Motor Learning: an epigenetic problema

Abstract

This work calls into question not only the results of traditional research in motor learning but, more radically, the methods used to establish them. The methodological question becomes, then, a particular importance in both classical studies have come to know, in any case, organic factors of motor learning, the systems involved, but have not contributed anything to the knowledge of motor learning itself. The classic research strives to grasp the intimate mechanisms of motor responses using neurophysiology, or to establish what the lessons we need to be achieved are in each development stage to achieve the “mature” model. Thus, motor learning research is shifted to the investigation of Human Movement, but does not explain (which is always the science work) the act or process of learning a skill or a set of skills, even less a configuration of skills, such as a sport. On the other hand, classical studies makes the subject under study dispossessed of any possibility of special status, while forcibly fit the diversity of learning practices in the restrictions that ensure control, stability and uniformity of results, leaving out the research and, consequently, the whole world of real practice.