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Dynamic Systems Theory Analysis

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Traditional teacher-directed approaches to physical education have centred on skill-drills rather than non-linear approaches, reducing student’s movement variability. Dynamic systems theory (DST) acknowledges that movement performance is constant, fluid and non-linear, meaning it response to the environment and task restraints (Magias & Pill, 2013). Teaching Games for Understanding (TGfU) and Game Sense (GS) both acknowledge DST and encourage physical educators to implement non-linear frame works which are centred around tactical concepts, providing conceptual understanding to students (Chow et al., 2009). The crucial component of this student-centred approach is to create learners that can self-adjust as a consequence of the interactions and …show more content…
In particular, it challenges the views of movement variability in regards to ‘noise’ and how it must be eliminated (Bartlett, Wheat & Robins, 2007). In contrast, DST proposes that variability is useful, as it helps learners to become versatile players (Bartlett, Wheat & Robins, 2007). The word ‘dynamic’ means that an individual’s progress is non-linear, in that learners may pass through stage three before stage two motor skills (Bakhtiar, 2013). Garcia and Garcia (2002) support this dynamic process through their study in examining children’s development in throwing, through the use of constraints. Constraints can be individual (body mass, injury), environmental (weather) or task related (changing the shape of play area) (Bakhtiar, 2013). In terms of adapting learner’s skills, for proficiency and versatility, task constraints become an imperative element of DST (Bakhtiar, …show more content…
Bunker and Thorpe believe that through exposing learners to gamelike experiences especially during the teaching-learning process it helps them to gain the ability to make tactical decision, which falls under the TGfU-GS approach (Kidman, Thorpe, Jones & Lewis, 2001). “GS is best understood by the equation Technique + Context = Skill” (Magias & Pill, 2013). TGfU-GS focuses on encouraging learner to participate in modified game situations, where the focus understanding the game rather than perfecting the technique (Magias & Pill, 2013). By using this theory as pedagogy of practice learners are able to develop a variety of movement solutions to solve problems within a game (Magias & Pill, 2013). One way physical educators/coaches can implement this, is by creating small sided games and manipulating the rules to use them in their favor. For example the learners could be placed into two separate groups (long distance and short distance shooters), each with their own shot point system to encourage them to use shots that they normally would not. As well as additional bonus points for ‘clean’ shots that go in without hitting the backboard or the hoop before going into the lattice, ensuring that no error in the release

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