Non-lineær didaktikk Model of Constraints Based Didactics Jan M Loftesnes HVL - Sogndal Abstract In order to create a foundation for a new pedagogical platform in Physical Education, researchers and practitioners have lent their eyes to Dynamical Systems Theory (DST) (Thelen & Smith, 1996; Thelen, Ulrich, & Wolff, 1991). A didactical model in non-linear pedagogy has been used as a platform for creating new strategies and methods for PETE.

Prosjektsamandrag

Model of Constraints Based Didactics

Jan M Loftesnes HVL - Sogndal

Abstract

In order to create a foundation for a new pedagogical platform in Physical Education, researchers and practitioners have lent their eyes to Dynamical Systems Theory (DST) (Thelen & Smith, 1996; Thelen, Ulrich, & Wolff, 1991). A didactical model in non-linear pedagogy has been used as a platform for creating new strategies and methods for PETE. Examples; are Ecological Task Analysis (ETA) (Burton, 1996; W. E. Davis, Broadhead, G.D., 2007) and Constraints Led Approach (CLA) (Araújo, Davids, Bennett, Button, & Chapmann, 2004; Chow et al., 2007; Davids, 2010; W. E. Davis, Burton, A. W., 1991; Renshaw, Chow, Davids, & Hammond, 2010). Both of the didactical methods/approaches (ETA & CLA) have managed to take advantages from DST in creating didactical models that are non-linear. In this article, we present a Constraints Based Didactical model (CBD) based, with four steps of ecological analysis and CBA understanding of non-linear didactics in PETE.

Figur : Dei fire trinna i CBD og deira tilknytingspunkt (Loftesnes og Loftesnes, 2016)

In non-linear didactics an emphasis on design which contributes to close interaction between the task in hand, the individual and the environment. In perception action coupling, stability and instability forms the movement processes interacted by the ever-changing variability of affordances and constraints (Chow et al., 2007; Renshaw et al., 2010).

This article is addressing an innovating model and perspective on physical education, physical activity, health and well-being by highlighting a didactical understanding, which sees the PE and PETE-students enjoyment, codetermination and meta-knowledge as essential in order to bring motivation to the foreground of PETE-education. Constraint Based Didactics will be presented, as a promising model of non-linear didactics, physical education and physical education teacher education.  Constraints Based Didactics has proven to be of importance when motivation is the goal in PETE. CBD might offer some room for insights that can change the practise in which traditional didactics are criticised for.

 

 

Metode

I prosjektet vil det bli brukt strukturerte og ustukturete intervju og observasjon