Wayfinding: How Ecological Perspectives of Navigating Dynamic Environments Can Enrich Our Understanding of the Learner and the Learning Process in Sport

Wayfinding is the process of embarking upon a purposeful, intentional, and self-regulated journey that takes an individual from an intended region in one landscape to another. This process is facilitated through an individual’s capacity to utilise temporally structured, functional actions embedded within a particular environmental niche. Thus, individuals learn of their performance landscapes by experiencing them through interactions, detecting and exploiting its many features to ‘find their way’. In this opinion piece, we argue that these ecological and anthropological conceptualisations of human navigation can, metaphorically, deepen our understanding of the learner and the learning process in sport, viewed through the lens of ecological dynamics. Specifically, we consider sports practitioners as (learning) landscape designers, and learners as wayfinders; individuals who learn to skilfully self-regulate through uncharted fields (composed of emergent problems) within performance landscapes through a deeply embodied and embedded perception-action coupling. We contend that, through this re-configuration of the learner and the learning process in sport, practitioners may better enact learning designs that afford learners exploratory freedoms, learning to perceive and utilise available opportunities for action to skilfully navigate through emergent performance-related problems. We conclude the paper by offering two practical examples in which practitioners have designed practice landscapes that situate learners as wayfinders and the learning process in sport as wayfinding

Discriminating talent identified junior Australian footballers using a fundamental gross athletic movement assessment

© Journal of Sports Science and Medicine. Talent identification (TID) is a pertinent component of the sports sciences, affording practitioners the opportunity to target developmental interventions to a select few; optimising financial investments. However, TID is multi-componential, requiring the recognition of immediate and prospective performance. The measurement of athletic movement skill may afford practitioners insight into the latter component given its augmented relationship with functional sport specific qualities. It is currently unknown whether athletic movement skill is a discriminant quality in junior Australian football (AF). This study aimed to discriminate talent identified junior AF players from their non-talent identified counterparts using a fundamental gross athletic movement assessment. From a total of 50 under 18 (U18) AF players; two groups were classified a priori based on selection level; talent identified (n = 25; state academy representatives) and non-talent identified (n = 25; state-based competition repre-sentatives). Players performed a fundamental gross athletic movement assessment based on the Athletic Ability Assessment (AAA), consisting of an overhead squat, double lunge (left and right legs), single leg Romanian deadlift (left and right legs), and a push up (six movement criterions). Movements were scored across three assessment points using a three-point scale (resulting in a possible score of nine for each movement). A multivariate analysis of variance revealed significant between group effects on four of the six movement criterions (d = 0.56 – 0.87; p = 0.01 – 0.02). Binary logistic regression models and a receiver operating characteristic curve inspection revealed that the overhead squat score provided the greatest group discrimination (β(SE) = -0.89(0.44); p < 0.05), with a score of 4.5 classifying 64% and 88% of the talent identified and non-talent identified groups, respectively. Results support the integration of this assessment into contemporary talent identification approaches in junior AF, as it may provide coaches with insight into a juniors developmental potential

‘Knowing as we go’: a Hunter-Gatherer Behavioural Model to Guide Innovation in Sport Science

Where do novel and innovative ideas in sport science come from? How do researchers and practitioners collectively explore the dynamic landscape of inquiry, problem, solution and application? How do they learn to skilfully navigate from current place and practice toward the next idea located beyond their current vantage point? These questions are not just of philosophical value but are important for understanding how to provide high-quality support for athletes and sport participants at all levels of expertise and performance. Grounded in concepts from social anthropology, and theoretically positioned within an ecological dynamics framework, this opinion piece introduces a hunter-gatherer model of human behaviour based on wayfinding, situating it as a conceptual guide for implementing innovations in sport science. Here, we contend that the embedded knowledge of a landscape that guides a successful hunting and gathering party is germane to the pragmatic abduction needed to promote innovation in sport performance, leading to the inquisition of new questions and ways of resolving performance-preparation challenges. More specifically, exemplified through its transdisciplinarity, we propose that to hunt ‘new ideas’ and gather translatable knowledge, sport science researchers and practitioners need to wayfind through uncharted regions located in new performance landscapes. It is through this process of navigation where individuals will deepen, enrich and grow current knowledge, ‘taking home’ new ideas as they find their way

Enskilment: an Ecological-Anthropological Worldview of Skill, Learning and Education in Sport.

The aim of this paper is to explore a different, more relational worldview of skill, learning and education in sport. To do this, we turn to the work of social anthropologist, Tim Ingold, leaning on the notion of enskilment, which proposes that learning is inseparable from doing and place. From this worldview, what is learned is not an established body of knowledge, transmitted into the mind of a passive recipient from an authorised being, but is a progressively deepening embodied-embedded attentiveness, where an individual learns to self-regulate by becoming more responsive to people and environmental features by 'looking, listening and feeling'. As we discuss, Ingold's perspectives on enskilment are rooted in the etymological connotations of education-ex-ducere, which roughly means 'to lead out'. In applying this notion to sport, we unpack three of its entangled components, taskscapes, guided attention, and wayfinding, detailing the implications of each for the growth of enskilled sports performers. To promote the translation of these ideas, in addition to encouraging their inquiry beyond the scope of what is discussed here, sporting examples are threaded throughout the paper

A games-based assessment in ecological dynamics for measuring physical literacy

Ideas and concepts taken from ecological dynamics might provide an alternative perspective on physical literacy assessment. The aim of this paper was to pilot an assessment of physical literacy conceptualised in an ecological dynamics theoretical rationale. The assessment that was designed has a number of unique features: its scale of analysis is captured at an individual-environment interaction level during game play and it captures key affordances that a child is attuning to and how they are functionally playing the game. Data collection involved observing primary school children playing invasion games in physical education classes. Digital, video-based tagging (Dartfish Pro) of children’s behaviours using the emergent game-based assessment tool was completed. Pilot data provided insights on the potential rich interpretations possible, such as readily differentiating between low and high physical literacy learners’ behaviours when playing small-sided games. Greater knowledge of the performance environment was observed in children with higher physical literacy, noted through a greater capacity to favourably regulate their relative positioning between competing and cooperating players, adopting more varied offensive functionality, and exhibiting greater attunement to key affordances. Better understanding children’s knowledge of the environment during games play, provides practitioners novel insight into how physical literacy reveals itself through embedded actions. This appreciation can help inform practice more holistically, contributing to richer learning environments and task design

Comparison of Countermovement Jump and Squat Jump Performance Between 627 State and Non-State Representative Junior Australian Football Players

This cross-sectional study investigated differences in lower-body power of state and nonstate representative junior Australian football (AF) players through countermovement jump (CMJ) and squat jump (SJ) performance. A total of 627 players performed the CMJ and SJ at the end of the preseason phase over a 2-week period, with each player grouped according to their age (under 18 [U18] or under 16 [U16]), and highest competition level played (state representation and nonstate representation). One-way multivariate analysis of variance (MANOVA), follow up ANOVA's, and Cohen's d effect sizes were used to identify significant main effects and between-group differences. Statistical significance was set at α < 0.05. Significant small-to-moderate effect size differences were observed between competition level, with state U18 and U16 players recording greater CMJ and SJ height, and peak power (PP), compared with their nonstate representative peers, respectively. Similarly, significant small-to-moderate effect size differences existed between age groups, with nonstate U18 players recording greater CMJ and SJ height and PP than nonstate U16 counterparts. However, state U18 and state U16 only differed in CMJ PP. No differences were found between competition level or age groups for the difference between CMJ and SJ jump height (CMJSJ diff ). Together, these findings suggest that state and nonstate representative junior AFs may have a similar ability to use the stretch-shortening cycle, despite state representative players jumping higher in the CMJ and SJ

Examining the validity, reliability and feasibility of capturing children's physical literacy through games-based assessment in physical education

Background: Observational tools can help refine practice design and guide the creation of effective learning environments. The intention of this study was to design and validate an observational instrument for assessing physical literacy that remains more faithful to the philosophically complex and holistic nature of the concept. Methods: Framed by concepts of ecological dynamics, the emergent games-based assessment tool enables capture of children's interactions with their environment, providing insight on the manifestation of physical literacy within physical education games. The design and validation of the instrument consisted of a multistage process: (1) design of the observational instrument and establishing face validity; (2) pilot observation study; (3) expert qualitative and quantitative review to establish content validity; (4) observation training; and (5), establishing observer reliability. Results: Following expert qualitative and quantitative evaluation, Aiken's V coefficient was used to determine content validity. Results achieved demanding levels of validity (V ≥ 0.78) for all retained measurement variables. Cohen's κ values for inter- and intra-observer reliability ranged from 0.331 to 1.00 and 0.552 to 1.00, generally reporting “substantial” agreement during inter-observer analysis and “substantial” to “almost perfect” agreement during intra-observer analysis. Conclusions: The final model of the emergent games-based assessment tool, with 9 ecological conceptualisations of behaviour, 15 measurement variables, and 44 categorical observational items was found to be valid and reliable, providing both educators and researchers with a useful mechanism to assess physical literacy during gameplay

A Skill Acquisition Perspective on the Impact of Exergaming Technology on Foundational Movement Skill Development in Children 3–12 Years: A Systematic Review and Meta-analysis

Background: Sedentary, digital screen time in children represents a major concern due to its detrimental effect on children’s development. Nowadays, however, advances in technology allow children to actively interact with a digital screen using their whole body (e.g., exergaming), providing potential for movement learning. Exergaming technology may prove valuable in supporting children’s development of foundational movement skills (FMS). Objective: To examine the impact of exergaming technology on the development of FMS in children 3–12 years through a skill acquisition lens. Methods: Systematic review and meta-analysis were conducted following the PRISMA guidelines. Web of Science, PubMed, PsycINFO and SPORTDiscus databases were searched between 2007 and 2022. Studies were eligible if they conducted an exergaming intervention to improve FMS in typically developing children aged three to twelve with a control group, using a baseline and post-intervention assessment design. FMS outcomes were pooled with a random effects model. Results: Nine trials (4 RCTs, 2 cluster RCTs and 3 non-randomized trials) of varying methodological quality (2 had low, 6 had some concerns, and 1 had a high risk of bias) were included, with a total of 783 participants. FMS outcome measures across studies comprised object control skills, locomotor skills, coordination, agility, balance and balance-related skills. The meta-analysis included showed a small positive effect in favor of the exergaming intervention  = 0.24 [95% confidence interval: 0.11–0.36]). Conclusion: Our results indicate that screen-based technology that requires an active engagement of the child can promote the development of FMS. Considering that FMS are the foundation of a child’s physical, mental, health and academic development, this finding could lead to a reshaping of the perception of digital screen-based technology and the role this should play in children’s lives. We speculate that the observed benefits most likely depend upon the quality of information–movement coupling specificity and the motor learning strategies built into the exergame and/or the intervention design. We do not believe this is dependent on the type of FMS being performed or the amount of practice. We recommend therefore that future research should examine how practitioners (school teachers, coaches and parents) can facilitate the interaction between a child and exergaming technology

Socioeconomic inequalities in cancer survival in Scotland 1986–2000

We analysed trends in 5-year survival of the 18 commonest cancers in Scotland diagnosed between 1986 and 2000 and followed up to 2004 in each of five deprivation groups based on patients postcode of residence at diagnosis. We estimated relative survival up to 5 years after diagnosis, adjusting for the different background mortality in each deprivation group by age, sex and calendar period. We estimated trends in overall survival and in the deprivation gap in survival up to 2004. Five-year survival improved for all malignancies except bladder cancer and was associated with a widening in the deprivation gap in survival. For 25 of 30 cancer–sex combinations examined, 5-year survival was lower among more deprived patients diagnosed during 1996–2000, and the deprivation gap in survival had widened since 1986–1990 for 15 of these 25 cancers, similar to the trends seen in England and Wales

Factors associated with hospital readmission in sickle cell disease

<p>Abstract</p> <p>Background</p> <p>Sickle cell disease is the most frequent hereditary disease in Brazil, and people with the disease may be hospitalised several times in the course of their lives. The purpose of this study was to estimate the hazard ratios of factors associated with the time between hospital admissions.</p> <p>Methods</p> <p>The study sample comprised all patients admitted, from 2000 to 2004, to a university hospital in Rio de Janeiro State, south-east Brazil, as a result of acute complications from sickle cell disease (SCD). Considering the statistical problem of studying individuals with multiple events over time, the following extensions of Cox's proportional hazard ratio model were compared: the independent increment marginal model (Andersen-Gill) and the random effects model.</p> <p>Results</p> <p>The study considered 71 patients, who were admitted 223 times for acute events related to SCD. The hazard ratios for hospital readmission were statistically significant for the prior occurrence of vaso-occlusive crisis and development of renal failure. However, analysis of residuals of the marginal model revealed evidence of non-proportionality for some covariates.</p> <p>Conclusion</p> <p>the results from applying the two models were generally similar, indicating that the findings are not highly sensitive to different approaches. The better fit by the frailty model suggests that there are unmeasured individual factors with impact on hospital readmission.</p