Foregrounding Sociomaterial Practice in Our Understanding of Affordances: The Skilled Intentionality Framework

Shifting boundaries, extended minds: ambient technology and extended allostatic control

This article applies the thesis of the extended mind to ambient smart environments. These systems are characterised by an environment, such as a home or classroom, infused with multiple, highly networked streams of smart technology working in the background, learning about the user and operating without an explicit interface or any intentional sensorimotor engagement from the user. We analyse these systems in the context of work on the "classical" extended mind, characterised by conditions such as "trust and glue" and phenomenal transparency, and find that these conditions are ill-suited to describing our engagement with ambient smart environments. We then draw from the active inference framework, a theory of brain function which casts cognition as a process of embodied uncertainty minimisation, to develop a version of the extended mind grounded in a process ontology, where the boundaries of mind are understood to be multiple and always shifting. Given this more fluid account of the extended mind, we argue that ambient smart environments should be thought of as extended allostatic control systems, operating more or less invisibly to support an agent's biological capacity for minimising uncertainty over multiple, interlocking timescales. Thus, we account for the functionality of ambient smart environments as extended systems, and in so doing, utilise a markedly different version of the classical thesis of extended mind.

There is no copy and paste, but there is resonation and inhabitation: Integrating a contemporary player development framework in football from a complexity sciences perspective

Socio-cultural constraints shape behaviour in complexifying ways. In sport, for example, interconnected constraints play an important role in shaping the way a game is played, coached, and spectated. Here, we contend that player development frameworks in sport cannot be operationalised without careful consideration of the complex ecosystem in which they reside. Concurrently, we highlight issues associated with frameworks designed in isolation from the contexts in which they are introduced for integration, guised as trying to "copy and paste" templates from country to country. As such, there is a need to understand the oft-shrouded socio-cultural dynamics that continuously influence practice in order to maximize the utility of player development frameworks in sport. Ecological dynamics offers a complexity-oriented theoretical lens that supports the evolution of context-dependent player development frameworks. Further, tenets of the Learning in Development Research Framework can show how affordances are not just material invitations but constitute a vital component of a broader socio-cultural form of life. These ideas have the potential to: (1) push against a desire to "copy and paste" what is perceived to be "successful" elsewhere, and (2), guide the integration of player development frameworks by learning to resonate with the nuanced complexities of the broader environment inhabited.

Imagination, ecologized and enacted: driven by the historicity of affordance competition

Together, ecological psychology and enactivism can explain imagination as being driven by affordance competition. This paper presents synaptic plasticity as a hotspot for the respective historicity. First, (i) affordances are introduced as directly perceptible on the ecological view, and as co-created by an individual on the enactive view. After pointing out their compatibility, (ii) empirical underpinnings of the historicity of affordance competition are summarized and followed by a non-representational interpretation thereof. They are used to explain: (iii) What affords imagining? After discussing both van Dijk and Rietveld's in 2020 non-representational answer and McClelland's in 2020 representational one, I propose a more general explanation: a stand-off between competing affordances can be resolved by imagination, driven by affordance competition. Arguably, (iv) the sensorimotor traces of previous interactions (e.g., strengthened synapses) can be repurposed as representations - grounding even representational explanations in an ecologized enactive framework.

The influence of threat on visuospatial perception, affordances, and protective behaviour: A systematic review and meta-analysis

Perception has been conceptualised as an active and adaptive process, based upon incoming sensory inputs, which are modified by top-down factors such as cognitions. Visuospatial perception is thought to be scaled based on threat, with highly threatening objects or contexts visually inflated to promote escape or avoidance behaviours. This meta-analytical systematic review quantified the effect and evidence quality of threat-evoked visuospatial scaling, as well as how visuospatial scaling relates to affordances (perceived action capabilities) and behavioural avoidance/escape outcomes. Databases and grey literature were systematically searched inclusive to 10/04/24. Studies were assessed with a customised Risk of Bias form and meta-analysis was performed using a random-effects model. 12,354 records were identified. Of these, 49 experiments (n = 3027) were included in the review. There was consistent evidence that threat the of height influenced contextual perception (g = 0.66, 95% CI: 0.45, 0.88) and affordances (g = -0.43, 95% CI: -0.84, -0.03). Threatening objects were viewed as larger (g = 0.76, 95% CI: 0.26, 1.26) and as closer (g = 0.30, 95% CI: 0.17, 0.42). Bodily threat (pain) yielded conflicting effects on visuospatial perception/affordances. We conclude that threat may influence visuospatial perception and affordances. However, since behavioural measures were poorly reported, their relationship with visuospatial perception/affordances remains elusive.

Reaching conceptual stability by re-articulating empirical and theoretical work on affordances

Theoretical developments on affordances have proliferated, resulting in a lack of conceptual stability and a potential compromise in scientific validity. However, affordances should not be discarded, given their centrality in post-cognitive theories and their widespread reuse across various research domains. Empirical research on affordances remains sparse, out of sync with theoretical advancements, and thus unable to contribute effectively to scientific progress due to its disarticulation with theoretical work. That is why re-articulating theoretical and empirical investigations on affordances is needed to pave a more fruitful path for the concept's advancement. To accomplish this objective, emphasis must be placed on empirical research, leveraging recent theoretical propositions and devising corresponding empirical methodologies. The proposed requirements and framework represent a step in this endeavor.

An "in vivo" analysis of crafts practices and creativity-Why affordances provide a productive lens

Scholars are increasingly recognizing that creativity is grounded in the active sensorimotor engagement with the environment and materiality. Affordances-recognizable pointers to action opportunities in the ecology-provide a helpful prism for analyzing how this happens. Creative practitioners, as they seek aesthetic opportunities or innovation, depend on their sensitivity toward potentialities in their action space. Presently, we apply a high-zoom lens to a crafts process, giving our micro-genetic research design an affordance focus. By investigating one of the authors, a ceramicist and a practitioner-researcher, through her process of making of a vase, we tracked how affordances are responded to, developed, shaped, invited or, where necessary, rejected, as the ceramicist "routes" her creative trajectory. Several insights emerge: (1) The ceramicist's decisions-initially about general directions, then about aesthetic details-unfold while engaging with the clay; they emerge in stepwise fashion, but with a holistic orientation. (2) Choosing among affordances requires parallel sensitivities to object functionality, aesthetics and creativity, as well as technical feasibility; adhering to the proper technical procedure that provides the very basis for creatively relevant affordances to later arise. (3) While the hands and eyes engage with short-lived affordances the ceramicist must keep in view higher-timescale affordances that ensure a good task progression for making a vase, and affordances for the material's overall "workability". (4) The ceramicist typically relates to momentary affordances in light of expected as well as imagined others, to ensure a coherent end product. (5) Affordances contribute to material creativity in more ways than typically recognized in the literature. They range from serendipitous "finds" to options developed with a large degree of creative autonomy; affordances may also be indirectly invited and practitioners strategically change probability distributions as well as providing an enabling background for generative action. Thus, a crafts practitioner brings forth unconventional affordances through active engagement, using a mix of exploration, strategy, and imaginative potential. Affordance theorists err when stressing the possibility to just "find" creative options or that perceptual acuity is the sole skill.

From child-peer similarity in imitative behavior to matched peer-mediated interventions in autism

Self-consciousness develops through a long process, from pre-reflexive consciousness relying on body perception, to "meta" self-awareness. It emerges from the imitative experience between children and their peers. This experience linked to the capacity to test structural similarities between oneself and others, is addressed according to the concept of interpersonal affordance. We hypothesize that the opportunity for co-actors to engage in a process of interpersonal coordination is underlined by their similarity in terms of morphological, behavioral and motor features. This experience can sustain the emergence of new affordances for objects for each co-actor, as well as new affordances in terms of joint actions. We apply this idea in the context of peer-mediated interventions (PMI) in autism spectrum disorder (ASD). We argue that, in PMI, an encounter between children with autism and similar peers would foster the opportunity to engage in a spontaneous process of interpersonal coordination. This process would enable the development of self-consciousness and the emergence of perception of interpersonal, self and other's affordances for children with autism. We conclude that metrics to assess morphological, behavioral and motor similarity should then be defined and used in future studies to test our hypothesis in children with autism versus TD children or between children with autism.

Utilising the learning in development research framework in a professional youth football club

Underpinned by an ecological dynamics rationale, the Learning in Development Research Framework (LDRF) has been suggested to introduce methodological possibilities to investigate and illuminate: (i) socio-cultural constraints within a sports organization or club, and (ii), a research gap on the need for a more contemporary framework to guide reliable ways of conducting investigations and designing practical applications. To provide a strong justification for the nature of the fieldwork and methods adopted, we present insights from a 3-year and 5-month study at a professional football club in Sweden that adapted the framework as a central feature of their Department of Methodology for player development. A phronetic iterative approach was employed to analyze the data. The findings highlight the nature of constraints acting over varied timescales, transcending contexts to manifest in other contexts (e.g., practice task designs), influencing events and experiences. This indicated a need to dampen (using probes) the influence of the pervasive organizational "control over context" approaches that were acting as "sticky" socio-cultural constraints, shaping the intentions (in session design) and attention (during practice and performance) of players and coaches. A practical implication is that the LDRF does not prescribe a universal solution to player development. Rather that it can guide how researchers, practitioners, clubs and organisations could challenge themselves to adapt strategies to design contemporary athlete development frameworks within their ecosystem.

Situating the KTA gap in clinical research: Foregrounding a discontinuity in practices

In this study, I will claim that we need to rearticulate the so-called "knowledge-to-action" (KTA) gap metaphor in clinical research as a discontinuity of practices. In clinical research, there is a significant delay between the production of research results and their application in policy and practice. These difficulties are normally conceptualized through the metaphor of the KTA gap between scientific knowledge and practical applications. I will advise that it is important to reformulate the terms of the problem, as they suggest the difficulty lies only in the results generated on one side (the laboratory), not reaching the other side (the clinic), and that crossing the gap requires us to simply optimize the transfer and exchange of knowledge. This perspective considers knowledge separate from the practices from which it was generated, making it into a thing that can be transported and transferred largely independently from the communities that produce or "possess" it. The paper then revises the terms of the problem, shifting the focus from knowledge understood as independent from practical circumstances to the situated practices of knowing. Knowledge will then be understood as enacted in practice, emerging as people interact recurrently in the context of established practices. When people coming from different domains and with different "ends-in-view" must coordinate, they have to deal with conceptual and practical tensions, different ways of doing things with their surroundings, and different normative practices. Considering that, the KTA gap will be revised, not as a gap between scientific results and their application in clinical practice, but as a discontinuity in how communities engage with their local contexts and what they perceive as relevant for their activities.

'Deep brain stimulation is no ON/OFF-switch': an ethnography of clinical expertise in psychiatric practice

Despite technological innovations, clinical expertise remains the cornerstone of psychiatry. A clinical expert does not only have general textbook knowledge, but is sensitive to what is demanded for the individual patient in a particular situation. A method that can do justice to the subjective and situation-specific nature of clinical expertise is ethnography. Effective deep brain stimulation (DBS) for obsessive-compulsive disorder (OCD) involves an interpretive, evaluative process of optimizing stimulation parameters, which makes it an interesting case to study clinical expertise. The aim of this study is to explore the role of clinical expertise through an ethnography of the particular case of DBS optimization in OCD. In line with the topic of the special issue this article is a part of, we will also use our findings to reflect on ethnography as a method to study complex phenomena like clinical expertise. This ethnography of DBS optimization is based on 18 months of participant observation and nine in-depth interviews with a team of expert clinicians who have been treating over 80 OCD patients since 2005. By repeatedly observing particular situations for an extended period of time, we found that there are recurrent patterns in the ways clinicians interact with patients. These patterns of clinical practice shape the possibilities clinicians have for making sense of DBS-induced changes in patients' lived experience and behavior. Collective established patterns of clinical practice are dynamic and change under the influence of individual learning experiences in particular situations, opening up new possibilities and challenges. We conclude that patterns of clinical practice and particular situations are mutually constitutive. Ethnography is ideally suited to bring this relation into view thanks to its broad temporal scope and focus on the life-world. Based on our findings, we argue that clinical expertise not only implies skillful engagement with a concrete situation but also with the patterns of clinical practice that shape what is possible in this specific situation. Given this constraining and enabling role of practices, it is important to investigate them in order to find ways to improve diagnostic and therapeutic possibilities.

Being a team player: Approaching team coordination in sports in dialog with ecological and praxeological approaches

This paper discusses key conceptual resources for an understanding of coordination processes in team sports. It begins by exploring the action guidance provided by the environment, studied in terms of affordances. When conceptualizing sporting performances in general, we might distinguish social and object affordances, think about the spatial and temporal order of affordances in terms of nested and sequential affordances, and differentiate between global, main, and micro-affordances within an action sequence. In the context of team sports, it is crucial to understand how affordances might be given to a plurality of athletes. For that purpose, the paper defines shared, common, and collective affordances. A distinguishing characteristic of team sports is the key role of collaborative intra-team coordination which take place within a setting of antagonistic team-team interactions. A key proposal from dynamical systems theory is to conceptualize intra-team coordination in terms of synergies. Synergies are emergent systems of several athletes who coordinate their movements to achieve specific performance tasks. Many of the embodied skills that players need to develop to become suitable participants in the coordination processes of sport teams are abilities to participate in dynamic sequences of collective activity. Praxeological approaches have emphasized that training processes in team sports are aimed at transforming athletes into skillful participants in sequences of collective play. Athletes need to develop their ability-to-play-with to become proficient in contributing to the formation of suitable collectives for specific performance tasks.

The affordances of art for making technologies

With this inaugural lecture as Socrates Professor on the topic of Making Humane Technologies, I aim to show that artistic practices afford embedding technologies better in society. Analyzing artworks made at RAAAF, an art collective that makes visual art and experimental architecture, I will describe three aspects of making practices that may contribute to improving the embedding of technology in society: (1) the skill of working with layers of meaning; (2) the skill of creating material playgrounds that afford free exploration of the potential of new technologies and artistic experiments; and (3) the skill of openness to the possibility of having radically different socio-material practices. I will use images of several RAAAF projects to make these skills involved in making more tangible. It is artistic skills like these that can contribute to a better societal embedding of technologies.

Affordances of musical instruments: Conceptual consideration

While the concept of affordances has been applied in music research, it has not been satisfyingly developed regarding musical instruments. The resulting vagueness restricts the potential of the concept to guide exploration, discussion, and development of new approaches towards musical learning. Also, the concept of affordances comes with strong ontological claims and thus prompts the researcher to be careful when merging it with other theoretical domains or applying it in empirical studies. Consequently, the present article aims at contributing to a conceptualization of affordances of musical instruments by highlighting and discussing components that are necessary to consider in such a project. The first part consists of an overview of key elements of ecological psychology and more recent theoretical contributions, which are of relevance to the aim of the article: Material Engagement Theory, Skilled Intentionality Framework, and Sensorimotor Contingency Theory. A brief review of examples on how the concept of affordances has been applied in music research is presented. The main section of the article discusses four components, vital to further theoretical developments on affordances of musical instruments: the musical niche, spatial networks, sensorimotor relationship, and the amodal nature of affordances. Central to the argument is an understanding of affordances as relational, limited in scope and bound up with the physical interaction between musician and instrument. Accordingly, it is proposed that analytical focus in studies of musical instruments should be the sensorimotor relationship, spatiotemporally unfolding through a musical event. The article is concluded with comments upon educational implications of the presented perspective and suggestions on further research on the topic.

Factors affecting expert performance in bid evaluation: An integrated approach

Experts play a crucial role in underpinning decision-making in most management situations. While recent studies have disclosed the impacts of individuals’ inherent cognition and the external environment on expert performance, these two-dimensional mechanisms remain poorly understood. In this study, we identified 14 factors that influence expert performance in a bid evaluation and applied cross-impact matrix multiplication to examine the interdependence of the factors. The results indicate that the two dimension-related factors affect each other within a person–environment system, and a poor situation perception gives rise to the deviation of expert performance. Expert performance can be improved if external supervision and expertise are strengthened through deliberate practices. The study proposes a new expert performance research tool, elucidates its mechanism in bid evaluation from a cognitive psychology perspective, and provides guidelines for its improvement in workplace contexts.

Sense of Agency, Affectivity and Social-Ecological Degradation: An Enactive and Phenomenological Approach

In the last few years, there has been an interest in understanding the impact of environmental change and degradation on people's affective life. This issue has become particularly pressing for populations whose form of life is heavily dependent on ecosystem services and functions and whose opportunities for adaptation are limited. Based on our work with farmers from the Xochimilco urban wetland in the southwest of Mexico City, we begin to draw a theoretical approach to address and explain how environmental degradation impacts people's affective life and sense of agency. Farmers who were part of our project referred to a sense of despair and helplessness toward the loss of the ecosystem and their traditional farming-based form of life. From the perspective of phenomenology, enactivism and ecological psychology, we argue that the loss of this form of life in the area is related to the degradation of socio-ecological systems, limiting the opportunities for people to relate meaningfully to others and the environment. We posit that losing meaningful interaction with the environment generates a feeling of loss of control while leading farmers to feel frustrated, anxious and stressed. Such affective conditions have a direct impact on their sense of agency. In terms of adaptation, the negative interaction between degradation, affective states and a diminished sense of agency can create a downward spiral of vulnerability, including political vulnerability.

Social and Cultural Constraints on Football Player Development in Stockholm: Influencing Skill, Learning, and Wellbeing

In this paper, we consider how youth sport and (talent) development environments have adapted to, and are constrained by, social and cultural forces. Empirical evidence from an 18-month ethnographic case study highlights how social and cultural constraints influence the skill development and psychological wellbeing of young football players. We utilized novel ways of knowing (i.e., epistemologies) coupled to ecological frameworks (e.g., the theory of ecological dynamics and the skilled intentionality framework). A transdisciplinary inquiry was used to demonstrate that the values which athletes embody in sports are constrained by the character of the social institutions (sport club, governing body) and the social order (culture) in which they live. The constraining character of an athlete (talent) development environment is captured using ethnographic methods that illuminate a sociocultural value-directedness toward individual competition. The discussion highlights how an emphasis on individual competition overshadows opportunities (e.g., shared, and nested affordances) for collective collaboration in football. Conceptually, we argue that these findings characterize how a dominating sociocultural constraint may negatively influence the skill development, in game performance, and psychological wellbeing (via performance anxiety) of young football players in Stockholm. Viewing cultures and performance environments as embedded complex adaptive systems, with human development as ecological, it becomes clear that microenvironments and embedded relations underpinning athlete development in high performance sports organizations are deeply susceptible to broad cultural trends toward neoliberalism and competitive individualism. Weaving transdisciplinary lines of inquiry, it is clarified how a value directedness toward individual competition may overshadow collective collaboration, not only amplifying socio-cognitive related issues (anxiety, depression, emotional disturbances) but simultaneously limiting perceptual learning, skill development, team coordination and performance at all levels in a sport organization.

An Ecological Dynamics Approach to Understanding Human-Environment Interactions in the Adventure Sport Context—Implications for Research and Practice

The last few decades have witnessed a surge of interest in adventure sports, and has led to an emerging research focus on these activities. However, recent conceptual analyses and scientific reviews have highlighted a major, fundamental question that remains unresolved: what constitutes an adventure sport. Despite several proposals for definitions, the field still seems to lack a shared conceptualization. This deficit may be a serious limitation for research and practice, restricting the development of a more nuanced theoretical explanation of participation and practical implications within and across adventure sports. In this article, we address another crucial question, how can adventure sports be better understood for research and practice? We briefly summarize previous definitions to address evident confusion and a lack of conceptual clarity in the discourse. Alternatively, we propose how an ecological perspective of human behaviors, such as interactions with the environment, may provide an appropriate conceptualization to guide and enhance future research and practice, using examples from activities such as freeride skiing/snowboarding, white-water kayaking, climbing, mountaineering and the fields of sport science, psychology and avalanche research and education. We draw on ecological dynamics as a transdisciplinary approach to discuss how this holistic framework presents a more detailed, nuanced, and precise understanding of adventure sports.

The Enacted Ethics of Self-injury

Enactivism has much to offer to moral, social and political philosophy through giving a new perspective on existing ethical problems and improving our understanding of morally ambiguous behaviours. I illustrate this through the case of self-injury, a common problematic behaviour which has so far received little philosophical attention. My aim in this paper has been to use ideas from enactivism in order to explore self-injury without assuming a priori that it is morally or socially wrong under all circumstances, seeking to establish a less implicitly value-laden analysis. Enactivism can help us in making this behaviour more intelligible and contextualising it through examining the relations of individual embodied action and social practices with the help of enactivist theories of habits and affordances.

Realising the Good University: Social Innovation, Care, Design Justice and Educational Infrastructure

This paper is a contribution to the collective work of imagining better universities. It starts from Raewyn Connell’s account of the good university, and develops four main ideas. Connell’s insistence on thinking about universities as real workplaces, with real workforces doing real work that has real consequences, provides a disciplining foundation. On this basis, we must acknowledge that although changes are often set in motion outside a university, their realisation always depends on the work of university staff and students. Secondly, research on learning and teaching and the spaces in which they unfold can contribute to real change by providing stronger concepts and clearer language in which to imagine, discuss and plan. Thirdly, course and curriculum redesign, oriented to the great challenges that our students will be tackling in the next few decades, would benefit from an infusion of practices and values from the fields of social innovation and participatory design, and that design for social innovation needs a grounding in design justice. Finally, I outline some of the implications that we can infer for better learning spaces — understood from both a postdigital and a postcritical perspective. A connecting theme within this exploration is the realisation of care as thoughtful work.

Skilled we-intentionality: Situating joint action in the living environment

There is a difference between the activities of two or more individuals that are performed jointly such as playing music in a band or dancing as a couple, and performing these same activities alone. This difference is sometimes captured by appealing to shared or joint intentions that allow individuals to coordinate what they do over space and time. In what follows we will use the terminology of we-intentionality to refer to what individuals do when they engage in group ways of thinking, feeling and acting. Our aim in this paper is to argue that we-intentionality is best understood in relation to a shared living environment in which acting individuals are situated. By the "living environment" we mean to refer to places and everyday situations in which humans act. These places and situations are simultaneously social, cultural, material and natural. We will use the term "affordance" to refer to the possibilities for action the living environment furnishes. Affordances form and are maintained over time through the activities people repeatedly engage in the living environment. We will show how we-intentionality is best understood in relation to the affordances of the living environmentand by taking into account the skills people have to engage with these affordances. For this reason we coin the term 'skilled we-intentionality' to characterize the intentionality characteristic of group ways of acting, feeling and thinking.

Explaining multistability: postphenomenology and affordances of technologies

A central issue in postphenomenology is how to explain the multistability of technologies: how can it be that specific technologies can be used for a wide variety of purposes (the “multi”), while not for all purposes (the “stability”)? For example, a table can be used for the purpose of sleeping, having dinner at, or even for staging a fencing match, but not for baking a cake. One explanation offered in the literature is that the (material) design of a technology puts constraints on the purposes for which technologies can be used. In this paper, I argue that such an explanation—while partly correct—fails to address the role of the environment in which human beings operate in putting constraints on technology use. I suggest that James Gibson’s affordance theory helps highlighting how stabilities in technology use arise in the interaction between human being and environment. Building on more recent approaches in affordance theory, I suggest that the environment can be conceptualized as a “rich landscape of affordances” that solicits certain actions, which are not just cued by the environment’s material structure, but also by the normativity present in the form of life in which a human being participates. I briefly contrast the approach to affordances developed in this paper with how Klenk (2020) and Tollon (2021) have conceptualized the “affordance character” of technological artifacts, and highlight how a focus on the situated nature of affordances augments these earlier conceptualizations.

Affordance in Socio-Material Networks: A Mixed Method Study of Researchers' Groups and Analog-Digital Objects

In this paper, we argue that we can better understand the relationship between social interaction and materiality by linking qualitative analysis of analog and digital practices, adopting Basov's model of socio-material networks. Our research questions turn about the interrogation of how social links distress the usage of analog and digital objects by researchers. We consider scientific networks with the relationship between researchers and their tools as a three-level social material network. It sheds light on how different types of researchers position their engagement with analog and digital materiality over time and its affordance and emotional attachment. This study contributes to the understanding of researchers' practices that involve new and old techniques and specific and not-specific tools.

Football, Culture, Skill Development and Sport Coaching: Extending Ecological Approaches in Athlete Development Using the Skilled Intentionality Framework

In this manuscript, we extend ecological approaches and suggest ideas for enhancing athlete development by utilizing the Skilled Intentionality Framework. A broad aim is to illustrate the extent to which social, cultural and historical aspects of life are embodied in the way football is played and the skills young footballers develop during learning. Here, we contend that certain aspects of the world (i.e., environmental properties) are "weighted" with social and cultural significance, "standing out" to be more readily perceived and simultaneously acted upon when playing football. To comprehend how patterns of team coordination and athletic skill embody aspects of culture and context we outline the value-directedness of player-environment intentionality. We demonstrate that the values an individual can express are constrained by the character of the social institutions (i.e., football clubs) and the social order (i.e., form of life) in which people live. In particular, we illuminate the extent to which value-directedness can act as a constraint on the skill development of football players "for good or ill." We achieve this goal by outlining key ecological and relational concepts that help illustrate the extent to which affordances are value-realizing and intentionality is value-directed (exemplified, by footballers performing in a rondo). To enhance coaching practice, we offer: (a) insights into markers of skilled intentionality, and (b), the language of skilled intentions, as well as highlighting (c), an additional principle of Non-linear Pedagogy: Shaping skilled intentions, or more precisely shaping the value-directedness of player-environment intentionality. We contend that, if sport practitioners do not skilfully attend to sociocultural constraints and shape the intentions of players within training environments and games, the social, cultural, and historic constraints of their environment will do so: constantly soliciting some affordances over others and directing skill development.

Taking Situatedness Seriously. Embedding Affective Intentionality in Forms of Living

Situated approaches to affectivity overcome an outdated individualistic perspective on emotions by emphasizing the role embodiment and environment play in affective dynamics. Yet, accounts which provide the conceptual toolbox for analyses in the philosophy of emotions do not go far enough. Their focus falls (a) on the present situation, abstracting from the broader historico-cultural context, and (b) on adopting a largely functionalist approach by conceiving of emotions and the environment as resources to be regulated or scaffolds to be used. In this paper, I argue that we need to take situatedness seriously: We need (a) to acknowledge that emotions are not situated in undetermined “contexts” but in concrete socio-culturally specific practices referring to forms of living; and (b) to agree that not only are context and emotions used for the sake of something else but also that the meaning-disclosive dimension of affective intentionality is structured by situatedness as well. To do so, I offer a multidimensional approach to situatedness that integrates the biographical and cultural dimensions of contextualization within the analysis of situated affective dynamics. This approach suggests that humans affectively disclose meaning (together) which is at once product and producer of specific forms of living – and these are always already subjects of (politically relevant) critique.

The Effect of Environmental Contexts on Motor Proficiency and Social Maturity of Children: An Ecological Perspective

Physical environmental factors affect the developmental process of children. Thus, the main purpose of the present study was to investigate the two intervention models of affordances on the motor proficiency and social maturity of children. A semi-experimental research design with a pretest–posttest design and two groups were used, adopting the convenience method. Two groups of 15 children (aged 5.5–6.5 years) engaged in 12 weeks of nature school or kindergarten. The Bruininks–Oseretsky test of motor proficiency and the Vineland social maturity scale were used. The results of a mixed ANOVA showed that natural outdoor activity has a greater positive effect on motor proficiency and social maturity than kindergarten activities. Intra-group analysis also showed that both groups had progressed, but the nature school group made more progress. These results were discussed and interpreted based on the types of environmental affordances, Gibson’s theory, Bronfenbrenner theory, and child-friendly environment. It was suggested that natural environmental stimulations play a critical role in optimal child motor and social development during the early stages of life.

Situated anticipation

In cognitive science, long-term anticipation, such as when planning to do something next year, is typically seen as a form of 'higher' cognition, requiring a different account than the more basic activities that can be understood in terms of responsiveness to 'affordances,' i.e. to possibilities for action. Starting from architects that anticipate the possibility to make an architectural installation over the course of many months, in this paper we develop a process-based account of affordances that includes long-term anticipation within its scope. We present a framework in which situations and their affordances unfold, and can be thought of as continuing a history of practices into a current situational activity. In this activity affordances invite skilled participants to act further. Via these invitations one situation develops into the other; an unfolding process that sets up the conditions for its own continuation. Central to our process account of affordances is the idea that engaged individuals can be responsive to the direction of the process to which their actions contribute. Anticipation, at any temporal scale, is then part and parcel of keeping attuned to the movement of the unfolding situations to which an individual contributes. We concretize our account by returning to the example of anticipation observed in architectural practice. This account of anticipation opens the door to considering a wide array of human activities traditionally characterized as 'higher' cognition in terms of engaging with affordances.

'Knowing as we go': a Hunter-Gatherer Behavioural Model to Guide Innovation in Sport Science

Where do novel and innovative ideas in sport science come from? How do researchers and practitioners collectively explore the dynamic landscape of inquiry, problem, solution and application? How do they learn to skilfully navigate from current place and practice toward the next idea located beyond their current vantage point? These questions are not just of philosophical value but are important for understanding how to provide high-quality support for athletes and sport participants at all levels of expertise and performance. Grounded in concepts from social anthropology, and theoretically positioned within an ecological dynamics framework, this opinion piece introduces a hunter-gatherer model of human behaviour based on wayfinding, situating it as a conceptual guide for implementing innovations in sport science. Here, we contend that the embedded knowledge of a landscape that guides a successful hunting and gathering party is germane to the pragmatic abduction needed to promote innovation in sport performance, leading to the inquisition of new questions and ways of resolving performance-preparation challenges. More specifically, exemplified through its transdisciplinarity, we propose that to hunt 'new ideas' and gather translatable knowledge, sport science researchers and practitioners need to wayfind through uncharted regions located in new performance landscapes. It is through this process of navigation where individuals will deepen, enrich and grow current knowledge, 'taking home' new ideas as they find their way.

Wayfinding: How Ecological Perspectives of Navigating Dynamic Environments Can Enrich Our Understanding of the Learner and the Learning Process in Sport

Wayfinding is the process of embarking upon a purposeful, intentional, and self-regulated journey that takes an individual from an intended region in one landscape to another. This process is facilitated through an individual’s capacity to utilise temporally structured, functional actions embedded within a particular environmental niche. Thus, individuals learn of their performance landscapes by experiencing them through interactions, detecting and exploiting its many features to ‘find their way’. In this opinion piece, we argue that these ecological and anthropological conceptualisations of human navigation can, metaphorically, deepen our understanding of the learner and the learning process in sport, viewed through the lens of ecological dynamics. Specifically, we consider sports practitioners as (learning) landscape designers, and learners as wayfinders; individuals who learn to skilfully self-regulate through uncharted fields (composed of emergent problems) within performance landscapes through a deeply embodied and embedded perception-action coupling. We contend that, through this re-configuration of the learner and the learning process in sport, practitioners may better enact learning designs that afford learners exploratory freedoms, learning to perceive and utilise available opportunities for action to skilfully navigate through emergent performance-related problems. We conclude the paper by offering two practical examples in which practitioners have designed practice landscapes that situate learners as wayfinders and the learning process in sport as wayfinding.

A Perspective on Implementing Movement Sonification to Influence Movement (and Eventually Cognitive) Creativity

Creativity represents an important feature in a variety of daily-life and domain-specific contexts. Recent evidence indicates that physical movement serves as a key resource for exploring and generating task-relevant creative ideas, supporting the embodied perspective on creative cognition. An intuitive link between movement and creative cognition is movement creativity. The process of exploring the movement solutions an environment offers (i.e., affordances) and exploiting novel, functional, and creative movements may translate to and improve how individuals explore and generate novel ideas. Opening perception to the variety of affordances (“conventional” and novel) an environment offers drives creative movement. Teachers and coaches can promote this process by designing a learning environment that invites performers to consider and utilize novel movement solutions. In this article, we present a rationale for using movement sonification to promote creative movement. Movement sonification consists of mapping a movement parameter into sound, with a sound being triggered or changing according to how movement unfolds. We argue that movement sonification can facilitate the emergence of creative movement via enhancing perception of currently performed movements and invite performers to utilize novel affordances, and emphasizing information for regulating subsequent creative actions. We exemplify this concept in a creative dance intervention for children during physical education classes. In conclusion, we contend that learning to explore original dance sequences using movement sonification may provide a meaningful link between creative movement and creative cognition. Children may use their minds and bodies as tools for creative thinking and exploration, such as shaping letters with their bodies.

Convergently Emergent: Ecological and Enactive Approaches to the Texture of Agency

Enactive and ecological approaches to cognitive science both claim a “mutuality” between agents and their environments – that they have a complementary nature and should be addressed as a single whole system. Despite this apparent agreement, each offers criticisms of the other on precisely this point – enactivists claiming that ecological psychologists over-emphasize the environment, while the complementary criticism, of agent-centered constructivism, is leveled by ecological psychologists at enactivists. In this paper I suggest that underlying the confusion between the two approaches is the complexity of agency, which comes in different forms, at different scales or levels of analysis. Cognitive science has not theorized the relationship between these different forms in a sufficiently disciplined manner, and a task therefore remains of finding a way to map the complex territory of agency.

Being Perceived and Being "Seen": Interpersonal Affordances, Agency, and Selfhood

Are interpersonal affordances a distinct type of affordance, and if so, what is it that differentiates them from other kinds of affordances? In this paper, I show that a hard distinction between interpersonal affordances and other affordances is warranted and ethically important. The enactivist theory of participatory sense-making demonstrates that there is a difference in coupling between agent-environment and agent-agent interactions, and these differences in coupling provide a basis for distinguishing between the perception of environmental and interpersonal affordances. Building further on this foundation for understanding interpersonal affordances, I argue that in line with some enactivist work on social cognition, interpersonal affordances ought to be considered as those that are afforded by agents and are recognized as such. Given this distinction, I also make the point that because our social conventions establish persons as more than mere agents, the direct perception of interpersonal affordances may also involve seeing others as embodied selves. Distinguishing between types of affordances thus also matters ethically: there can be harms done when an agent is not perceived as an agent, and there can be harms done when an agent is not perceived as a self.

Multiscalar Temporality in Human Behaviour: A Case Study of Constraint Interdependence in Psychotherapy

Ecological psychology (EP) and the enactive approach (EA) may benefit from a more focused view of lived temporality and the underlying temporal multiscalar nature of human living. We propose multiscalar temporality (MT) as a framework that complements EP and EA, and moves beyond their current conceptualisation of timescales and inter-scale relationships in organism-environment dynamical systems. MT brings into focus the wide ranging and meshwork-like interdependencies at play in human living and the questions concerning how agents are intimately entangled in such meshworks, utilising them as resources for skilful living. We develop a conceptual toolkit that highlights temporality: Firstly, we address lived temporality. We use a case study from psychotherapy to show how a person's skilful engagement with the world is best described as adaptive harnessing of interdependencies of constraints residing across a wide range of timescales. We call this skill time-ranging. Secondly, the case study provides a proof of concept of the integration of an idiographic approach to human conversing and a more general theory of emergent organisation rooted in theoretical biology. We introduce the existing concept of constraint closure from theoretical biology and scale it up to human interactivity. The detailed conceptualisation of constraint interdependencies constitutes the backbone of the proposal. Thirdly, we present a heuristic mapping of what we call organising frames. The mapping guides the conceptualisation of the emergence of inter-scale relationships and serves as an epistemic tool that brings together nomothetic and idiographic approaches. Finally, we combine new ideas with re-interpretations of existing EP and EA concepts and elaborate on the need of a fresh new look at the implicit and sometimes missing conceptualisations of temporality in the EP and EA literature.

Levels and Norm-Development: A Phenomenological Approach to Enactive-Ecological Norms of Action and Perception

The enactive approach and the skilled intentionality framework are two closely related forms of radical embodied cognition that nonetheless exhibit important differences. In this paper, I focus on a conceptual disparity regarding the normative character of action and perception. Whereas the skilled intentionality framework describes the norms of action and perception as the capacity of embodied agents to become attuned (i.e., skilled intentionality) to preestablished normative frameworks (i.e., situated normativity), the enactive approach describes the same phenomenon as the enactment of norms (i.e., as sense-making) at different levels of organization that go from individual biological agents to linguistic encounters. I will argue that although both accounts accurately recognize important features of the norms of action and perception, they also have significant shortcomings. Norm-attunement accurately sees normative, ecological frameworks as the necessary set of constraints for the existence of norms at play in sociocultural bodily practices, but it fails to acknowledge the temporal and open-ended character of these norms and frameworks. Norm-enactment, by contrast, acknowledges that norms of action and perception are temporally open-ended, but fails to explicitly recognize that environmental normative frameworks are necessary for the enactment and development of all sort of norms in the interactional domain of an agent-environment system. To overcome these problems, I propose an enactive-ecological approach to norms of action and perception. This approach consists in describing norm-enactment as a result of a developmental process I call norm-development. This process describes the enactment of norms from the background of ecological, normative frameworks. These frameworks are norms enacted in the past of the interactional history of the agent-environment system that remain open to new configurations (new norms) in the present. To clarify conceptually norm-development, I appeal to Merleau-Ponty's descriptions of norms of perception, and more particularly to his concept of spatial levels. Like the enactive approach, Merleau-Ponty recognizes that perceptual norms emerge in the interactional history of the agent-environment system, but, like the skilled intentionality framework, he also posits that normative frameworks, that he calls levels, enable and constrain the emergence of perceptual norms and its development. Levels are therefore a phenomenological description of ecological normative frameworks that has been temporally constituted and that stay temporally open-ended as a fundamental requisite for the enactment and development of norms of action and perception.

How mood tunes prediction: a neurophenomenological account of mood and its disturbance in major depression

In this article, we propose a neurophenomenological account of what moods are, and how they work. We draw upon phenomenology to show how mood attunes a person to a space of significant possibilities. Mood structures a person's lived experience by fixing the kinds of significance the world can have for them in a given situation. We employ Karl Friston's free-energy principle to show how this phenomenological concept of mood can be smoothly integrated with cognitive neuroscience. We will argue that mood is a consequence of acting in the world with the aim of minimizing expected free energy-a measure of uncertainty about the future consequences of actions. Moods summarize how the organism is faring overall in its predictive engagements, tuning the organism's expectations about how it is likely to fare in the future. Agents that act to minimize expected free energy will have a feeling of how well or badly they are doing at maintaining grip on the multiple possibilities that matter to them. They will have what we will call a 'feeling of grip' that structures the possibilities they are ready to engage with over long time-scales, just as moods do.

Skill-based engagement with a rich landscape of affordances as an alternative to thinking through other minds

Veissière and colleagues make a valiant attempt at reconciling an internalist account of implicit cultural learning with an externalist account that understands social behaviour in terms of its environment-involving dynamics. However, unfortunately the author's attempt to forge a middle way between internalism and externalism fails. We argue their failure stems from the overly individualistic understanding of the perception of cultural affordances they propose.

Coenhabiting Interpersonal Inter-Identities in Recurrent Social Interaction

We propose a view of identity beyond the individual in what we call interpersonal inter-identities (IIIs). Within this approach, IIIs comprise collections of entangled stabilities that emerge in recurrent social interaction and manifest for those who instantiate them as relatively invariant though ever-evolving patterns of being (or more accurately, becoming) together. Herein, we consider the processes responsible for the emergence of these IIIs from the perspective of an enactive cognitive science. Our proposal hinges primarily on the development of two related notions: enhabiting and coenhabiting. First, we introduce the notion of enhabiting, a set of processes at the individual level whereby structural interdependencies stabilize and thereafter undergird the habits, networks of habits, and personal identities through which we make sense of our experience. Articulating this position we lean on the notion of a tendency toward an optimal grip, though offering it a developmental framing, whereby iterative states of selective openness help realize relatively stable autonomous personal identities with their own norms of self-regulation. We then extend many of the notions found applicable here to an account of social coenhabiting, in particular, we introduce the notion of tending toward a co-optimal grip as central to the development of social habits, networks of habits, and ultimately IIIs. Such structures, we propose, also emerge as autonomous structures with their own norms of self-regulation. We wind down our account with some reflections on the implications of these structures outside of the interactions wherein they come into being and offer some thoughts about the complex animations of the individual embodied subjects that instantiate them.

Distal engagement: Intentions in perception

Non-representational approaches to cognition have struggled to provide accounts of long-term planning that forgo the use of representations. An explanation comes easier for cognitivist accounts, which hold that we concoct and use contentful mental representations as guides to coordinate a series of actions towards an end state. One non-representational approach, ecological-enactivism, has recently seen several proposals that account for "high-level" or "representation-hungry" capacities, including long-term planning and action coordination. In this paper, we demonstrate the explanatory gap in these accounts that stems from avoiding the incorporation of long-term intentions, as they play an important role both in action coordination and perception on the ecological account. Using recent enactive accounts of language, we argue for a non-representational conception of intentions, their formation, and their role in coordinating pre-reflective action. We provide an account for the coordination of our present actions towards a distant goal, a skill we call distal engagement. Rather than positing intentions as an actual cognitive entity in need of explanation, we argue that we take them up in this way as a practice due to linguistically scaffolded attitudes towards language use.

Bringing Forth Within: Enhabiting at the Intersection Between Enaction and Ecological Psychology

Baggs and Chemero (2018) propose that certain tensions between enaction and ecological psychology arise due different interpretations about what is meant by the "environment." In the enactive approach the emphasis is on the umwelt, which describes the environment as the "meaningful, lived surroundings of a given individual." The ecological approach, on the other hand, emphasises what they refer to as the habitat "the environment as a set of resources for a typical, or ideal, member of a species." By making this distinction, these authors claim they are able to retain the best of both the ecological and the enactive approaches. Herein I propose an account of the individuation of habits that straddles this distinction, what I call a compatabilist account. This is done in two parts. The first part teases out a host of compatibilities that exist between the enactive account as developed by Di Paolo et al. (2017) and the skilled intentionality framework as developed by Bruineberg and Rietveld (2014) and Rietveld and Kiverstein (2014). In part two these compatibilities are brought together with the that these compatibilities can be brought together with the philosophy of Gilbert Simondon to develop the notion of enhabiting. Enhabiting describes a set of ongoing processes by which an umwelt emerges from and is reproduced within the relationship between an embodied subject and their habitat. Thus, enhabiting points toward a point of intersection between enaction and ecological psychology. To enhabit is bring forth (to enact), within (to inhabit).

Variational ecology and the physics of sentient systems

This paper addresses the challenges faced by multiscale formulations of the variational (free energy) approach to dynamics that obtain for large-scale ensembles. We review a framework for modelling complex adaptive control systems for multiscale free energy bounding organism-niche dynamics, thereby integrating the modelling strategies and heuristics of variational neuroethology with a broader perspective on the ecological nestedness of biotic systems. We extend the multiscale variational formulation beyond the action-perception loops of individual organisms by appealing to the variational approach to niche construction to explain the dynamics of coupled systems constituted by organisms and their ecological niche. We suggest that the statistical robustness of living systems is inherited, in part, from their eco-niches, as niches help coordinate dynamical patterns across larger spatiotemporal scales. We call this approach variational ecology. We argue that, when applied to cultural animals such as humans, variational ecology enables us to formulate not just a physics of individual minds, but also a physics of interacting minds across spatial and temporal scales - a physics of sentient systems that range from cells to societies.

Effective Deep Brain Stimulation for Obsessive-Compulsive Disorder Requires Clinical Expertise

BACKGROUND

Deep brain stimulation (DBS) is an innovative treatment for severe obsessive-compulsive disorder (OCD). Electrodes implanted in specific brain areas allow clinicians to directly modulate neural activity. DBS affects symptomatology in a completely different way than established forms of treatment for OCD, such as psychotherapy or medication.

OBJECTIVE

To understand the process of improvement with DBS in patients with severe OCD.

METHODS

By means of open-ended interviews and participant observation we explore how expert clinicians involved in the post-operative process of DBS optimization evaluate DBS effects.

RESULTS

Evaluating DBS effect is an interactive and context-sensitive process that gradually unfolds over time and requires integration of different sources of knowledge. Clinicians direct DBS optimization toward a critical point where they sense that patients are being moved with regard to behavior, emotion, and active engagement, opening up possibilities for additional cognitive behavioral therapy (CBT).

DISCUSSION

Based on the theoretical framework of radical embodied cognitive science (RECS), we assume that clinical expertise manifests itself in the pattern of interaction between patient and clinician. To the expert clinician, this pattern reflects the patient's openness to possibilities for action ("affordances") offered by their environment. OCD patients' improvement with DBS can be understood as a change in openness to their environment. The threshold for patients to engage in activities is decreased and a broader range of daily life and therapeutic activities becomes attractive. Movement is improvement.

Understanding children's spatiality in cancer care environments: Untangling everyday practices around an IV-stand in a paediatric day-care ward

Since the turn of the 21st century we see a renewed interest in the impact of hospital environments on children's well-being. In this article, we study the spatiality of children affected by cancer, i.e., their encounters with the day-care ward they are situated in. First we elaborate on these encounters through Schatzki's practice theory and Gibson's theory of affordances. Then we clarify our thinking in a case study and turn as empirical focus to a 'thing', an intravenous-pump and stand (IV-stand). The data used are field notes and videos shot by two children in a day-care ward, tinged with examples from literature and coincidental encounters with the IV-stand. Through carefully untangling everyday practices around the IV-stand, we show their complexity and offer a more nuanced understanding of child-friendly environments.

Developing Creativity to Enhance Human Potential in Sport: A Wicked Transdisciplinary Challenge

The challenge of developing creativity to enhance human potential is conceptualized as a multifaceted wicked problem due to the countless interactions between people and environments that constitute human development, athletic skill, and creative moments. To better comprehend the inter-relatedness of ecologies and human behaviors, there have been increasing calls for transdisciplinary approaches and holistic ecological models. In this paper we explore an ecological dynamics rationale for creativity, highlighting the conceptual adjacency of key concepts from transdisciplinarity, dynamic systems theory, ecological psychology and social-cognitive psychology. Our aim is to extend the scope of ecological dynamics and contextualize the application of non-linear pedagogy in sport. Foregrounding the role of sociocultural constraints on creative behaviors, we characterize the athlete-environment system as an ecological niche that arises from, and simultaneously co-creates, a form of life. We elaborate the notion that creative moments, skill and more generally talent in sport, are not traits possessed by individuals alone, but rather can be conceived as properties of the athlete-environment system shaped by changing constraints. This re-conceptualization supports a pedagogical approach predicated on notions of athletes and sports teams as complex adaptive systems. In such systems, continuous non-linear interactions between system components support the exploration of fluent and flexibly creative performance solutions by athletes and sports teams. The implications for practice suggest that cultivating a constellation of constraints can facilitate adaptive exploration of novel affordances (opportunities/invitation for action), fostering creative moments and supporting creative development in athletes. Future models or frameworks for practice contend that pedagogies should emerge from, and evolve in, interaction with the sociocultural context in which practitioners and athletes are embedded.

Actor-network theory and ethnography: Sociomaterial approaches to researching medical education

Medical education is a messy tangle of social and material elements. These material entities include tools, like curriculum guides, stethoscopes, cell phones, accreditation standards, and mannequins; natural elements, like weather systems, disease vectors, and human bodies; and, objects, like checklists, internet connections, classrooms, lights, chairs and an endless array of others.We propose that sociomaterial approaches to ethnography can help us explore taken for granted, or under-theorized, elements of a situation under study, thereby enabling us to think differently. In this article, we describe ideas informing Actor-Network Theory approaches, and how these ideas translate into how ethnographic research is designed and conducted. We investigate epistemological (what we can know, and how) positioning of the researcher in an actor-network theory informed ethnography, and describe how we tailor ethnographic methods-document and artefact analysis; observation; and interviews-to align with a sociomaterial worldview.Untangling sociomaterial scenarios can offer a novel perspective on myriad contemporary medical education issues. These issues include examining how novel tools (e.g. accreditation standards, assessment tools, mannequins, videoconferencing technologies) and spaces (e.g. simulation suites, videoconferenced lecture theatres) used in medical education impact how teaching and learning actually happen in these settings.

Thinking through other minds: A variational approach to cognition and culture

The processes underwriting the acquisition of culture remain unclear. How are shared habits, norms, and expectations learned and maintained with precision and reliability across large-scale sociocultural ensembles? Is there a unifying account of the mechanisms involved in the acquisition of culture? Notions such as "shared expectations," the "selective patterning of attention and behaviour," "cultural evolution," "cultural inheritance," and "implicit learning" are the main candidates to underpin a unifying account of cognition and the acquisition of culture; however, their interactions require greater specification and clarification. In this article, we integrate these candidates using the variational (free-energy) approach to human cognition and culture in theoretical neuroscience. We describe the construction by humans of social niches that afford epistemic resources called cultural affordances. We argue that human agents learn the shared habits, norms, and expectations of their culture through immersive participation in patterned cultural practices that selectively pattern attention and behaviour. We call this process "thinking through other minds" (TTOM) - in effect, the process of inferring other agents' expectations about the world and how to behave in social context. We argue that for humans, information from and about other people's expectations constitutes the primary domain of statistical regularities that humans leverage to predict and organize behaviour. The integrative model we offer has implications that can advance theories of cognition, enculturation, adaptation, and psychopathology. Crucially, this formal (variational) treatment seeks to resolve key debates in current cognitive science, such as the distinction between internalist and externalist accounts of theory of mind abilities and the more fundamental distinction between dynamical and representational accounts of enactivism.