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What is Trained Develops! Theoretical Perspective on Skill Learning

机译：什么是训练有素的发展！技能学习的理论视角

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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.
机译：对发育理论的了解对于与正常发育后的儿童以及患有各种功能障碍的儿童一起工作的专家或专家很重要，以便更好地了解与运动行为相关的过程会发生什么。在本文中，我们探讨了发展和学习理论如何用于理解与运动行为相关的过程。概率观点强调，发育中发生的变化是相互作用的结果：神经系统的结构性变化导致功能和行为的变化，相反的功能性变化导致结构的变化。生物学和实验方面之间的这种双向相互作用是一个连续的过程，不能被简化为有机体或环境。动力系统理论（DST）强调，人，环境和任务之间的相互作用会改变我们的运动方式，同时也会影响我们如何发展和学习新的运动。随着时间的流逝，这些因素之间的相互作用将导致运动发展的变化。经验的重要性对于爱德曼的神经元群选择理论（NGST）至关重要。神经系统的激活增加了大脑某些区域之间的连接，而大脑中的选择过程是增强了“成功”运动中涉及的神经连接的结果。中枢神经系统响应内部和外部影响而适应其结构和功能，因此神经可塑性是学习和发展的前提。我们认为，爱德曼的方法支持学习的特异性理论。从概率表观遗传学，DST和NGST的角度来看，我们可以看到，积极运动并有机会获得不同的运动经验对于促进运动发展和学习具有重要意义。在各种情况下，有目的的或有益的体育活动的变化将为运动发展的数量和质量变化方面的行为变化提供个体机会。

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