Cognitive vs ecological dynamic approach: a synthetical framework to guide effective educational choices

In recent decades, educational neuroscientific studies have been tracing important trajectories to design effective learning environments that support the acquisition, development, and improvement of motor skills. The logic of non-linearity that characterizes the neuroscientific approach allows us to understand, through the study of motor behavior and targeted actions, realities such as cognition and behavior, affectivity, and relationship. The aim of the study is to provide a synthetic framework of the two main teaching approaches used for learning motor skills and sport-specific movement skills, highlighting strengths and weaknesses. This is in order to emphasize the principles that guide educators’ choices in respect of the constraints of the individual, the task, and the environment. Through studying the key points of the different theoretical approaches for the acquisition of motor skills and analyzing the scientific evidence, a summary framework will be developed, highlighting strengths and critical points and focusing on the specific phase of the acquisition of motor skills. The two main approaches in the theoretical framework are the cognitive approach, in which the concept of prescriptive style prevails, and the ecological–dynamic approach, in which the concept of the heuristic approach prevails. The criterion for the methodological–educational choice is based on scientific theories and the studies examined have shown that there is no preferred teaching methodology; a good practitioner must be able to evaluate which teaching methodology to use without excluding an integration or an alternation of both. The systemic perspective leads to new research possibilities to verify how much the implementation of learning environments based on the ecologic–dynamic approach allows the most appropriate basic motor development.