Vaughan James, Mallett Clifford J, Potrac Paul, López-Felip Maurici A, Davids Keith
School of Human Movement and Nutritional Sciences, The University of Queensland, Brisbane, QLD, Australia.
Research and Development Department, AIK Football, Stockholm, Sweden.
Front Psychol. 2021 Jul 8;12:635420. doi: 10.3389/fpsyg.2021.635420. eCollection 2021.
In this manuscript, we extend ecological approaches and suggest ideas for enhancing athlete development by utilizing the Skilled Intentionality Framework. A broad aim is to illustrate the extent to which social, cultural and historical aspects of life are embodied in the and the during learning. Here, we contend that certain aspects of the world (i.e., environmental properties) are "weighted" with social and cultural significance, "standing out" to be more readily perceived and simultaneously acted upon when playing football. To comprehend how patterns of team coordination and athletic skill embody aspects of culture and context we outline the value-directedness of player-environment intentionality. We demonstrate that the values an individual can express are by the character of the social institutions (i.e., football clubs) and the social order (i.e., form of life) in which people live. In particular, we illuminate the extent to which value-directedness can act as a constraint on the skill development of football players "for good or ill." We achieve this goal by outlining key ecological and relational concepts that help illustrate the extent to which are value-realizing and intentionality is value-directed (exemplified, by footballers performing in a rondo). To enhance coaching practice, we offer: (a) insights into markers of skilled intentionality, and (b), the language of skilled intentions, as well as highlighting (c), an additional principle of Non-linear Pedagogy: , or more precisely shaping the value-directedness of player-environment intentionality. We contend that, if sport practitioners do not skilfully attend to sociocultural constraints and shape the intentions of players within training environments and games, the social, cultural, and historic constraints of their environment will do so: constantly soliciting some affordances over others and directing skill development.
在本手稿中，我们拓展了生态学方法，并提出了利用技能意向性框架促进运动员发展的思路。一个广泛的目标是说明生活中的社会、文化和历史方面在学习过程中体现在[具体内容1]和[具体内容2]中的程度。在此，我们认为世界的某些方面（即环境属性）被赋予了社会和文化意义的“权重”，在踢足球时“凸显出来”，更容易被感知并同时被付诸行动。为了理解团队协作模式和运动技能是如何体现文化和情境方面的，我们概述了运动员 - 环境意向性的价值导向性。我们证明，个人能够表达的价值观受到社会机构（即足球俱乐部）的性质以及人们生活其中的社会秩序（即生活形式）的影响。特别是，我们阐明了价值导向性在何种程度上会对足球运动员的技能发展“产生好的或坏的”约束。我们通过概述关键的生态学和关系概念来实现这一目标，这些概念有助于说明[具体内容3]在何种程度上是价值实现的，以及意向性是如何以价值为导向的（以足球运动员在围抢训练中的表现为例）。为了改进教练实践，我们提供：(a) 对技能意向性标志的见解，(b) 技能意向的语言，以及突出 (c) 非线性教学法的另一个原则：[具体内容4]，或者更准确地说，塑造运动员 - 环境意向性的价值导向性。我们认为，如果体育从业者在训练环境和比赛中不能巧妙地关注社会文化约束并塑造运动员的意图，那么他们所处环境的社会、文化和历史约束将会这样做：不断地优先选择某些可供性而非其他可供性，并引导技能发展。
