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| Preface | |
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| Acknowledgments | |
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| Introduction to Skill Acquisition Theory and the Constraints-Led Approach | |
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| Traditional Theories of Skill Acquisition | |
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| Skill Acquisition: Definition and Theories | |
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| Common Features of Traditional Theories | |
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| Implications for Movement Practitioners | |
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| Summary | |
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| Physical Constraints on Coordination: Dynamical Systems Theory | |
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| Complex Systems: A Definition | |
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| Constraints on Complex Systems | |
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| Emergent Behavior in Human Movement | |
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| Constraints and Movement Coordination | |
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| Interacting Constraints | |
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| Coordination Processes in Human Movement Systems | |
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| Functional Role of Variability in Movement Systems | |
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| Summary | |
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| Informational Constraints on Coordination: An Ecological Perspective | |
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| Ecological Psychology and Information | |
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| Information-Movement Coupling | |
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| Haptic Information Constraints on Movement | |
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| Acoustic Information Constraints on Movement | |
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| Summary | |
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| Redefining Learning: A Constraints-Led Approach | |
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| The Perceptual-Motor Landscape | |
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| Newell's Model of Motor Learning | |
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| Practical Issues for Learning | |
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| Role of the Movement Practitioner: Nonlinear Pedagogy | |
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| Hands-Off Practitioners | |
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| Summary | |
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| Applying the Constraints-Led Approach | |
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| Understanding the Dynamics of Skill Acquisition | |
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| Constructing the Perceptual-Motor Landscape | |
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| The Practitioner's Perspective | |
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| Summary | |
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| Dealing With Individual Differences: Implications for a Nonlinear Pedagogy | |
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| Intrinsic Dynamics of the Movement System | |
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| Variation in Athletic Performance | |
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| Individual Differences in Practical Settings | |
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| Developing Decision-Making Skills | |
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| Summary | |
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| Organizing Practice to Optimize Learning | |
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| The Constraint of Time in Practice | |
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| Manipulating Task Constraints in Practice | |
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| Strategies for Structuring Practice | |
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| Summary | |
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| Using Verbal Guidance as an Informational Constraint on Learners | |
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| Effectiveness of Verbal Communication Strategies | |
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| Verbal Communication as a Temporary Informational Constraint | |
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| Attentional Focus and Verbal Communication | |
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| Interaction of Verbal Instructions and Feedback | |
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| Verbal Communication and Movement Disorders | |
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| Summary | |
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| Observational Learning as Directed Search | |
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| Directed Search and Observational Learning | |
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| Observational Learning in Social Contexts | |
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| Visual Perception Perspective on Observational Learning | |
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| Learner-Regulated Video Feedback | |
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| Summary | |
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| Implementing the Constraints-Led Approach: Case Studies | |
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| Practice and an External Focus of Attention | |
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| Dynamics of Learning the Soccer Chip | |
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| Individual Differences in Amputee Gait | |
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| Practice Organization for Soldiers | |
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| Instructions for Student Drivers | |
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| Modeling to Direct Students' Learning | |
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| Glossary | |
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| References | |
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| Index | |
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| About the Authors | |