Abstract EN:

This thesis, based on key ideas in ecological dynamics, presents data supporting a re-definition of the concept of learning and transfer of skills, using climbing as the research vehicle. The research programme sought to determine how environment-performance relationships support the acquisition of multi-articular skills, attempting to identify mechanisms that support improved transfer of learning due to practice. Specifically, these were learning contexts that induced behavioural meta-stability (a coexistence of stable and unstable coordination tendencies, and consequently promoted exploration of different motor behaviours), a mechanism through which individuals may exploit existing skills to also explore new, potentially more effective coordination modes. The programme of work addressed by this thesis was: (1) how skill was related to the exploration of behavioural opportunities (affordances) during performance; (2) how movement variability was related to performance during practice, and; (3) the underpinning role of exploration in supporting the transfer of learning. A pre- and post-test intervention design used a scanning procedure to determine the effect of practice on the stability of different climbing patterns of coordination. A group of beginners were shown to transition toward advanced styles of climbing and their performance on a transfer test revealed comparable levels of movement pattern stability to that of a more experienced group. Better climbing fluency in unfamiliar routes was related to increased exploratory behavior during training conditions. In early practice, exploratory behavior was associated with poor performance. After practice, increased exploration under transfer conditions was associated with better performance. The research evidence in this thesis suggests that, in complex multi-articular skills, exploration is a key mechanism for acquiring new skills and can support skills transfer