Systemic relationships between ecological-dynamic approach and active reflection: psycho-neuro-motor, cognitive, and physiological interactions in rugby pedagogy.

Introduction: The rugby pedagogy approach in the concept of System Thinking can be seen as multifaceted elements that interact together interconnected by a red thread of neuromotor-psycho-physical and cognitive aspects. The ecological dynamic approach can build the athlete/player's behavior and learning by inducing adaptive and self-organized systems resulting from lived experiences. The study aims to evaluate if an ecological and reflective approach applied to rugby pedagogy can enhance the coordination, the metabolic condition, can decrease the general fatigue and can help in managing the executive functions. Furthermore, the interrelationship between the coordination and metabolic condition, the coordination and the executive functions, the coordination and general fatigue were investigated. Methods: Forty boys U14 rugby players aged 12 to 14 years were enrolled for the study. Twenty boys were enrolled in ecological dynamic training (EXP), and twenty boys followed a traditional training (CON). The players' neuro-motor-psycho-physical and cognitive competences were investigated using KTK test, Yo-Yo IR1 test, Attention and Concentration test, Flanker task and their workload was measured with NASA-TLX. Results: The EXP group increased neuromotor, cognitive and perceptive capacities compared to CON group. No differences between groups were found in physiological aspects. Discussions: Through a counterfactual thought experiment, it was highlighted how the integration between the Ecological-Dynamic approach and the Relational Constructivist approach is essential for their real effectiveness in rugby pedagogy. Rugby pedagogy is a structural prerequisite for addressing contemporary ethical, health, and environmental challenges to educate for Embodied Awareness through Contemporary Learning.