What is considered a wrong solution in PE & sports?

Question:

Wouldn't the wrong solution create a bad habit or technique?

Response:

3 things.

(1) Learning is not the same as performance.

• Learning is seeking, exploring, discovering, assembling, and stabilizing functional movements (Newell, 1986).

• CLA can be used to ‘keep open’ the range of possibilities of the learner while orienting him towards specific new patterns and more importantly, preventing total instability of those newly acquired patterns (Komar et al., 2019).

• Modified Newell’s Stages of Learning

Phase 1 – Learning to coordinate

Phase 2 – Learning to adapt

(2) If the student is learning to coordinate a functional movement solution that solves the given movement problem, why do we need to intervene to suggest that the solution is wrong?

If the student is seen adapting the newly acquired movement pattern in different conditions, and is quite consistently achieving the intended outcome, why do we need to intervene to suggest that the solution is wrong?

If it works, it works.

(3) Principle of repetition without repetition.

It is very important to get the students to repeat the problem solving process through a repeated search for individualised functional movement solutions. What works for me, may not work for student A. What works for student A may not work for student B. And thus, invest time in designing quality, complex and rich movement problems that will invite and encourage the learners to move better.