Commentary: Interpersonal Coordination in Soccer: Interpreting Literature to Enhance the Representativeness of Task Design, From Dyads to Teams

Frontiers in Psychology

article

Vincent Gesbert¹  Denis Hauw¹ 

[1] Research Center in Psychology of Health, Faculty of Social and Political Sciences, University of Lausanne

关键词: interpersonal coordination;    task representativeness;    Soccer;    sense-making activities;    enactive approach;   

DOI  :  10.3389/fpsyg.2019.01093

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

This commentary discusses and extends the ideas in the perspective paper, “Interpersonalcoordination in soccer: Interpreting literature to enhance the representativeness of task design,from dyads to teams” (Santos et al., 2018). Our goal is to mention missing parts such asthe athlete’s experience and how athletes use it to adjust their activity to the interpersonalcoordination dynamics.Although not explicitly mentioned, the authors’ interpretation of the literature was based onthe ecological dynamics framework (e.g., Silva et al., 2013). Within this framework, interpersonalcoordination is assumed to result from self-organizing processes that encompass interacting partslike the players, ball, and environment in soccer. To understand how interpersonal coordinationemerges, is sustained or disrupted, and changes during performance, researchers record players’behaviors during competition. From these positional data, they analyze the behavioral dynamicsof interpersonal coordination through collective variables (e.g., relative phase). Variations inthese measures describe the influence of informational constraints—like ball displacementdynamics—on the process of interpersonal coordination. As behavioral dynamics show statisticalconsistencies, they are interpreted as factors of this coordination. These informational constraintsare also defined as possibilities for controlling goal-directed activity with others or affordances(Gibson, 1979). These affordances are subsets of the spatio-temporal structure of light convergingat the eyes (Seifert et al., 2018) that each player’s perceptual system may or may not detect. Asa reminder, the pedagogical outcome in a realistic learning environment is the athletes’ placementsuch that their perceptual systems become increasingly sensitive to the spatio-temporal informationthat specifies affordances (e.g., Chow et al., 2016).

【 授权许可】

CC BY