-the ability to do something well

-ability to improve, keep developing

-the way you use the word skills

-instincts/natural ability

-nature vs nurture

-physical aspect

-adaptive ability

-personal strengths

-something you develop or acquire

-action and technique put together

-perform a skill consistently

-process of development (cognitive, associative, autonomous) 

-unlimited potential

-developed, refined, improved

-our ability is innate and can be developed to become intuitive

Innate: born with

Intuitive: second nature, subconscious 

Instincts become intuitive

Corporeal consciousness is the use of our proprioceptors for the ability to be aware of where our body is in terms of space. 

An example of this is dribbling the ball in basketball. When dribbling you are often running towards the hoop, to do this you must look where you are running rather than looking at the ball the entire time. Because you are looking up you use your proprioceptors to be aware of where your hand is in relation to the ball so that you can dribble and run at the same while looking ahead of you.

Game contexts embody unique time, space and action boundaries

Game contexts create specific problems

Situated Learning is a matter of creating meaning from the real activities of daily living where learning occurs in a pro-social but informal setting. This notion suggests that learning takes place through social relationships, within a cultural milieu, and by connecting prior knowledge to new contexts.

They learn through doing and playing with the environment, often with the help of others.

Children learn to be skillful through their play.  In doing so they not only develop skill but also a sense of self.
engage in activity for enjoyment and recreation rather than a serious or practical purpose.
The play environment is as much a subconscious learning process as it is a conscious one. 

Play is an important part of development. It is where you being to understand how to interact with others and how your actions can effect other peoples actions.

Initially developed through the play of young children and more meaningful encounters as adolescents, imagination serves as a mediator of behaviors in all individuals.

the faculty or action of forming new ideas, or images or concepts of external objects not present to the senses.

A performer’s continuous interaction with the environmental affordances as they emerge develops an array of possibilities that live on in our imagination as a form of knowing, which we draw on in the enactment of skilful performance.

The continuously dynamic environment affords images of behaviours and outcomes that enable one to perform in the present while imagining oneself in the immediate future.

In this way imagination is an important internal affordance and absolutely necessary contributor to the perceptual-action coupling that evolves as skilful performance.

Bourdieu said: Our practical sense is an acquired system of preferences, of principles of vision and division…and also a system of durable cognitive structures (which are essentially the product of the internalisation of objective structures. 

Cognitive: an interest in the learner’s cognitive processing and stressed that learners constructed their own knowledge. Active role of the learner with the teacher creating the appropriate environment for learning and guiding thinking towards more complex understandings.(learning is thinking)

Constructivist:
1) Individual: Learning is development (Piaget)

2) Socially Constructed: shifted attention to co-constructive models of learning in which both learner and teacher are view as active. (Vygotsky)

Differentiated, stratified, relational

Skills are deployed within socially determined contexts.

Skill is distributed across the equipment and tools employed

Skill is distributed across the other players of the team 

Intrinsic- coordination of the internal body parts that produce the whole (muscle memory)

Individual- environment interface, performers movements. Skill is thought to be contained within the physical parameters of the human body

Interactive- relational dynamics, coordinative or game (context determined) patterns

Complexity increases in relation to 

Holism – looking at the skill as a whole and in its context

Eg a soccer team working to score a goal – interdependent because they’re working together to achieve a common goal. They are relying on each other. 

-Self determined

-Collaborative experiences

-Open environment

-situated/authentic experiences

-Reflective evaluation

-Connected experiences

-Holistic

-Adaptive

-Open 

-Emergent

-Active

-Co-creative

-Received action

-Individual experiences

-Closed environment

-De-contextualised

-Superficial evaluation

-Disconnected experiences

-Hierarchical

-Mechanistic

-Closed

-Prescribed

-Passive

-Transmission