TY - JOUR
T1 - Enskilment
T2 - an Ecological-Anthropological Worldview of Skill, Learning and Education in Sport
AU - Woods, Carl T.
AU - Rudd, James
AU - Gray, Rob
AU - Davids, Keith
N1 - Publisher Copyright:
© 2021, The Author(s).
PY - 2021/12
Y1 - 2021/12
N2 - The aim of this paper is to explore a different, more relational worldview of skill, learning and education in sport. To do this, we turn to the work of social anthropologist, Tim Ingold, leaning on the notion of enskilment, which proposes that learning is inseparable from doing and place. From this worldview, what is learned is not an established body of knowledge, transmitted into the mind of a passive recipient from an authorised being, but is a progressively deepening embodied-embedded attentiveness, where an individual learns to self-regulate by becoming more responsive to people and environmental features by ‘looking, listening and feeling’. As we discuss, Ingold’s perspectives on enskilment are rooted in the etymological connotations of education—ex-ducere, which roughly means ‘to lead out’. In applying this notion to sport, we unpack three of its entangled components, taskscapes, guided attention, and wayfinding, detailing the implications of each for the growth of enskilled sports performers. To promote the translation of these ideas, in addition to encouraging their inquiry beyond the scope of what is discussed here, sporting examples are threaded throughout the paper.
AB - The aim of this paper is to explore a different, more relational worldview of skill, learning and education in sport. To do this, we turn to the work of social anthropologist, Tim Ingold, leaning on the notion of enskilment, which proposes that learning is inseparable from doing and place. From this worldview, what is learned is not an established body of knowledge, transmitted into the mind of a passive recipient from an authorised being, but is a progressively deepening embodied-embedded attentiveness, where an individual learns to self-regulate by becoming more responsive to people and environmental features by ‘looking, listening and feeling’. As we discuss, Ingold’s perspectives on enskilment are rooted in the etymological connotations of education—ex-ducere, which roughly means ‘to lead out’. In applying this notion to sport, we unpack three of its entangled components, taskscapes, guided attention, and wayfinding, detailing the implications of each for the growth of enskilled sports performers. To promote the translation of these ideas, in addition to encouraging their inquiry beyond the scope of what is discussed here, sporting examples are threaded throughout the paper.
KW - Ecological dynamics
KW - Ecological psychology
KW - Knowledge
KW - Self-regulation
KW - Social anthropology
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U2 - 10.1186/s40798-021-00326-6
DO - 10.1186/s40798-021-00326-6
M3 - Article
AN - SCOPUS:85106931276
SN - 2199-1170
VL - 7
JO - Sports Medicine - Open
JF - Sports Medicine - Open
IS - 1
M1 - 33
ER -