Criticisms and perspectives of heuristic learning in physical education

Background and study aim. The ecological-dynamic approach promotes motor learning through task variability, modification of environmental constraints appropriate use feedback, original creative solutions. This wants to open a critical perspective on the didactics physical activity selecting methodological adherent approach. aim is highlight significant aspects uniqueness unrepeatability heuristic learning, starting from theoretical lines.
 Material Methods. For this purpose, an accurate survey scientific literature has been analyzed, highlighting points contact contrast cognitive approach.
 Results. In context education, most used pedagogical linear one. Teaching influenced by spatial temporal constraints, spaces equipment, with reproduction styles predefined tasks responses. modality awareness skills not transferability other subject areas, as indicated ministerial documents. Non-linear pedagogy, while promoting consequence interaction between context, shows some limits. first concerns transversal and, second prescriptive teaching, absent in approach, learning. It necessary overcome areas prescriptiveness that still resist paradigm recognized community, Constraints Led Approach, closely related nonlinear pedagogy. They do favor completely anthropometric suffer limitation biomechanics. Also, goal are prescriptively determined education teacher, which compatible learning.
 Conclusions. analysis highlights need, usefulness usability different professional fields. aims offer new objectives National Indications, projecting them towards social purpose.