What is trained develops! Theoretical perspective on skill learning
- Sigmundsson, Hermundur, Trana, Leif, Polman, Remco, Haga, Monika
- Authors: Sigmundsson, Hermundur , Trana, Leif , Polman, Remco , Haga, Monika
- Date: 2017
- Type: Text , Journal article
- Relation: Sports Vol. 5, no. 2 (2017), p. 38
- Full Text:
- Reviewed:
- Description: Knowledge about developmental theories is important for experts or specialists working with children following normal development and children who have various kinds of dysfunction, in order to better understand what happens with processes associated with motor behavior. In this article, we have explored how theories of development and learning can be used to understand processes associated with motor behavior. A probabilistic perspective emphasizes that the changes taking place in the development is a result of interaction: structural changes in the nervous system leading to changes in function and behavior and opposite, functional changes resulting in changes in structure. This bidirectional interaction between biological and experiential aspects is a continuous process which cannot be reduced to either organism or environment. Dynamical systems theory (DST) emphasizes that it is the interaction between the person, the environment, and the task that changes how our movements are, also in terms of how we develop and learn new movements. The interplay between these factors will, over time, lead to changes in motor development. The importance of experience is central to Edelman's theory of neuronal group selection (NGST). Activation of the nervous system increases the connections between certain areas of the brain, and the selection processes in the brain are a result of enhancement of neural connections involved in a "successful" motion. The central nervous system adapts its structure and function in response to internal and external influences, and hence neural plasticity is a prerequisite for learning and development. We argue that Edelman´s approach supports the theory of specificity of learning. From the perspectives of probabilistic epigenesis, DST, and NGST, we can see that being physically active and having the opportunity to get different movement experiences are of great significance for promoting motor development and learning. A variation of purposeful or rewarding physical activity in a variety of contexts will provide individual opportunities for changes of behavior in terms of both quantitative and qualitative changes in motor development.
- Authors: Sigmundsson, Hermundur , Trana, Leif , Polman, Remco , Haga, Monika
- Date: 2017
- Type: Text , Journal article
- Relation: Sports Vol. 5, no. 2 (2017), p. 38
- Full Text:
- Reviewed:
- Description: Knowledge about developmental theories is important for experts or specialists working with children following normal development and children who have various kinds of dysfunction, in order to better understand what happens with processes associated with motor behavior. In this article, we have explored how theories of development and learning can be used to understand processes associated with motor behavior. A probabilistic perspective emphasizes that the changes taking place in the development is a result of interaction: structural changes in the nervous system leading to changes in function and behavior and opposite, functional changes resulting in changes in structure. This bidirectional interaction between biological and experiential aspects is a continuous process which cannot be reduced to either organism or environment. Dynamical systems theory (DST) emphasizes that it is the interaction between the person, the environment, and the task that changes how our movements are, also in terms of how we develop and learn new movements. The interplay between these factors will, over time, lead to changes in motor development. The importance of experience is central to Edelman's theory of neuronal group selection (NGST). Activation of the nervous system increases the connections between certain areas of the brain, and the selection processes in the brain are a result of enhancement of neural connections involved in a "successful" motion. The central nervous system adapts its structure and function in response to internal and external influences, and hence neural plasticity is a prerequisite for learning and development. We argue that Edelman´s approach supports the theory of specificity of learning. From the perspectives of probabilistic epigenesis, DST, and NGST, we can see that being physically active and having the opportunity to get different movement experiences are of great significance for promoting motor development and learning. A variation of purposeful or rewarding physical activity in a variety of contexts will provide individual opportunities for changes of behavior in terms of both quantitative and qualitative changes in motor development.
The effectiveness of lucid dreaming practice on waking task performance : a scoping review of evidence and meta-analysis
- Bonamino, Clarita, Watling, Christopher, Polman, Remco
- Authors: Bonamino, Clarita , Watling, Christopher , Polman, Remco
- Date: 2022
- Type: Text , Journal article
- Relation: Dreaming Vol. 33, no. 3 (2022), p. 292-315
- Full Text:
- Reviewed:
- Description: A lucid dream is a dream during which the dreamer becomes aware of the fact that they are experiencing a dream. The higher awareness and cognitive traits which accompany lucid dreams offer individuals a unique opportunity to use this practice to rehearse waking skills. This scoping review aimed to summarize existing evidence on the effectiveness of lucid dreaming practice (LDP) on the performance of waking skills and used a meta-analytical approach to estimate an overall effect of LDP. A total of seven studies were reviewed. Findings indicate that LDP can improve waking performance of motor tasks of a variety of nature with an overall medium positive effect size of.483 (p =.095). LDP environments appear to be suitable for the practice of waking tasks however practitioners should be aware that perception may at times be distorted from wakefulness. Dream distractions may also be encountered which may impair dream practice and have a negative effect on subsequent performance. A lack of empirical evidence within the literature was identified. Challenges with conducting LDP research are discussed and recommendations for future research are proposed. © 2022 American Psychological Association
- Authors: Bonamino, Clarita , Watling, Christopher , Polman, Remco
- Date: 2022
- Type: Text , Journal article
- Relation: Dreaming Vol. 33, no. 3 (2022), p. 292-315
- Full Text:
- Reviewed:
- Description: A lucid dream is a dream during which the dreamer becomes aware of the fact that they are experiencing a dream. The higher awareness and cognitive traits which accompany lucid dreams offer individuals a unique opportunity to use this practice to rehearse waking skills. This scoping review aimed to summarize existing evidence on the effectiveness of lucid dreaming practice (LDP) on the performance of waking skills and used a meta-analytical approach to estimate an overall effect of LDP. A total of seven studies were reviewed. Findings indicate that LDP can improve waking performance of motor tasks of a variety of nature with an overall medium positive effect size of.483 (p =.095). LDP environments appear to be suitable for the practice of waking tasks however practitioners should be aware that perception may at times be distorted from wakefulness. Dream distractions may also be encountered which may impair dream practice and have a negative effect on subsequent performance. A lack of empirical evidence within the literature was identified. Challenges with conducting LDP research are discussed and recommendations for future research are proposed. © 2022 American Psychological Association
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