Always Pay Attention to Which Model of Motor Learning You Are Using

Abstract

This critical review considers the epistemological and historical background of the theoreticalconstruct of motor learning for a more differentiated understanding. More than simplyreflecting critically on the models that are used to solve problems—whether they are applied intherapy, physical education, or training practice—this review seeks to respond constructively to therecent discussion caused by the replication crisis in life sciences. To this end, an in-depth review ofcontemporary motor learning approaches is provided, with a pragmatism-oriented clarification of theresearcher’s intentions on fundamentals (what?), subjects (for whom?), time intervals (when?), andpurpose (for what?). The complexity in which the processes of movement acquisition, learning, andrefinement take place removes their predictable and linear character and therefore, from an appliedpoint of view, invites a great deal of caution when trying to make generalization claims. Particularlywhen we attempt to understand and study these phenomena in unpredictable and dynamic contexts,it is recommended that scientists and practitioners seek to better understand the central role thatthe individual and their situatedness plays in the system. In this way, we will be closer to making ameaningful and authentic contribution to the advancement of knowledge, and not merely for thesake of renaming inventions.