Part 2--Enactivism and Learning to Play Tennis: Modification by Adaptation Enabling Action Spaces and Nonconscious Behavioral Mimicry
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| Title: | Part 2--Enactivism and Learning to Play Tennis: Modification by Adaptation Enabling Action Spaces and Nonconscious Behavioral Mimicry |
|---|---|
| Language: | English |
| Authors: | Hopper, Timothy (ORCID |
| Source: | Strategies: A Journal for Physical and Sport Educators. 2022 35(6):10-19. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Educational Theories, Educational Change, Racquet Sports, Physical Education, National Organizations, Game Based Learning, Foreign Countries, Teaching Methods, Equipment, Schemata (Cognition), Decision Making, Competition, Physics, Risk, Program Descriptions, Skill Development, Spatial Ability, Physical Activities |
| Geographic Terms: | Canada |
| DOI: | 10.1080/08924562.2022.2120748 |
| ISSN: | 0892-4562 2168-3778 |
| Abstract: | The second article (Part 2) builds on the theoretical and contextual foundation developed in paper one by exploring in more depth how to teach tennis based on the use of USTA modified equipment and Tennis Canada's play-practice-play program. Drawing on the enactivist cognitive approach to teaching tennis, this paper shows how tennis players, through participatory sense making processes and non-conscious behavioral mimicry, self-organize their action spaces in relation to affordances in the game environment, including their opponent. Using modification by adaptation games this paper highlights specific examples associated with common tactical concepts of time, space, risk and force that can be used to maximize players' game-based learning. [For part 1, see EJ1370956.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1370957 |
| Database: | ERIC |
| Abstract: | The second article (Part 2) builds on the theoretical and contextual foundation developed in paper one by exploring in more depth how to teach tennis based on the use of USTA modified equipment and Tennis Canada's play-practice-play program. Drawing on the enactivist cognitive approach to teaching tennis, this paper shows how tennis players, through participatory sense making processes and non-conscious behavioral mimicry, self-organize their action spaces in relation to affordances in the game environment, including their opponent. Using modification by adaptation games this paper highlights specific examples associated with common tactical concepts of time, space, risk and force that can be used to maximize players' game-based learning. [For part 1, see EJ1370956.] |
|---|---|
| ISSN: | 0892-4562 2168-3778 |
| DOI: | 10.1080/08924562.2022.2120748 |
