ABSTRACT
Previous work has shown that changes in behaviour, as a function of learning, emerge as a consequence of continuous interactions between learners and a performance environment (Chow et al. 2011; Davids et al. 2008). These interactions, with other individuals and key objects, surfaces and events during learning, need not be the result of programmed, formalized instructions but can occur through unstructured, exploratory activity (Davids et al. 2012). As a result of their continuous interactions with the performance environment, learners become adept at exploiting sources of information available as properties of the environment for regulating and changing their behaviours.
