ASSESSING SPORT PERFORMANCE IN THE AGE OF NEUROSCIENCE: THE BRAIN, THE BODY AND LEARNING IN COMPLEX ADAPTIVE SYSTEMS.

Abstract

This contribution examines the process of sport performance assessment in light of recent developments in motor neuroscience and complex adaptive systems theory, proposing an integrated perspective. Performance is conceptualized as an emergent phenomenon arising from the dynamic interaction between brain, body, and environment, in which biological, psychological, technical, and contextual factors are deeply interconnected. Within this framework, assessment is no longer limited to the quantitative recording of performance indicators, but becomes an interpretative process aimed at understanding the quality of relationships among system components. Particular attention is paid to the importance of combining tests and measurements with in-context observation in order to more comprehensively assess the athlete’s perceptual and decision-making abilities. The increasing use of advanced technologies, such as tracking systems and wearable sensors, has significantly expanded data collection possibilities; however, it also requires critical interpretative skills to transform data into meaningful knowledge. The contribution also highlights the pedagogical implications of assessment, redefining it as a continuous and generative process that supports learning and fosters adaptive competence. Ultimately, an integrated systemic model of performance assessment is proposed, aligned with contemporary challenges in sport education and movement pedagogy within complex environments.