Theoretical construction and practical implications in teaching of the embodied development model for motor skills YE Songdong，JIA Chen
(1.School of Physical Education，South China Normal University，Guangzhou 510006，China；2.School of Physical Education，Guangdong University of Education，Guangzhou 510303，China)
Abstract:Since the ancient times, the understanding of motor skills and the cognition of the body for human beings are closely related. With the paradigm shift in body cognition, it is necessary to reshape the development model of motor skills. Therefore, this study integrates Western embodied cognitive science, ecological dynamics, and the Chinese paradigm of embodiment to form a triadic evidence chain consisting of empirical research on motor skills in the Western context and narrative research on motor behavior in China, and then the motor skills embodied development model has been proposed, which emphasizes the embodiment generation, contextual shaping, complexity reduction, and nonlinear development. The practical pathways in teaching of the motor skills embodied development model are revealed through four aspects: promoting deep interaction between body and context, establishing a perception-action coupling system, creating representative learning contexts to explore adaptive motor behavior expression, categorizing homogeneous motor abilities to enhance autonomous motor skills presentation, and exploring supportive behavior layers to facilitate positive transfer of motor skills.
Keywords: motor skills；embodied development；perception-action coupling；non-linearity