ABSTRACT
We outline an ecological dynamics approach to motor learning that identifies the learner-environment relationship as the basis for learning design in sport. The relevant scale of analysis for understanding how to design tasks for motor learning and practice is to consider how each learner interacts with the environment. This approach to learning design captures intentionality and perception and action as intertwined processes underpinning individual differences in movement behaviour. During learning, the role of movement pattern variability is fundamental in supporting the exploratory behaviours needed to seek and establish functional movement solutions by each learner. Learning is enhanced by a strategy of locating the learner in the meta-stable region of the perceptual-motor workspace. In this region the learner does not act in a manner that is either completely independent or completely dependent on the environment. In this context, numerous rich and creative adaptive actions emerge from the task constraints. We discuss the implications of these ideas for a non-linear pedagogy after providing a brief explanation of key ideas in ecological dynamics.
