>>235786
I want to try to hit this with broad strokes

prescriptive instruction doesn't violate ecological framework, but you need to ask yourself is giving an answer actually beneficial to the students development or am I just trying to expedite something so we can feel good about the illusion of progress being made
the same as a parent that will cave to a child so they don't cry
giving explicit instruction may have a faster result on a single class basis, but compounded over months and years the grappler that learned to fish instead of being given a fish will have more robust skills

some times when it would be appropriate to give explicit instruction
the athlete is doing something we know to be unsafe like not pivoting their foot in a roundhouse kick or cat backing a dead lift. Don't wait for them to touch the hot stove, just slap their hand and tell them it's hot.
during a competition when they are struggling and you have a solution, it's appropriate to tell them. Saying "YOU NEED TO ATTUNE TO THE AFFORDANCES HES PROVIDING UNDER HIS ELBOWS" isn't good cornering

but additionally and this is the part I think people don't realize happens, you can and should contextualize things with explanations and examples, just don't prescribe the solution
lets say the current task is from a back mount with hooks, you need to trap the other players arm with one of your legs without losing the chest to back connection
I will explain, the reason we are doing this is in the starting position our arms are controlling our partners upper body, attacking a rear strangle from this position will give him an opportunity to escape. I want to replace one of my controlling arms with my leg which frees the arm up to attack. but you'll notice I'm explaining tactical reasons for it, not technical ones
then I will even give an example of what it might look like, but I'll make it clear the way you do it doesn't have to be and can't possibly be the same as the way I did it