Showcasing Dynamic Systems Theory

Showcasing Dynamic Systems Theory

Succeeding my last blog post “Dynamic Systems Theory”  (see here), this blog will showcase the practical application of dynamic systems theory in dribbling a soccer ball. 

Dynamic systems theory supports the use of hands-off teaching methods (Coker, 2017; Chow, 2010). During hands-off instruction the practitioner becomes the facilitator rather than the dictator (Coker, 2017). This is where the teacher manipulates the task constraints which leads to the learner discovering and formulating a movement plan (Coker, 2017). Hands-off method does not require a practitioner to stand back and do nothing, there are important aspects of instruction that must be considered. During instruction it is important to inform the learner of the desired task outcome without limiting their discovery of the task (Davids, Renshaw & Savelsbergh, 2010; Football federation, 2018). 

Similarly, when designing a practise task for an individual, it is important that the constraints presented reflect the performance environment (Davids, 2015; football federation, 2018; Araujo, 2003). The role of a coach or teacher is to manipulate the constraints to discover functional movement behaviours (Araujo, 2003; Coker, 2017). This practical application and manipulation of constraints by a practitioner is also described as taking a constraints-based approach.

Soccer Dribbling

There are multiple variations of dribbling skills, however we are focusing on the basic skill of being able to dribble, without the fancy footwork done by professionals. We are focusing on reflecting real game situations of outdoor soccer. You can modify the task constraints to work on more difficult skills as the attractor well deepens. 

Dribbling a soccer ball involves pushing the ball rather than kicking it. Practise should be task simplification rather than task decomposition (Araujo, Button, Davids & Shuttleworth, 2003). There would be no benefit in practising the movement of lifting your foot to the soccer ball without the follow through of pushing the ball forward. Another important component is being able to keep eyes up whilst dribbling the ball in order to perceive others around you.

Annabelle van den Acker 

Individual constraints are the biological aspects of the learner (Annabelle). Annabelle is 19 years old and the skill of dribbling a soccer ball is new to her. Aspects such as fitness variables are all fairly moderate and do not limit her to learning the skill. Her personality, however, may limit her capacity to work hard and try her best with the skill.

 

Environmental constraints

The environmental constraint of the weather impacts her motivation levels as it is raining and very cold, and she felt very unmotivated at the time to participate in practice. There is also the addition of the grass being wet and slippery which impacted her speed and motivation. The weather constraints are similar to playing conditions as soccer season is often played in the cold and wet thus making this practise session valuable to her learning and self-organisation.

An additional environmental constraint that would limit the learner would be practise taken place on a basketball court. This constraint does not reflect real game practise and would be inappropriate for the new learner, especially as her boots are built for grass not concrete.

Let’s Race

The instruction given to the participant was: “we are going to race to the marker”. As you can see, initial trials were messy and Annabelle kicked the ball with the inside of her foot. Modification of the instruction to push rather than kick helped her to self-organise and adjust her movements. Speed, goal of winning the race, addition of players and the distance are all task constraints and as you can see are adjusted along the way to bring about the best results.

Manipulating the task constraints

A practitioner may place stable defenders in the path of the player so that they have to dribble around them rather than dribbling straight. The defenders could then be instructed to move once the player’s attractor wells deepen and rules can be added to keep players within dribbling zones.

Dribble and Steal 

Players start in a marked out square, not too big in size, but this will depend on the number of players. The aim is to maintain possession of your ball and keep it inside the square. The steal component of this game is to try and kick the ball of the opponents so that it goes out. This is where the task constraints of maintaining possession of your ball is important. Research shows that the positioning of defenders results in the emergence of decision making behaviour (Coker, 2017). 

Some task constraints of this game are: the goal of maintaining possession, attacking other balls, and the number of players. The constraints can be modified by increasing or decreasing defenders. Players will seek out the attractors, whether that be space or an opportunity to kick another ball. Players will similarly self-organise according to the constraints.

1 v 1

The addition of defenders, again, is an important aspect of this game. Through perception Annabelle was able to self-organise and change her actions to keep her eyes up enough so that she could see the defender. There was no instruction given in this task other than to reach the line, however, she improved and found affordances away from the defender as she kept playing. 

She modified her movements according to the defender. Once she figured out that the defender was more inclined to defend one side she quickly moved to the other. The defender (also the trainer) modified the task constraint of defending by increasing the difficulty for the player. The defender pressed harder and the player self-organised according to this constraint. Creating challenges for the learner is also another beneficial strategy to meet the task requirements (Coker, 2017).

4 v 4

This activity can also be carried out as a 4v4 match that reflects real game conditions and has primary rules such as: dribbling the ball and shooting into the goal. The addition of secondary rules as the players progress, is one way of modifying or adding in the task constraints. Affordances in a 4v4 game would be the space between the opponents and even the gaps created by teammates to create space away from the opponents. Additional modifications to task constraints could be size of the field and changing up the number of players or defenders: 2v2, 2v1, 3v3 etc. 

Small sided games are an appropriate tool of practise (Davids, 2015; Chow, 2010). This falls under the teaching games for understanding pedagogy and links nicely with dynamic systems theory. The main goal in teaching games for understanding is to facilitate the learner’s search for potential movement solutions (Coker, 2017).

Conclusion

Annabelle’s final statement was that she feels as though she improved. It is clear that through the manipulation of constraints Annabelle was able to improve and learn the new skill of dribbling a soccer ball. Annabelle’s attractor well for dribbling the soccer ball has deepened over the practise time. The methods of teaching used in this blog are clearly linked to the dynamic systems theory.

References

Abrams, E., Fisher, D., & Grima, K. (2018). Football federation Australia: skill acquisition manual [Class handout]. Retrieved from https://www.playfootball.com.au/sites/play/files/2018-08/FOOTBALL_Skill%20Acquisition%20Manual_A4_Web_Single%20Pages%5B1%5D.pdf 

Araujo, D., Button, C., Davids, K., & Shuttleworth, R. (2003). Acquiring skill in sport: A constraints-led perspective. International Journal of Computer Science in Sport, 2(2), 31-39. Retrieved from https://www.researchgate.net/publication/292604016_Acquiring_skill_in_sport_A_constraints-led_perspective

Chow, Y.J., Davids, K., Hammond, J., & Renshaw, I. (2010). A constraints-led perspective to understanding skill acquisition and game play: a basis for integration of motor learning theory and physical education praxis. Physical education and sport pedagogy,15(2), 117-137. doi:10.1080/17408980902791586

Coker, C. A. (2017). Motor learning and control for practitioners. Retrieved from https://ebookcentral-proquest-com.ezproxy.lib.monash.edu.au

Davids, K., Renshaw, I., & Savelsbergh, G. J. P. (Eds.). (2010). Motor learning in practise: a constraints-led approach. Retrieved from https://ebookcentral-proquest-com.ezproxy.lib.monash.edu.au/lib/monash/detail.action?docID=496290#

Davids, K. (2015). Ecological dynamics in analysis of performance in team sport [Video file]. Retrieved from https://www.youtube.com/watch?v=K17791XqNqU