Mental representations in physical education. Significance of perceptional-cognitive action structures of teachers and learners in education
|title||Mental representations in physical education. Significance of perceptional-cognitive action structures of teachers and learners in education|
|publication type||Buch / Monographie / Herausgeberschaft|
|digital object identifier (doi)||DOI: 10.18442/015|
|note||Kumulative Diss., Hildesheim 2018|
According to the cognitive action architecture approach (CAA-A; Schack, 2002, 2004), mental representations play a central role in movement control, as they are hierarchically structured in long-term memory and differentiate due to expertise. By means of structural dimensional analysis - motoric (SDA-M; Schack, 2012), movements are subdivided into basic action concepts (BACs) that are related to each other, to make mental representation structures visible. The method seeks to psychometrically depict the structural dimensions of conceptually ordered motor knowledge, both case-by-case and group-specific, and has been applied to a variety of sports contexts (Land, Volchenkov, Bläsing, & Schack, 2013). Although the examination of mental representationsseems promising regarding the gain of insights into the structure of movements, motor learning processes and the relation of cognitive and movement structures, research in the field of educational research has not been conducted so far. Therefore, the aim of this dissertation project is to address the main research question: What influence can the knowledge about mental representation structures of movements have in the context of physical education and the optimization processes of learning and teaching?
Dr. phil. Linda Hennig, geb. am 02.01.1990 in Northeim, Studium Lehramt für Realschulen mit den Fächern Deutsch und Sport an der Universität Hildesheim, Master of Education, Promotion zur Dr. phil. am 17.12.2018.