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According to Bourdieu(1977, 1990) and Giddens (1979), 'skill' is "the result of our subconscious and social conditioning." Other definitions of skill includes Guthrie (1952), "The ability to bring about some end result with maximum certainty and maximum outlay of energy or of time and energy."

In one of the lectures, my group described 'skill' as something you develop or require and is something you are not born with. It is a concept of using and learning a skill for successful outcome. Furthermore, skill is the ability to adapt in different situations and this can be accomplished through the five elements of skill.

Technical competence is the pattern of movement. Performance outcome is the end result of the action to achieve a goal. Perceptiveness of environment is reading a play within a game or situation. Tactics and strategy involves understanding the rules of the game, being able to determine the best tactics and applying strategies while on the move. Also it includes identifying the strengths and weaknesses of players. Adaptability and creativity involves adapting to changes in unplanned situations then creating something new to move on from the situation.

Skill is an important term to know because this is often confused with the terminology technique. The concept of skill is important to understand in terms of sport context so that we can identify what it means to be a skillful player. Furthermore, there are more than one concept of skill hence why the term 'skill' is important to understand skill learning. Skill is more than just games and sports.

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Skill in situated learning is situated, distributed and social.

Skill is situated in game contexts, this means there are 2 components of skill that determines the uniqueness of the game: time and space (temporal/spatial). It is assumed that in every sport a specific skill is required, but skill can be required at an appropriate time within a space. The components influences team players to perform the skill needed for a particular play in defense or offense. For example, netball is a sport with a constraint that involves no travelling with the ball (action boundary), whereas basketball you can travel while bouncing the ball. Looking at the skills perform in both sports, basketball is good offense and netball is good with defense. A netball player participating in a game of basketball can use their defensive skills to benefit a teams defense.

Skill is distributed throughout the individual, environment, equipment and on other players in a team. In a game context such as tennis, the individual needs a tennis racquet that will accommodate him/her. Because there are different racquet sizes and lengths, the individual will need an equipment that will suit the body to perform well.

Skill is social meaning there are different ways of playing a sport. In some countries, their knowledge of a particular sport may differ to one that is popular and well-known in another country. For example, the game of cricket in NZ is played differently to the Samoan cricket which they call Kilikiti. There is a contrast in uniform and Samoans have an additional bowl where they roll the ball on the ground. NZ cricket only has one way of bowling and that is the overarm.

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In my own definition, skillfulness  is being able to respond quickly to situations and automatically know what to do. It is when you adapt to different circumstances in the environment and when under constraints.

Skill learning is simplified ans the "mastery of movement patterns stored as motor schema applied to the environment and performance context " (Bowes, 2014). Skill learning may include but it is not limited to stages of learning, types of practice and factors affecting learning. My own understanding of the terminology involves skill learning as complex. It is about learning through practice and interacting with the environment to enhance skills that have acquired from pre-experiences.

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Motor learning is a process that involves improving skills to perform a better outcome.

Motor control-information processing is an internal process model that connects to the brain and instructions are constructed by the central nervous system. It is a step by step process where the brain processes information from an external stimulus and responding to the information.

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Skill acquisition is a term defined as the ability in which athletes learn how to develop and improve skills for better performance. In high school PE, students would determine their learners' skills using the concepts of cognitive, associative and autonomous.

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Description of affordances include "perceptual information or cues that enhance the performance" (Bowes, 2014), and "we perceive affordances not objects" (Gibson, 1979).

In other words, it is when an object provides opportunities for an individual to achieve something, or allows the individual to determine what to do with the object. For example, a projector on the ceiling may afford an individual to grab a chair to stand on and turn the switch on, or it may afford the individual to grab a lengthy ruler or stick to switch on the projector. Furthermore, the projector on the ceiling may afford the individual to grab the remote control to power on the technology. There are numerous examples of affordances.

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Gibson (1979) defines perceptual-action coupling as "we perceive in order to move but we must also move in order to perceive." This is a connection between movement and perception. To move and perceive, an individual will need to situate themselves in an environment. We could say that the environment affords a person to move and perceive. Basketball for example, the ball handler needs to have their head up while bouncing the ball when moving places, and making changes to movement according to what they see.

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Vygotsky looks at the theory of imagination where young children uses creativity in play. "Imagination is the internalization of children's play" (Vygotsky, 1986). For children to imagine things, they would need to be in an interactive environment or play environment. Through play, imagination develops and creates possibilities that will allow children to become skillful as they grow. The significance of the terminology imagination is that it plays a huge role for a child's development in terms of skill. Skill is developed at a young age when children interacts in the environment they are in. Through imagination, ideas formed from childhood are improved for present or future use

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Technique is a method that can enhance a person's skill. A step by step process to execute a performance. Examples can be widening the base of support to increase balance in sports like rugby in a scrum. Technique can be like giving someone advice to do something better or different ways of teaching. In basketball, there are different ways of getting the ball in the hoop.

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Schema in Schmidt's (1975) term in a generalised motor programme such as throwing which is adapted to the skill required.

My definition is that schema is a motor programme in which motor skills are learnt and refined. Schema is a mental structure that forms in the brain when you make a new idea or thought. Information that is formed in the brain is used to make movement and decision. For example, driving a car. The rules of driving a car on the road is installed in our brain. We know when to stop, slow, turn, indicate etc. Schema in psychology terms is a mental concept that informs a person about what to expect from a variety experiences and situations.

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Bourdieu states that "habitus refers to the physical embodiment of cultural capital, to the deeply ingrained habits, skills and dispositions that we possess due to our life experiences." The term habitus is a state of learning, a habit that individuals develop and adapt. In sport context, the habitus and practical sense of rugby differs to the habitus and practical sense of netball. The habitus of rugby involves tackling or physical contact whereas netball, contact is prohibited.

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Practical sense is the feel for the game. This means an individual can adjust to a modified game context without performing complexed movements. Bourdieu argues that a practical sense is a corporeal adjustment of the habitus to the field.

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In game context, behaviorism is the theory in which individuals are influenced by the change of environment. Behaviourism is also the theory of focusing on the role of reinforcements, both positive and negative. These reinforcement as a result of punishment or no punishment influences an individuals behaviour. Behaviour can be intrinsic and extrinsic. An example of behavioural change in game context can be shown in a game of softball played in a windy environment. Players on defense predict and assume which direction the ball will fly to after being hit by a bat, so they move from their direction.

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Cognitivist theory learning is where an individual constructs their own knowledge through engagement in activities, repetition of work, imagination and memory. From a teacher based perception, to teach students would require planned lessons as well as strategies that will acquire a students learning attention. Examples of educating students can be the use of powerpoint slides or writing notes on a board, or group discussions etc. Cognitivist theory learning is an important terminology to understanding skill learning because it doesn't involve teachers or coaches to rely solely on resources. Some pedagogists may use games as an example of learning or music to help students absorb knowledge and remember the learning outcomes in a lesson.

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Social constructivist is the theory in which learning is collaborative meaning people think similarly to others depending on the context. It could also mean sharing knowledge. For example, in a game of touch, players within a team share knowledge of each others skills, knowledge of how the game is played, and know of game plays that may allow them to score a try. Social constructivist is an important terminology to understanding skill learning because it describes how students or athletes learn in a interacting environment.

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Dynamic system theory involves interacting systems as well as independent systems within the individual which can be used to explain how effective movements are in a sport environment.

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Open systems is when a situation is influenced by the change of environment. For example, when surfing, energy of the waves changes so the movement of the surfboard needs to adjust to the change.

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Relational dynamics is a study of process of interaction, systems, connectivity, degrees of freedom, complexity and emergence. It is an interaction between elements and the thing that emerge from such interaction.

This is the interconnection of the subsystems that helps determine what it means to be a skillful player. Each component influences one another and becomes complex because of many interactions happening in a space of time.

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Individualism is about breaking skills down.

Holism is looking at skill as a whole context, it's not looking at breaking the skills down.

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Interaction has two components: Independent and Interdependent. Game contexts affords players in a team to interact in the environment they are in. Interacting in the environment can allow players to distinguish between what's chaotic and what's really happening in the game as an independent player. Interdependent has the compacity to influence one's self to the other. When one player moves, the other goes and then the rest. Interaction is about connections. To understand skill learning, it's important that interaction is part of how individuals develop skill. Without interaction, individuals ability are limited.

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Constraints are "physical and informational variables that both afford or limit interaction of the learner, task and environment" (Bowes, 2014). In my own terms, constraints limits or restricts a person's movement to achieve an outcome, however it allows an individual to become creative, resulting in behavioural patterns to emerge. Furthermore, constraints can affect the environment, individual and task. Constraints is an important terminology to understand skill learning because without constraints learners are unable to develop in terms of skill. Constraints allows for individuals to determine what they need to do in a situation and be able to react to what they perceive.

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Self-organisation is a process of where "some form or overall order arises from local interactions between its component parts" (Ovens, 2018).
In other words, an orderly process of coordinating the body to achieve a movement. Self-organisation can be met under constraints where in a game context, a player moves into a position where they can achieve a goal from a different angle. The body is self-organised to walk, run, jog, power-walk etc. A horse for example will move from a trot to a gallop. Furthermore, birds are self-organised to flock together. Another definition of self-organisation can be described as "systems within the body that organise, reorganise and adapt behaviour and movement in response to changing constraints on the system" (Bowes, 2014).

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Feedback loop- A system structure that causes output from one node to eventually influence input to that same node.

My definitions are information going through non-linear pathways that can change behaviour in a system. An example of a feedback loop is the neural network. Brains are divided by different networks that can provide different feedback.  The significance of feedback loop in sports context is that it is beneficial to players that they react adapt to the situations they are in. To get out of an unforeseen circumstances, information has to be processed and relayed back.

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You can freeze degrees of freedom by stopping or limiting the movement to get the outcome in a sport. It's about controlling the movements you don't want. Degrees of freedom is "managing independent and interdependent parts that control movements in a complex system that work together to make coordinated/skillful movement" (Bowes, 2014).

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Linear pedagogy  focuses in more depth on the dynamic aspects of sport. It adapts to a criteria lead coaching approach to sport.  (https://sportscoaching15.wordpress.com/2016/02/25/linear-and-non-linear-pedagogy/)

My own definition of linear pedagogy is that it involves disconnected experiences where teaching a sport has one outcome. While the ways of teaching can be multiplied, the result remains the same.

Non-linear pedagogy  is a learner-centered approach to skill acquisition. An umbrella term for teaching and coaching that uses task and environment design to develop skill acquisition. (https://drowningintheshallow.wordpress.com/2016/02/18/a-bluffers-guide-to-non-linear-pedagogy/)

My own definition of non-linear pedagogy requires connections that will allow an individual to learn to develop skill. These connections are taken place in an environment that consists of constraints. Through these constraints, the learner will have acquire different solutions to achieve what is needed to be done. Non-linear pedagogy is when an individual takes time to develop skills. An example of non-linear pedagogy can be using the constraints-led-approach model.

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Emergence is a process in which things come into being as a result of their relational dynamics.

In my definition, emergence is a component in the relational dynamics theory where a behavioural or movement pattern emerges from an individual or in the environment. The importance of this terminology is that it allows for coaches or teachers to identify a skill pattern that is shown from their players or students. Often behavioural or movement patterns are shown in a game when players or teams are under constraints. An example of emergence can be seen by watching a game of rugby. Despite how messy rugby gets, a pattern is emergent in the interaction taking place on the field.

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HIGHLIGHTS: France win first ever World Rugby U20 Championship

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Social theories examines the relationships between structure and agency. It explains the nature of social structures (like game structures) and individuals who have the agency to participate and direct the way game is played.

In my own  definition, social theories is the interaction of individuals which they learn from one another to become knowledgeable. These interactions allows individuals to experience activities through practice. An example can be of dance. Although there are those who have different styles of dancing, individuals are still able to perform the type of movement unfamiliar to them however performing it in their own style.

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Kelso defines attractors as functional states of order. My definition of attractor is when we have a natural instinct to do things depending on how big, small, heavy etc the object is. For example a child passing a heavy ball will require him or her to bring a ball up to the side of their head.

Pattern coordination is when our actions emerge from our internal system's natural tendencies to seek attractor states, which are directly linked to a task goal.

My definition of pattern coordination is the development or different ways of performing a movement to achieve a goal. An example can be an individual trying to pass a ball from a distance. A tennis ball will require an underarm throw in a short distance pass but an overarm for long distance.

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Complex systems are whole systems made up of interacting subsystems.

My definition of this terminology is that complex system is when there are increasing number of interactions involved. Complex system is when you can't put things back together.
This is important terminology in sport context because in a game played by many individuals, there are many things going on at once. While it may seem simple to one person, it is complexed for another because they have to keep up with the interaction of their teammate as well as others. Each component in the relational dynamics theory influences the other (interconnected). Furthermore, it provides information for coaches to understand how skill is developed.