Abstract
(1) Background: Uncertainty in extreme sports performance environments, such as climbing, provides considerable psycho-emotional and physiological demands, notably due to the many different environments in which climbing can be performed. This variety of environments, conditions of practice and engagement would challenge the acquisition of perceptual-motor skills; (2) Methods: To better understand how perceptual-motor skills are controlled and acquired in climbing, we proposed a narrative review anchored in the ecological dynamics theoretical framework and showed how this theoretical framework would support a nonlinear pedagogy to skill acquisition and to design safe learning and training situations that are representative of extreme performance contexts; (3) Results: We explained three theoretical pillars and we provide examples for design intervention following nonlinear pedagogy, notably (i) to set a constraint-led approach (in particular task constraint), (ii) to implement conditions of practice (constant vs. variable, imposed vs. self-controlled), (iii) to promote adaptive and creative behavioral variability during practice; (4) Conclusions: The challenge for the extreme sport practitioner is how to set up conditions of practice for efficient exploration in a manner that manages the dangers of performing in uncertain environments. Representing uncertainty within the relative safety of indoor settings may be one approach for preparing climbers for performance in extreme environments.