Addressing complexity in motor learning: Practical strategies for teachers and coaches




Ecological-dynamic approach, Learning environments, Motor skills acquisition, Sports education, Teaching methodologies, Nonlinear pedagogy.


This research embarks on an exploration delving into the intricacies of motor skill acquisition and its versatile application across various contexts. Its core objective resides in fostering a robust discourse within this domain. Emphasizing the qualitative dimension of mastering motor skills underscores an urgent need for evidence-backed teaching methodologies that boast universal applicability. In the realms of physical education and sports, a profound comprehension of fundamental theoretical frameworks stands as a pivotal requirement to facilitate effective pedagogy. The continuous evolution of innovative teaching approaches within motor and sports education accentuates the necessity for a meticulous examination of the foundational theoretical underpinnings supporting these advancements. The principal aim of this investigation primarily revolves around distilling the fundamental principles embedded within the ecological-dynamic approach to learning. Furthermore, it endeavors to illuminate actionable directives tailored for instructional purposes. These directives aspire to cultivate adaptive learning environments conducive to the acquisition of motor and sports skills, prioritizing flexibility over rigidity and nurturing an environment that encourages perpetual learning experiences. To achieve this ambitious goal, an exhaustive scrutiny of recent literature has been undertaken, placing significant emphasis on notable contributions propelling the ongoing discourse forward. This comprehensive review endeavors to enrich the dialogue surrounding evidence-based teaching methodologies within the realm of motor skill acquisition and sports education.


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How to Cite

Cereda , F. . (2024). Addressing complexity in motor learning: Practical strategies for teachers and coaches. American Journal of Creative Education, 7(1), 1–13.