When does learning a movement also require developing its teaching?

Start with the movement that the person wants to use, and the conditions in which it must work. An unsuccessful attempt can reflect an unavailable bodily contribution, a problem with the technique or an external condition. HCD.3 examines what limits the performance. SOM.1 helps relate a proposed bodily correction to the performer’s experience, available regulation and observed movement. Retain an effective change to the tool or conditions when it serves the task without additional bodily learning.

In a constructed case, a swimmer is preparing for a particular open-water event but has difficulty coordinating a familiar stroke in supervised pool practice. The swimming teacher supplies the technique, suitable conditions and criteria; the example does not establish a bodily cause. If an attempted correction exposes a missing bodily distinction, use SOM.2; for unavailable regulation, SOM.3; for a combination that cannot yet be recalled, SOM.4; for a failed transition as support or load changes, SOM.5. HCD.6 places the selected contribution in suitable practice, and HCD.9 uses the next attempt to inform correction. Return to the stroke with the necessary concurrent actions. A clearer feeling in preparation does not establish that stroke, and a successful pool attempt does not establish readiness for the event.

Ask whether the practice can be supplied. HCD.7 checks who can provide the needed demonstration, observe the attempt and give suitable feedback under the available conditions. If that help is already adequate and available, use it. The learner need not first learn to design their own training.

If HCD.7 identifies a missing contribution, HCD.8 compares obtaining it with preparing a provider to supply it. For example, the learner may be able to obtain qualified help sooner and with less risk than learn to select and judge the exercises alone. If developing that teaching capability is worthwhile, define its own task and test it: can the provider choose suitable practice, recognize the relevant failure and supply useful feedback? One person can be both learner and practice designer, but their ability to perform the movement does not establish their ability to teach it. Conversely, a working teaching arrangement does not establish the learner’s movement capability.

Learning to organize practice, preparing the bodily contribution, learning a swimming technique and preparing for an event can therefore be related development projects with different results. HCD.2 compares ways to obtain the needed capabilities and support, retaining what is already available and accounting for dependencies and the burden of the alternatives. These projects are not four required stages or four levels of every movement. They may proceed at different times; the Method vertical above concerns what is enacted together within the selected action.

The next useful result is a suitable practice with the help it needs, a way to obtain or develop the missing teaching contribution, or a named gap that stops only the dependent work. Test each result in its receiving use.