It has previously been argued that science has only made a limited contribution to the sport of golf, particularly the human element. This lack of impact could, in part, be attributed to the absence of an appropriate theoretical framework in most empirical investigations of the golf swing. This position paper outlines an ecological-dynamical approach to golf science that is better able to capture the interactions among the many structural parts of a golfer, and the relations between a golfer, his or her equipment, and his or her surrounding environment than other theoretical approaches have hitherto. It is proposed that the conjoining of principles and concepts of ecological psychology and dynamical systems theory could make a significant contribution to the enhancement of knowledge and understanding of swing biomechanics, club design and customisation, and coaching practice. This approach could also provide a platform on which to integrate the various subdisciplines of sport and human movement science to gain a more holistic understanding of golf performance.

Commercial video games are popular entertainment media and part of students\' media reality. While commercial video games\' main purpose is not learning, they nonetheless could and should serve as objects of reflection in formal educational settings. Teachers could guide student learning and reflection as well as motivate students with commercial video games, but more evidence from formal educational settings is required. We conducted two mixed methods case studies to investigate students\' reflection processes using commercial video games in regular formal high school teaching. In a double lesson, 29 students of a 10th-grade biology course (Study 1) and 17 students of a 12th-grade advanced course on history (Study 2) played and discussed a commercial video game related to the current curricular topic. We examined the reflection processes of students in terms of their reactions to the teachers\' game-related statements and questions. Regarding teachers\' statements, students discussed several topics related to game enjoyment and the games\' representation of topic-related content. Regarding teachers\' questions, students discussed multiple goals in each game, how the games represented topic-related content, and how the games could be appropriate for learning. In Study 2, students additionally discussed emotions, stereotypes, violence, and the narrative related to the digital history game. We found that the discussions provided students opportunities to reflect on their game experiences and the current curricular topic as well as to practice media criticism. We further provide quantitative results on students\' perceived topic knowledge, on several facets of their learning motivation, and on their acceptance of video games. Overall, our findings illustrate the educational value of using commercial video games as objects of reflection.