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Jim Mckay and Donna O’Connor

section provides an overview of relevant literature on coach-led practice sessions and dynamic systems theory. This is followed by the Queensland Reds case study that outlines the data they analysed, the process and implementation of new practices and Jim’s reflections. The final section provides

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Catherine D. Ennis

This research was conducted to investigate the role of value orientations in effective elementary physical educators’ curricular decision making. Educational value orientations served as the theoretical base for the research. Three research questions were examined: (a) what were the learning goals and expectations for student performance in each program, (b) why did teachers value these goals, and (c) how well did students understand the goals and expectations of the program? Data were collected through class observations, teacher and student interviews, and the Value Orientation Inventory. Data were analyzed using constant comparison. Results described students’ learning goals and academic and social performance expectations within each teacher’s value profile. Dynamical systems theory was used to elaborate the influence of value orientations in the curriculum decision-making process.

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David J. Langley

A large volume of research has focused on the benefits of appropriate health-related fitness activities for older adults (Spirduso, 1994). Although lifetime participation in sports is a common alternative to fitness activities, few studies have examined the subjective, personal experience underlying initial sport-skill development. The purpose of this study was to illustrate how dynamical-systems theory is a useful lens through which to examine the evolution of golf skill in 1 senior adult participant. Qualitative data collected over 7 months focused on a personal diary, formal and informal interviews, videotape analyses, and observational field notes. The development of golf skill was bounded by a series of functional constraints, as well as limiting factors connected to the task and the environment. The results illustrate the theoretical proposition (NewelI. 1986) that skill learning arises from and is structured by a system of interacting constraints.

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Kenneth G. Holt and Suh Fang Jeng

This paper presents some of the ways we are attempting to understand why physically challenged children adopt the movement patterns they do. It focuses on the skill of walking and compares non-neurologically disabled persons with children with cerebral palsy. A multidisciplinary approach is advocated in which the tools of biomechanics, physiology, and dynamical systems theory are explored. Traditional biomechanics of children with cerebral palsy tend to be descriptive in nature. More recent methods include both traditional biomechanical and dynamical systems approaches to understand why physically challenged children adopt the gait patterns they do. The concept of self-optimization is introduced as a way to motivate the investigations. Mechanical energy conservation, minimal metabolic cost, normality, and stability are discussed as some of the potential optimality criteria. Optimality criteria measurement including several methods of analysis of stability are discussed, and preliminary results of findings in the three groups are reported.

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Cheryl M. Glazebrook

new perspectives is seen in the contributions of two major theories in motor control and learning: schema theory and dynamical-systems theory. There is no question that dynamical-systems theory and information-processing theory (including schema theory) have had a tremendous impact and shaped much of

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Bethany Wisthoff, Shannon Matheny, Aaron Struminger, Geoffrey Gustavsen, Joseph Glutting, Charles Swanik and Thomas W. Kaminski

Conversely, the dynamical systems theory postulates that an ankle sprain can alter biomechanics by limiting motion due to acute symptoms, thus reducing the degrees of freedom for the joint to move. 34 These biomechanical alterations may also appear bilaterally. 34 If recurring ankle sprains affect an

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Julie Vaughan-Graham, Kara Patterson, Karl Zabjek and Cheryl A. Cott

), gravity, and context ( Vaughan-Graham & Cott, 2016 ). Motor control theory Dynamic Systems Theory ( Bernstein, 1967 ; Latash et al., 2010 ; Muratori et al., 2013 ) EP (referent configuration) Theory ( Feldman, 2011 ; Latash et al., 2010 ) Computational Approach ( Guigon et al., 2008 ) A distributed

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Joshua Nimmins, Ben Strafford and Joseph Stone

learning theory and physical education praxis? Physical Education & Sport Pedagogy, 15 ( 2 ), 117 – 137 . doi:10.1080/17408980902791586 10.1080/17408980902791586 Renshaw , I. , Davids , K. , Shuttleworth , R. , & Chow , J. ( 2009 ). Insights from ecological psychology and dynamical systems

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Patrick Ippersiel, Richard Preuss and Shawn M. Robbins

Continuous relative phase (CRP) is an analysis technique used to study joint coordination and variability in human movement. 1 CRP is based in dynamic systems theory and quantifies the phase relationship between 2 body segments. 2 A recent review suggests that the most robust approach of

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Simon A. Feros, Warren B. Young and Brendan J. O’Brien

dynamic-systems theory, 17 according to which the optimal pattern of coordination and control is governed by organismic, task, and environmental constraints. 17 In this investigation, 3 or 4 changes in task instruction were given within each over—the effort of delivery, target location, and batter