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Academic Definition:
-Teaching Games for Understanding shifts attention away from individual skill development to ability to play a game
-recognizes the importance of the ecology of the context
-refocuses skill as an integral and core aspect of successful playing a game
My interpretation: Theory of skill leaning thats views it as holistic and recognizes the importance of TGfU, ecology and skill as a core aspect of games.
Why is this important: Applying adaptation, diversity and social factors into skill learning make it more affective.
Example: Playing a game so the social factors remain and the the learner must learn to adapt so they learn in a more realistic scenario.
Additional resources:

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Academic Definition: Strategies- Plan of action to optimize a successful outcome.
Tactics- Decisions and actions made during a game in relation to the action in which the player
is situated.
My interpretation: Strategies are predetermined plans to achieve a successful outcome, where as a tactic is a during game decision made due to the current situation also to achieve a successful outcome.
Why is this important: We must understand the difference and the importance of these two terms in order to know how to teach and apply these teachings.
Example: A strategy would be the linesmen bring up the ball then cross and the striker is there to score and the midfielders are there for support. A tactic would to be for the linesmen to pass the ball to a midfielder because they are getting blocked.
Additional resources:

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Academic Definition:
-focused on cognitive mechanisms and motor control
-dualistic notion of individual and environment
-attempts to simplify the complexity of dynamical systems
-ignored the social and relational nature of skill
My interpretation: A view that focused finely on the physical movements of skill and did not consider affecting relationships or holism.
Why is this important: Traditional views are important because we need to understand how we progressed to contemporary views and what parts of traditional views we still use.
Example: Repeating one drill over and over again with not changing components.
Additional resources:

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Academic Definition:
-Holistic
-Adaptive

-Open
-Emergent

-Active
-Co-creative

My interpretation: A contemporary teaching theory that focuses on holism and has active participation, collaboration, situated learning and reflective evaluation.
Why is this important: This way of teaching is thought to be more effective by preparing the learner in a holistic way which better prepares them for variability.
Example: Teaching batting as a whole action and the action that lead out and follow those actions.
Additional resources:

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Academic Definition: The application of typical elements of game playing (e.g. point scoring, competition with others, rules of play) toenhance engagement and learning activity.
My interpretation: The addition of game like properties to learning or less desirable activities for the purpose of making them more fun and engaging.
Why is this important: Gamification can increase engagement and learning when taking part in less desirable activities and can greatly benefit learners.
Example: Playing jeopardy to test knowledge of a subject.
Additional resources:

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Academic Definition: A system within which adaptive agents are interdependent in affecting each other in the pursuit of some valued resource.
My interpretation: A systems which is composed of adaptive agents, a valued system and constraints Degrees of freedom, interaction and local information are used ti to succeed at the game.
Why is this important: Understanding the key elements of a game can help us to better create games to benefit the learner.
Example: A football game; adaptive agents are the players, the score is a valued system and the rules (no hands) are the constraints.
Additional resources:

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Academic Definition: The theory that parts of a whole are in intimate interconnection, such that they cannot exist independently of the whole, or cannot be understood without reference to the whole.
My interpretation: The process of looking at something as a whole rather than individual elements.
Why is this important: Looking at a skill or action as a whole is more beneficial than individual parts because the the outcome is what we are interesting in anyways.
Example: Looking at the baseball wing as one action with an outcome rather that looking at the exact movement of the hips, trunk or shoulders.
Additional resources:

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Academic Definition: A process in which things come into being a result of their relational dynamics.
My interpretation: A process where the elements of a system come together to form unity and organization even if the elements themselves look to have no organization.
Why is this important: This means that if we look more broadly at something it may emerge to have pattern due to its relationships.
Example: Controlled arm movement emerges from actin and myosin movement in multiple different muscles.
Additional resources:

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Academic Definition: A systems that is in between order and chaos.
My interpretation: A stage between order and chaos which can be manipulated (increased or decreased) through number of interacting elements, number of connections between elements, diversity of the elements and the degree  of adaptation and change.
Why is this important: Understanding how we can manipulate complexity can help us design and adapt games and practice scenarios to give the most benefit to the learners.
Example: Giving a 5 year old football player a professional level footbal drill would be much too complex, they child would learn very little and probably not enjoy the game.
Additional resources:

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Academic Definition: Independent components of a complex system that can fit together in many different ways.
My interpretation: The freedom or movements an element can produce within its complex system.
Why is this important: If a systems has lots of degrees of freedom it affords it to do multiple actions. When looking at technique and efficiency it is ideal to have the least amount of degrees of freedom therefore it is beneficial to be able to understand degrees of freedom.
Example: A child doing a cartwheel has many additional degrees of freedom where are professional gymnast has the minimal amount witch makes the cartwheel look very good.
Additional resources:

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Academic Definition: State of being connected or interconnected.
My interpretation: The explanation of how the elements in a system interact with one another.
Why is this important: Connections can be linear or non linear which result in systems being proportional or non proportional and predictable or unpredictable. Knowing this it will help us understand possible outcomes as well as reasons behind those outcomes.
Example: Passing a ball around a circle is nonlinear because you don't know where that ball will be thrown (unpredictable and you have the potential to improve (non proportional).
Additional resources:

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Academic Definition: Set of things working together as parts of a mechanism or an interconnecting network.
My interpretation: A network of parts that act independently but through interactions they work together. Systems can be simple, complicated or complex and elements of a system can be comprised of a system themselves.
Why is this important: We must know what elements are in the systems and what that system is comprised of to be able to understand the outcomes of the system
Example: (Image below) The players work together on the team to make a system, the body parts work together so the body (system) can perform skills and the muscles and ligaments in the knee work together to produce movement of the knee (system.
Additional resources:

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Academic Definition: When two or more objects have an effect upon one another.
My interpretation: Through interaction independent elements can become interdependent and effect each other.
Why is this important: We must be able understand different types of interactions and how they effect each other to be able to understand how things emerge.
Example: (the gif below) The players are independent, as only they control what they do, but through interaction they work interdependently and success emerges.
Additional resources:

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Academic Definition: The study of the process of interaction between elements and the things that emerge from such interactions.
My interpretation: Looks at how elements of a system interact and the outcome of this interactions. The interactions are seen as more important that the elements themselves.
Why is this important: To understand systems such as the body and teams we must understand there interactions between the elements and how they can help us achieve the desired outcome.
Example: A team of football players without interaction would be 11 people playing and individual game of football.
Additional resources:

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Academic Definition:
My interpretation: Tactical skills which are necessary to becoming skillful and are used in multiple games.
Why is this important: We can apply fundamental game skills other games than where we learned them. This allows us to play a game we have never played before and still be successful by applying the fundamental game skills to it.
Example: The skill of outside in fielding can be applied most fielding games.
Additional resources:
Smith, W. (2014). Fundamental movement skills and fundamental games skills are complementary pairs and should be taught in complementary ways at all stages of skill development, Sport, Education and Society, 21:3, 431-442, DOI: 10.1080/13573322.2014.927757

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Academic Definition: Basic movements, or precursor patterns, to the more specialized and complex skills used in play, games and specific sports.
My interpretation: Movements and basic skills which are necessary to becoming skillful and are used in multiple games.
Why is this important: As teachers we must foster fundamental movement skills because with out them the basic skills would not be learnt, making skillful movements very difficult or not possible for that individual.
Example: A child must learn how to throw a ball to be able to play basket ball, rugby, cricket and many others.
Additional resources:

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Fundamental movement skills Part 1 - Munch & Move

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Academic Definition: The motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life.
My interpretation: Basic physical movements which are critical to further movement development. As well as the confidence and knowledge that come with the physical ability.
Why is this important: As teachers and coaches we must foster physical literacy because without it motivation, confidence, physical competence and knowledge of sport and physical activity one would not want to take part in sport or become skillful in a sport setting.
Example: Learning how to kick a ball gives you the motivation to do better, the confidence to do in front of others, and the knowledge about the ball and why to do it.
Additional resources:

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Academic Definition: Physical and informational variables that both affords or limits interaction of the learner, task and/or environment.
My interpretation: A physical or informational limitation which both affords and limits movement and/or skill learning.
Why is this important: Using constrains in specific ways we can foster or impede movement in order to improve skill.
Example: Coach says you can't shoot with your dominant leg (constraint) but this limitation affords the improvement of shooting with your non dominant foot.
Additional resources:

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Academic Definition: A process where some form of order arises from local interactions between components.
My interpretation: A process where elements of a system form some sort of organization and have the ability to reorganize and adapt.
Why is this important: The interactions and organization between elements are critical to the system, as the system would not exist or succeed with out them.
Example: Players on a team are elements and through interaction they form organization such as a specific offensive play.
Additional resources:

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Francuski fotograf Alain Delorme uchwycił piękno ptasich migracji. Niezwykle precyzyjne formacje, piękny taniec na niebie. Tysiące ptaków w synchronizowanym locie. Lot piękny i wzruszający pełen naturalnego piękna, daje uczucie wolności. Poniżej zdjęcia oraz krótki film.

A bird ballet from Neels CASTILLON on Vimeo.

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Podniebny balet - EXAMPLE.PL - dajemy dobry przykład !

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Francuski fotograf Alain Delorme uchwycił piękno ptasich migracji. Niezwykle precyzyjne formacje, piękny taniec na niebie. Tysiące ptaków w synchronizowanym locie. Lot piękny i wzruszający pełen naturalnego piękna, daje uczucie wolności. Poniżej zdjęcia oraz krótki film. A bird ballet from Neels CASTILLON on Vimeo.

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Academic Definition: a learned ability to bring about pre determined results with a maximum certainty often with the minimum outlay of time or energy or both (Barbara, 1963)
My Interpretation: A concept learnt and used to successfully execute an intentional task which has the unlimited potential to be developed and refined.
Why is this important: By understanding what is skillful we are then able to train ourselves or others to be skilful.
Example: In football shooting on a net in a certain way depending on where defence and the keeper is.

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Academic Definition: A meaning or value of a thing is what consists of what is affords.
My Interpretation: A visual cue that signals an opportunity for action that exists due to the relationship of the object and ones self.
Why is this important: Affordances such as a chair or a cup are very simple and and someone would acquire this understanding naturally as a child but more complex affordances, specifically for sport like a gap in players, takes more time and expertise to be acquire. Coaches and teaches can help individuals acquire these affordance to help them succeed.
Example: A gap between to defensive plays will be seen as an opportunity to get through the defensive line.
Additional resources:

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Definition: Affordance - Intro to the Design of Everyday Things

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Academic Definition: An explanation of the innate ability of humans to generate intentional movement at the level of proprioception.
My Interpretation: An explanation of the natural body awareness and movement ability our body has due to proprioceptors.
Why is the important: To perform a skill skillfully the individual must is looking at external factors that affect them from performing the skill. If they had to look at exactly what there body was doing they would not be able to perform well.
Example: In football the athlete is running and dribbling (not looking at their feet) but they are looking ahead to avoid the defence and looking to players to pass to.

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Academic Definition: As we move our perception changes. To perceive we need to move and to move we need to perceive.
My Interpretation: A cyclic relationship between what we see and our actions, that heavily influence each other.
Why is this important: We are able to take in external information which helps us better our response therefore coaches and teaches must include external information to assist the individual in making the best response therefore preparing them for real situations.
Example: I see a defender coming towards me (perception) so I try and run around (action) now he is getting closer (perception) so I will pass the ball (action)
Additional resources:

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Academic Definition: People learn through observing others’ behaviour, attitudes, and outcomes of those behaviours.
My Interpretation: Theory that explains the nature of social structures and the individuals who participate. It suggests that learning is a social process.
Why is this important: When kids play in on teams or with other they will learn off of one another resulting in both individuals improving.
Example: Kids on a playground will copy the person that is better resulting in the kid learning through socializing.
Additional resources:

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Academic Definition: Learning as behaviour that can be controlled by external events. Learning is behaviour
My Interpretation:  Actions are controlled by the external environment in forms of reward and punishment.
Why is this important: We can foster good behaviour or good skill execution with external events such as rewards making the individual want to repeat that behaviour or task.
Example: Last time I scored (stimulus) I was rewarded (so I will score again.
Additional resources:

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Academic Definition: A inter-dependant feature of skill of adapting or creating as the situation demands.
My Interpretation: A necessary component of skill as the athlete will have to constantly adapt and be creative to the constantly changing environment of sport.
Example: A football keeper ill never be able to prepare for every type of shot therefore they have to be able to adapt.
Additional resources: "Kerry’s adaptability shone through, and while Colm McFadden’s fisted effort in the last throws of the game could have ensured parity, the Munster side yet again proved to be the masters on the big days."

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Academic Definition: Learners cognitively mediate responses to stimuli. Learning is thinking

My Interpretation: Actions are thought through internally and learner constructs their own knowledge.
Why is this important: The athlete can think of responses and can recognize that there may be more than one response, therefore the athlete can choose the best response.
Example: There is a defender running at me from the left (stimulus), I can pass or try and get around him on the right (thought) I will try and run around.
Additional resources:

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Academic Definition: Learning is a collaborative process and occurs in the context of shared events and interests. Learning is development.
My Interpretation: Learners construct their own knowledge through impacts by social interactions, history, community and society.
Why is this important: We can foster this in athletes by having them reflect on there own performances as well watch experts and determine what an appropriate response would be.
Example: There is a defender running at me from the left (stimulus), I can pass or try and get around him on the right (thought), last time he ran faster  than me (personal experience) I will try and run around (response).
Additional resources:

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Academic Definition: Is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves.
My Interpretation: Similar to constructivism but instead of reflecting on ourselves or experts you learn through the internet or in the digital environment.
Why is this important: It allows individuals to receive information from multiple source therefore furthering their understanding.
Example: Right now I am using the internet to help me with my encyclopedia, this helps me understand the concepts thoroughly because I can use multiple different sources to help me learn and understand these concepts.
Additional resources:

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Academic Definition: Using what you know about the invasion game of netball to learn a completely new invasion game
My Interpretation: Using what you know about one topic and applying it to learn new a new topic.
Why is it important: Even though an athlete did not learn that exact sport they are able to acc able to assimilate and therefore still perform well.
Example: Using what you know from tennis (rules, techniques) and applying it to try and learn squash.

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Academic Definition: Adapting what you know about rugby to play league.
My Interpretation: Using what you know about a topic and applying it to something very similar.
Why is it important: Even though an athlete did not learn in that setting or some specifics they will be able to assimilate and therefore still perform well.
Example: Using what you know from court volleyball (rules, techniques) and applying it to play beach volleyball.

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Academic Definition: The appearance of a pre-established harmony between a habitus and a field while adjusting endlessly to partially modified contexts.
My Interpretation: The the application of habitus in a field and the knowledge or that habitus to adapt to the changing environment in an appropriate ways.
Why is this important:
That natural and unconscious preferences we learn within a specific field that affords us success.
Developing game sense is similar to habitus, it allows the individual to make quick decisions without having to thinking through the possible responses, this ability comes through intentional practice within the sport.
Example: A player being interviewed after a good goal,  "I had a feeling that that is what I had to do"
Additional resources: This link helps you foster game sense (practical sense) in youth athletes.

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Internationally, physical education has been critiqued as lacking in educative intent, direction or purpose. The critique stems from two observations of the common practice of PE:

1. Lessons are overly focussed on movement compliance in performance environments where the teacher predominantly uses distinctly directive teaching- in other words, the "teacher says" and the students copy;

2. Multi-activity program design where students progress through a series of movement experiences without time to develop competency or mastery in the units of work, and where there is no obvious connection or teaching for transfer of concepts and ideas from one unit to the next.

Many students consequently learn what they can't do in PE rather than what is possible, there is a focus on being physical rather than the educative intent of learning to be physical and understanding movement, and PE and can inadvertently become talent identification rather than competency development.

During the 1980's, the application of learning theory to PE led to the development of pedagogical approaches emphasizing the cognitive dimension of movement in response to the persistent claims that many children learnt little of substance or relevance in PE due to the common directive pedagogy and multi-activity curriculum. Although it had long been recognized that to be physically educated involves learning in the cognitive as well as physical and social-emotional domains, claims to cognitive engagement in PE were often more rhetorical than reality. Moves from 'objectives' based curriculum to standards and outcomes based curriculum brought further attention to the cognitive domain of learning in PE as student learning outcomes were framed using words like, 'reflect', 'analyze' and 'design'.

One of the pedagogical approaches bringing attention to the cognitive dimensions of game and sport learning was the Game Sense approach. Developed in Australia from 1994-1996 by the Australian Sports Commission together with Rod Thorpe, it included the 'pedagogical toolkit' of Teaching games for Understanding (TGfU). This pedagogical toolkit includes:

Guided inquiry through player problem solving and teacher use of well-considered and targeted questioning

Game simplification to represent the tactical logic of the game at the developmental readiness of the learner

Modification of game and player constraints (such as rules, boundaries of play, playing implements etc) to focus, shape and direct learning and progress learning

Thematic classification of games into Net/Court, Target, Invasion and Striking/Fielding games based on similarity in principles of play.

The Game Sense approach has similar features to TGfU, but it is not TGfU. The TGfU literature typically describes a six step learning cycle where game appreciation and tactical understanding precede skill development and game performance, contrasting the common PE directive approach assuming mastery of movement competency before application in game play. TGfU therefore "flipped" the technical before tactical focus of the common directive PE approach, where the game is broken into separate parts that are identified and then refined through drill practice before put into play, to a tactical before technical description.

From the outset, Game Sense teaching and coaching literature described skill as the application of technique in the context of play, therefore tactical, technique and fitness components are taught (at least initially) contextually in a designer game to represent the "whole" and offer means of integrated tactical and technical learning. This association of skill as the use of a technique to effectively solve the problem presented to the player in the momentary configuration of play positions learning to be skilful as an embodied competency comprised of perception, cognition and movement response as interdependent actions: information-movement coupling. This understanding directs PE teaching away from a focus on control of student movement to a focus on movement understanding.

PE teachers have "always" modified games, used teaching by task, student peer and self-check, asked questions to inquire into student learning, or used themes to group content for learning. The 'pedagogical toolkit' of the Game Sense approach (and other tactical approaches) was therefore of itself not "new" or innovative. It was the change in focus from directive teaching of prescriptive "textbook" models of performance to guiding and facilitating game learning, and the understanding that skilled performance is inextricably linked to processes of cognition, that was new. Hopper (2003) illustrates this in his depiction of the "anatomy of a game performance".

In the Game Sense approach student learning is driven by refined use of questioning techniques by the teacher, challenging students to think about, and come to ever more sophisticated understanding and use of, the playing dimensions of time, space, application of force, and game flow or tempo. The need for, and meaning of, more sophisticated and complex skill emerges in response to understanding the complexity of play and developing to meet the performance demands of the game as the game is progressed by the teacher from simple to more complex representation over time. This is not to say closed and open drills are avoided in the Game Sense approach. The pedagogical skill of the teacher is knowing when to use pedagogies like drill practice and play practices to improve player game development, just as it is a skill of the teacher to design or select a game purposefully to present concepts and movement models to learn, refine or consolidate. The Game Sense approach is then not about "throwing out the ball and letting students play". The pedagogical challenge of the Game Sense approach is in the purposeful design or selection, and then shaping of games to focus the play on the concepts and movement responses to be learnt.

The distinctive pedagogical feature of the Game Sense approach is the purposeful teacher use of questioning to guide student discovery and then understanding of game performance. The second distinctive feature of a Game Sense approach is purposefully teaching for transfer between games within a category and across game categories. This teaching for transfer acknowledges that while games may look distinctive due to the constraints imposed by rules or the performance environment games within a category (for example: cricket and baseball are both striking/fielding games) "make sense" through common principles of play. For example, the requirement of the batter to place the ball into space away from the fielder to create time for the batter to run without getting out is common to understanding both baseball and cricket. This conceptual understanding of the nature of play can enable students to eventually be able to adapt to problems presented when learning new games or observing new games through the recognition of the similarities in the new to games already known. It is however, the PE teachers responsibility to teach for transfer and not assume the students will make the connections.

I read a lot of Twitter feeds and blogs where teachers claim to be using a TGfU or Game Sense approach, whereas they are really using modified and small-sided games to encourage participation. That is not a Game Sense or TGfU approach. Purposeful design of games as learning contexts, contexts focusing on developing skill performance, with individual, team and class engagement in cognitive, physical and relational "team" game development is a Game Sense approach. The Game Sense approach focus on shaping play and player development through guided inquiry does not detract from physical development or the development of sport "skills". Teaching through the Game Sense approach recognizes skill as information-in-action. An idealized technique repeated in an open or closed drill is not "skill". As information-in-action, skill has meaning within the context of the performance environment where the movement occurs - the context is the game.

Finally, teachers using the Game Sense approach understand that sports possess a cognitive complexity - think about the way a tennis player couples information (as perceptual judgment and anticipation - "reading the play") in a time and space compressed performance context to a complex motor response (like a forehand return) in order to meet a problem (how do I return the ball?) unique to a momentary configuration of play.
Shane Pill was a physical education teacher for 18 years before changing to an academic career in teacher and coach education. He now lectures and researches in physical education and sport pedagogy at Flinders University in Adelaide, Australia. Shane is author of four resource books on Game Sense teaching and coaching, including Play with Purpose: Game Sense to Sport Literacy, and Play with Purpose: For Fundamental Movement Skill Teaching. Shane can be found at http://www.flinders.edu.au/people/shane.pill or on Twitter at
Joey Feith is the founder of ThePhysicalEducator.com. He currently teaches elementary physical education at St. George's School of Montreal in Quebec, Canada.

March 13, 2017

February 7, 2017

February 7, 2017

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Play With Purpose: An Introduction to the Game Sense Approach

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Internationally, physical education has been critiqued as lacking in educative intent, direction or purpose.

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Academic Definition: The idea that humans process the information they receive, rather than merely responding to stimuli.
My Interpretation: The idea that the brain is like a computer, it takes in information "codes" it then stores it, when in formation is needed it is retrieved.
Why is this important: It is important to recognize that this is linked to cognitive theorizing which is the traditional approach to skill learning and it is a simplified theory to help understanding.
Additional resources:

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Academic Definition: Assumes all social actions, learning, thinking and knowledge are:
-Situated: It is specific to that time and space. For example a football game against a specific team at the semi final game.
-Social: It is specific to that social context, such as, the sport, community, nation, environment ect.
-distributed: It is spread throughout the whole body, team or technique with equipment.
My Interpretation: Situated learning is specific to the exact situation that the individuals learnt the concept. Including the non physical factors such as the social enviroment.
Why is this important: We can use this information to structure lessons (in sport or school) to include the situated, social and distributed factors therefore helping the individual learn and apply their new skill more effectively.
Example: The coach ran a free throw drill making up a scenario where the players were in the final 20 seconds or a championship game.

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Imagination of Possibilities- Lev Vygotsky

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Imagination of Possibilities- Lev Vygotsky

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Academic Definition: Play eventually becomes internalized in imagination and serves as a means of directing one's thoughts and actions. As an internal mental function, it directs the thought processes and ultimately a convergence between imagination and thinking in concepts occurs. During adolescence, this convergence matures into the creative thinking of the adult. We draw on this to support our position that this progressive development of an imagination of possibilities, eventually becomes what Vygotsky calls creative thinking (or creative action), and argue that this is an absolute necessity for meaningful, goal directed, skillful action.
My Interpretation: Play becomes internalized and directs ones thoughts and action, later this is used as creative thinking which is applied to skill and is necessary to be skillful.
Why is this important: As parents, coaches and teachers we can provide children with opportunities to watch experts or role models as well as promote them to play with there imagination.
Example: After watching an NBA game, a child paying basketball in their backyard is imagining they are playing in an exact game scenario and they have to make the free to win the championships.

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Academic Definition: The physical embodiment of cultural capital, to the deeply ingrained habits, skills, and dispositions that we possess due to our life experiences.
My Interpretation: A learned and developed practical consciousness of what to do and not to do within a specific field.
Why is this important: This is a critical part of skill learning because without it an athlete would have to constantly be thinking of what they are suppose to be doing. By having habits the athlete can focus on more complex aspect therefore making it look like simple.
Example: The saying "feel for the game", the athlete didn't have to think into why or how they just thought it was a good response.
Additional resources: This shows the different habitus between different countries in football, none of them are better or worst than the other but they are constructed through culture and experiences.

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Academic Definition:  A schema describes a pattern of thought or behaviour that organizes categories of information and the relationships among them.
My Interpretation: Associated with cognitive theorizing, it is the idea that your brain creates a specific pathways or programs for learned skills and when you use these skills or similar ones, the pathways through the brain are used. When learning new skills the brain tries to use preexisting pathways.
Why is this important: It is important to recognize that this is linked to cognitive theorizing which is the traditional approach to skill learning.
Example: When receiving a ball in tennis, you have never experience every possible shot but using a combination of the pathways you can still hit the ball.
Additional resources:

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Academic Definition: [Humans] are complex, open, dynamic systems, constantly adopting different states of organization to harness and adapt to surrounding energy flows.
My Interpretation: A system which does not have a predetermined outcome dependant on stimulus but a variety of actions which leads variety of outcome with (complex system). It has external interaction that can take in information (open system) which leads to develop and change of the systems outcomes (dynamic system).
Why is this important: We can teach skills so the individual can learn to recognize external information (open system), adapt to this information (dynamic system) and make a discussion based on this (complex system).
Example: When receiving a ball in volleyball I can bump or set and too 5 different people (complex system), I recognize that my back-row isn't playing well today (open system) so I decide to not pass to them (dynamic system)

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Academic Definition: A series of subroutines organized into the correct sequence to perform a movement.
My Interpretation: Information stored in the brain which tells your body and muscles exactly what to do for a specific motor response.
Why is this important: It is important to recognize that this is linked to cognitive theorizing which is the traditional approach to skill learning.
Example: The exact grip, foot/arm placement, step with leg, swing of arms and rotation of body with in a cricket shot.
Additional resources: