ReviewFrontiers in psychology2020
How Enaction and Ecological Approaches Can Contribute to Sports and Skill Learning.
Review in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Contact, agency, and haptic experience in sport: a conceptual analysis of embodied skill, interpersonal touch, and digital mediation.Frontiers in psychology · 2026Review
- Making sense together: participatory sensemaking, learning cycles, and group roles.Frontiers in psychology · 2026Article
- Systemic relationships between ecological-dynamic approach and active reflection: psycho-neuro-motor, cognitive, and physiological interactions in rugby pedagogy.Frontiers in sports and active living · 2026Article
- Beyond Belief: Exploring the Alignment of Self-Efficacy, Self-Prediction, Self-Perception, and Actual Performance Measurement in a Squat Jump Performance-A Pilot Study.Journal of functional morphology and kinesiology · 2024Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The purpose of this paper is to explain learning in sports and physical education (PE) from the perspective of enactive and ecological psychology. The learning process is first presented from the enactive perspective, and some relevant notions such as sense-making and sensorimotor schemes are developed. Then, natural learning environments are described, and their importance in the human development process is explained. This is followed by a section devoted to the learner's experience in which some research methods are explained, such as neurophenomenology, in addition to self-confrontation, interviews aimed at bringing out the meaning, sensations, and emotions that performers experience when they are immersed in their sport or a PE class. The sections on the ecological approach deal with the attunement, calibration, the education of intention, and the importance of representative experimental designs. The last section addresses the main similarities and differences between the two approaches. Finally, we state our theoretical position in favor of a common project that brings together the main elements of both post-cognitive approaches.
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Registered trials
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