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Wayfinding: How Ecological Perspectives Can Transform the Learning Process in Sport

Navigating through complex environments is something humans do instinctively—whether crossing physical landscapes or solving problems in sports. A recent study by Woods, Rudd, Robertson & Davids (2020) explores wayfinding, an ecological concept that reimagines how athletes learn and interact with their environment. By viewing learning as a process of discovery and interaction, this study proposes a shift from traditional coaching methods towards designs that encourage athletes to explore, self-regulate, and adapt their behaviors dynamically.

Here’s a breakdown of the study's key concepts and how they can be applied to football coaching.

Introduction

The term wayfinding traditionally refers to how humans navigate physical spaces, but in this context, it is applied to the learning process in sports. Wayfinding emphasizes active, self-regulated exploration, where the learner, like a traveler, navigates through a dynamic environment (the game). Rather than being given a step-by-step path, learners are encouraged to discover their way through tasks and challenges. This ecological perspective emphasizes the importance of perception-action coupling—how perception guides actions, and actions refine perception.

In sports, the goal is to help athletes become skilled at navigating their performance landscape, making decisions, and solving problems as they encounter them on the pitch.

Wayfinding and Self-Regulation

The concept of wayfinding is more than simply following a prescribed route. Self-regulation plays a critical role—learners must adjust and adapt to the environment in real-time. Traditional coaching methods, which often focus on delivering fixed instructions, can limit a player’s ability to adapt. Instead, coaching should encourage players to explore the environment and discover how to achieve their goals in their own way.

Application in Football: Rather than instructing players where to pass the ball in every situation, a coach could set up small-sided games where the rules and constraints of the game nudge the players towards certain actions. The aim is for the players to learn how to read the game, adjust their positioning, and make decisions based on what they perceive during the match.

Ecological Perspectives of Wayfinding

This approach is grounded in ecological dynamics, where learning is seen as a continuous interaction between the athlete and their environment. James Gibson’s theory suggests that the environment is rich with information, or affordances, which are opportunities for action that athletes can perceive and act upon.

Instead of relying on internal cognitive maps, athletes develop their understanding of the game through direct interaction with the environment. As athletes encounter new challenges, they learn to perceive opportunities for action that align with their abilities and the game’s demands.

Application in Football:Coaches can create drills that mimic real match conditions, forcing players to adapt their actions to the evolving environment. For example, a small-sided game where goals scored after an interception are worth x2, may encourage players to dribble or drive with the ball more often as it's less risky. Conversely, a game where goals scored after winning the ball in a 1v1 are worth x2 may encourage players to pass & move more as this option is less risky.

Wayfinding: A Process Underpinned by Perception-Action Coupling

At the heart of wayfinding is perception-action coupling, where an athlete’s actions are informed by what they perceive, and their perceptions are refined through action. This dynamic relationship is fundamental to developing skilled behavior in sport.

Rather than having athletes repeat the same movement over and over in isolation, wayfinding encourages repetition without repetition—a concept where athletes practice adapting movements to different situations, ensuring flexibility and creativity in performance.

Application in Football: Instead of having a player performing a pass repeatedly without context, set up activities where the player are afforded expanding & decaying opportunities to pass under different constraints—varying angles, distances, and pressure from opponents. This helps the player learn how to adapt their passing technique to the demands of the game.

Wayfinding by Means of Affordance Perception and Utilization

A key aspect of wayfinding is the athlete's ability to detect and utilize affordances—opportunities for action that the environment presents. These affordances are not static; they change based on the player’s abilities and the evolving situation in the game. A young player may perceive fewer affordances than an experienced one, but through practice, they learn to recognize more opportunities.

Application in Football: A coach might design an activity where players must find and exploit gaps in a defense to play through, around & over. The players learn to perceive when and where these gaps emerge and adjust their runs or passes accordingly. This teaches players to utilize the affordances the game provides, improving their decision-making.

Learning in Sport as Wayfinding

In this ecological approach, learning in sport is seen as a continuous process of navigating through a changing landscape of challenges. Coaches are not just instructors; they become designers of environments that allow athletes to explore and discover solutions. The goal is to create practice landscapes that challenge athletes to find their own way through various problems, thereby deepening their understanding of the game.

Application in Football: In a training activity, rather than instructing a player on exactly how to mark an opponent, the coach can set up a game scenario where the player must adjust their positioning based on the movement of the ball and their opponent. Over time, the player learns how to navigate different defensive challenges and develop a more intuitive understanding of marking.

Example 1: Physical Education Setting

In early childhood physical education, teachers can design learning environments that promote basic movement skills, such as balance, coordination, and rhythm. Through wayfinding, children learn to solve movement challenges in diverse, playful settings, which gradually develop their physical literacy.

Application: Set up obstacle courses or games that require young players to balance, jump, and coordinate their actions without explicit instructions. This promotes self-discovery and helps develop foundational movement skills.

Example 2: High-Performance Sport

At the elite level, wayfinding can be applied by designing highly specific practice landscapes that challenge players’ tactical and technical abilities. In these environments, athletes learn to explore and solve complex, game-specific problems.

Application: A coach might design a scenario in which players must break a high press from the opposition. Instead of giving the solution, the coach allows the players to problem solve - refining their ability to adapt and find the best solution during a match - before highlighting or nudging them towards information in the environment that may help them find a solution e.g. a weaker side, a lazy midfielder etc.

Summary of Both Examples

In both early education and high-performance sport, wayfinding places the learner at the center of the discovery process. By focusing on exploration, perception, and self-regulation, coaches can create environments that encourage athletes to find their own solutions to challenges. This approach develops athletes who are not only technically skilled but also capable of adapting to the dynamic nature of competitive sport.

Key Takeaways for Coaches

By applying these ecological principles, coaches can create more engaging, dynamic learning environments that foster better decision-makers and adaptable athletes.