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

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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.

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