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Behavioral repertoire influences the rate and nature of learning in climbing: Implications for individualized learning design in preparation for extreme sports participation
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Book chapter
Behavioral Repertoire Influences the Rate and Nature of Learning in Climbing: Implications for Individualized Learning Design in Preparation for Extreme Sports Participation
Coping with extreme environments: a physiological/psychological approach, pp.98-117
Frontiers Media
2019
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Abstract
Extreme climbing where participants perform while knowing that a simple mistake could
result in death requires a skill set normally acquired in non-extreme environments. In
the ecological dynamics approach to perception and action, skill acquisition involves
a process where the existing repertoire of behavioral capabilities (or coordination
repertoire) of a learner are destabilized and re-organized through practice—this process
can expand the individuals affordance boundaries allowing the individual to explore
new environments. Change in coordination repertoire has been observed in bi-manual
coordination and postural regulation tasks, where individuals begin practice using
one mode of coordination before transitioning to another, more effective, coordination
mode during practice. However, individuals may also improve through practice without
qualitatively reorganizing movement system components—they do not find a new mode
of coordination. To explain these individual differences during learning (i.e., whether or not
a new action is discovered), a key candidate is the existing coordination repertoire present
prior to practice. In this study, the learning dynamics of body configuration patterns
organized with respect to an indoor climbing surface were observed and the existing
repertoire of coordination evaluated prior to and after practice. Specifically, performance
outcomes and movement patterns of eight beginners were observed across 42 trials
of practice over a 7-week period. A pre- and post-test scanning procedure was used
to determine existing patterns of movement coordination and the emergence of new
movement patterns after the practice period. Data suggested the presence of different
learning dynamics by examining trial-to-trial performance in terms of jerk (an indicator
of climbing fluency), at the individual level of analysis. The different learning dynamics
(identified qualitatively) included: continuous improvement, sudden improvement, and
no improvement. Individuals showing sudden improvement appeared to develop a new movement pattern of coordination in terms of their capability to climb using new
body-wall orientations, whereas those showing continuous improvement did not, they
simply improved performance. The individual who did not improve in terms of jerk,
improved in terms of distance climbed. We discuss implications for determining and
predicting how individual differences can shape learning dynamics and interact with
metastable learning design.
Details
- Title
- Behavioral Repertoire Influences the Rate and Nature of Learning in Climbing: Implications for Individualized Learning Design in Preparation for Extreme Sports Participation
- Creators
- Dominic Orth (Author) - Vrije Universiteit AmsterdamKeith Davids (Author) - Sheffield Hallam UniversityJia-Yi Chow (Author) - Nanyang Technological UniversityEric Brymer (Author) - Leeds Beckett UniversityLudovic Seifert (Author) - University of Rouen Normandy
- Contributors
- Costantino Balestra (Editor) - Université Libre de BruxellesJacek Kot (Editor) - Medical University of GdanskShai Efrati (Editor) - Tel Aviv UniversityFrancois Guerrero (Editor) - Université Bretagne de OccidentaleJean-Eric Blatteau (Editor) - Hôpital d’Instruction des Armées Sainte-AnneStephane Besnard (Editor)
- Publication Details
- Coping with extreme environments: a physiological/psychological approach, pp.98-117
- Publisher
- Frontiers Media
- Identifiers
- 991012958398702368
- Academic Unit
- Human Sciences; Faculty of Health
- Language
- English
- Resource Type
- Book chapter