Enhancing performance proficiency at the expert level: Considering the role of 'somaesthetic awareness'

© 2014 Elsevier Ltd. Objectives: Traditional theories of motor learning (e.g., Fitts & Posner, 1967), along with certain contemporary psychological perspectives (e.g., Weiss & Reber, 2012; Wulf, 2013), postulate that expert performers must relinquish paying conscious attention to, and/or attempting to exert control over, their bodily movements in order to achieve optimal performance. Challenging such largely unquestioned conceptual approaches, however, is an emerging body of evidence (e.g., see Montero, 2010; Shusterman, 2011) which indicates that 'somatic reflection' (i.e., a conscious focus on bodily movement) is an important mediator of continuous improvement (i.e., the fact that certain performers continue to improve their skills even after becoming experts) at the elite level of sport. The present position paper seeks to elucidate and resolve this apparent paradox concerning the role of bodily awareness in expertise. Design: Literature review and position statement. Method: To achieve this latter aim, we draw on empirical evidence (e.g., from research on somatic attention) and theory (e.g., Shusterman's, 2008, theory of body consciousness) to elucidate the role of bodily awareness in facilitating continuous improvement at the elite level of sport. Results and conclusion: In doing so, we sketch some theoretical and practical implications of Shusterman's (2008, 2011, 2012) theory of 'somaesthetics' for contemporary research on expertise in sport

Bodily crises in skilled performance: Considering the need for artistic habits

Empirical evidence demonstrates that performing artists are confronted by a variety of ‘bodily crises’ (e.g., injury, attrition of habits induced by ageing) over the course of their careers (Wainwright, Williams, & Turner, 2005). Such crises may present a serious threat to the embodied subject. Unfortunately, many prominent theories of skill acquisition (e.g., Fitts & Posner, 1967) appear to evacuate the body from performance by suggesting that any form of conscious processing (i.e., paying conscious attention to one's action during motor skill execution) will disrupt habitual behaviour. As a result, few researchers have considered how performers might tackle bodily anomalies. In the current paper, we seek to address this issue by discussing a variety of the ‘crises’ that confront the performing body. We start by discussing a number of disciplinary practices that may contribute to these crises. Next, we argue that habitual movements must be open to ‘acts of creativity’ in order to maintain a productive relationship between the performing body and the environment. Then we consider what this ‘creative action’ might involve and discuss a number of approaches (e.g., mindfulness, somaesthetic awareness) that could maintain and improve one's movement proficiency. Here, our argument draws on Dewey's (1922) pragmatist philosophy and his belief that ‘intelligent habit’ was required to help people to improve their movement functioning. Finally, we consider the implications of our argument for current conceptualisations of ‘habitual’ movement and recommend that researchers explore the adaptive and flexible capacity of the performing body

Considering the role of cognitive control in expert performance

© 2014, Springer Science+Business Media Dordrecht. Dreyfus and Dreyfus’ (1986) influential phenomenological analysis of skill acquisition proposes that expert performance is guided by non-cognitive responses which are fast, effortless and apparently intuitive in nature. Although this model has been criticised (e.g., by Breivik Journal of Philosophy of Sport, 34, 116–134 2007, Journal of the Philosophy of Sport, 40, 85–106 2013; Eriksen 2010; Montero Inquiry:An interdisciplinary Journal of Philosophy, 53, 105–122 2010; Montero and Evans 2011) for over-emphasising the role that intuition plays in facilitating skilled performance, it does recognise that on occasions (e.g., when performance goes awry for some reason) a form of ‘detached deliberative rationality’ may be used by experts to improve their performance. However, Dreyfus and Dreyfus (1986) see no role for calculative problem solving or deliberation (i.e., drawing on rules or mental representations) when performance is going well. In the current paper, we draw on empirical evidence, insights from athletes, and phenomenological description to argue that ‘continuous improvement’ (i.e., the phenomenon whereby certain skilled performers appear to be capable of increasing their proficiency even though they are already experts; Toner and Moran 2014) among experts is mediated by cognitive (or executive) control in three distinct sporting situations (i.e., in training, during pre-performance routines, and while engaged in on-line skill execution). We conclude by arguing that Sutton et al. Journal of the British Society for Phenomenology, 42, 78–103 (2011) ‘applying intelligence to the reflexes’ (AIR) approach may help to elucidate the process by which expert performers achieve continuous improvement through analytical/mindful behaviour during training and competition

Habitual reflexivity and skilled action

Theorists have used the concept habitus to explain how skilled agents are capable of responding in an infinite number of ways to the infinite number of possible situations that they encounter in their field of practice. According to some perspectives, habitus is seen to represent a form of regulated improvisation that functions below the threshold of consciousness. However, Bourdieu (1990) argued that rational and conscious computation may be required in situations of ‘crises’ where habitus proves insufficient as a basis for our actions. In the current paper, I draw on a range of evidence which indicates that conscious intervention (including self-reflective sensory consciousness) is required not only at points of crises but also as skilled performers engage in the mundane actions/practices that characterise their everyday training and performance regimes. The interaction of conscious learning and unconscious schemata leads to the development of a reflexive habitus which allows performers to refine and adapt embodied movement patterns over time

Unearthing learners’ conceptions of reflection to innovate business education for the 21st century

The development of learners’ capacities for critical reflection is an important learning outcome for 21st century business education. Theories suggest that a learner holds a particular orientation to reflection, and that this perspective will be influenced by his or her underlying beliefs. This, coupled with an increased focus on the student experience, personal development, and self-regulation in higher education, offers scope for considering instructional design from a second-order perspective, or in other words, from the student’s point of view. This study sought to understand: 1) the ways that business students orientate to reflection, 2) the different conceptions they hold of reflection, and 3) whether there is a relationship between the two. Reflective learning questionnaires were completed by 112 business students studying at the University of Northampton. Survey results showed that while the research instrument was a good fit for investigating orientations to and conceptions of reflection, there did not appear to be a correlation between the two. Learning analytics such as these will be useful for considering how the University can design more meaningful business curricula. However, the disconnect between conceptions of and orientations to reflection needs to be explored through further research

What do we really know about the constraints and enablers of physical activity levels in young children?

Ample evidence exists to support the benefits of habitual physical activity levels on long term health and well-being for adults, youth and, more recently, children. However information about factors that impact on young children’s choices to be active or inactive is limited because the accurate measurement of physical activity in young children is difficult. Consequently, many statements found in the literature about young children’s physical activity levels are not founded on empirically validated information. Some conclusions are extrapolated to younger children from findings in studies of older children. This paper is based on an extensive review of literature and the outcomes of a National Summit held in Fremantle, WA in November 2001. It seeks to identify those key early life experiences and context factors that research has confirmed create the child who is attracted to physically active play rather than sedentary play. The implications of these findings for future research and intervention programs are presented

From Culture 2.0 to a Network State of Mind: A Selective History of Web 2.0’s Axiologies and a Lesson from It

There is never a shortage of celebratory and condemnatory popular discourse on digital media even in its early days. This, of course, is also true of the advent of Web 2.0. In this article, I shall argue that normative analyses of digital media should not take lightly the popular discourse, as it can deepen our understanding of the normative and axiological foundation(s) of our judgements towards digital media. Looking at some of the most representative examples available, I examine the latest wave of popular discourse on digital media, focusing on the (new) worries and doubts voiced by the alarmists and the (new) hopes and dreams portrayed by the enthusiasts. I shall illustrate that various stances in the popular discourse on Web 2.0 are ultimately rested on different notions of the self. This conclusion entails an important lesson for our practice of critiques of digital media, as it entails that our critiques of digital media cannot be done without referring to a notion of the self. Hence, a normative enquiry of digital media should not only be about the moral and/or prudential goodness or badness per se; it should be about who we should be online, or which notion(s) of the self we should strive for

Buying for baby: How middle-class mothers negotiate risk with second-hand goods

Focusing on the mother as consumer as well as carer, this chapter considers mothers’ co-consuming practices related to used/second-hand baby goods purchased at nearly new sales. Citing second-hand consumption as an intimate and risky practice, the material negotiations and risk reduction strategies practiced by middle-class mothers as they engage in consuming second-hand baby items are discussed

Virtual reality in the rehabilitation of people with intellectual disabilities

Virtual reality (VR) possesses many qualities that give it rehabilitative potential for people with intellectual disabilities, both as an intervention and an assessment. It can provide a safe setting in which to practice skills that might carry too many risks in the real world. Unlike human tutors, computers are infinitely patient and consistent. Virtual worlds can be manipulated in ways the real world cannot be and can convey concepts without the use of language or other symbol systems. Published applications for this client group have all been as rehabilitative interventions. These are described in three groups: promoting skills for independent living, enhancing cognitive performance, and improving social skills. Five groups of studies are reviewed that utilize virtual technology to promote skills for independent living: grocery shopping, preparing food, orientation, road safety, and manufacturing skills. Fears that skills or habits learnt in a virtual setting would not transfer to the real world setting have not been supported by the available evidence, apart from those studies with people with autistic spectrum disorders. Future directions are in the development of more applications for independent living skills, exploring interventions for promoting motor and cognitive skills, and the developments of ecologically valid forms of assessment