: What Sports Coaches can Learn from Video Game Designs
title_short “Learning by Design”: What Sports Coaches can Learn from Video Game Designs
title_sort “learning by design”: what sports coaches can learn from video game designs
topic Leading Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8155167/
https://www.ncbi.nlm.nih.gov/pubmed/34041618
http://dx.doi.org/10.1186/s40798-021-00329-3
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