Differenzielles Lehren und Lernen: eine Kritik

Künzell, Stefan; Hossner, Ernst-Joachim (2012). Differenzielles Lehren und Lernen: eine Kritik. Sportwissenschaft, 42(2), pp. 83-95. Hofmann 10.1007/s12662-012-0251-y

Preview

Text kuenzell_hossner_2013 Differenzielles Lehren und Lernen. Eine Kritik.pdf - Published Version Available under License Publisher holds Copyright. Download (733kB) | Preview

In this article, the differential learning approach introduced in 1999 by Wolfgang Schöllhorn is critically examined. After positioning this concept in relation to the historical motor-action controversy between information processing and dynamical system theory, we put forward the arguments that consequences claimed for sport practice are not theoretically substantiated, that the tentative demarcation from cognitivism fundamentally fails, that the data presented stands on shaky ground and that, from a practice-related perspective, the approach manifests a severe lack of practicability. In consideration of disastrous consequences for sport practice as well as sport science, we suggest for future publications on differential learning to refrain from deficient and theoretically as well as empirically unsubstantiated recommendations for sport practice.

Interest & Impact

Downloads

899 since deposited on 12 May 2014
106 in the past 12 months

Citations

5 Citations in Web of Science ®
6 Citations in Scopus

Search

in Google Scholar™

Services

Actions (login required)

Edit item

Actions (login required)

Edit item