From teaching technique to guiding problem solving

Q: What does this research mean for the field?

Understanding how movement skills are learned and taught can be enriched by bringing decades of practical experience as a mover, teacher, and coach into dialogue with various conceptual models of learning. Novelty: ClaimNovelty.SYNTHESIS. Consensus alignment: ConsensusAlignment.NEUTRAL.

Hannu Leinonen

doi:10.5281/zenodo.22299381

September 4, 2026Open Access

From teaching technique to guiding problem solving

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Key Points

Clarify how movement skills are learned and taught by connecting long-term practical experience with conceptual learning models.
Reflects on more than five decades of experiential practice as a mover, teacher, and athletic coach.
Engages multiple conceptual models of learning rather than conducting a systematic literature review or defending a single theory.
Frames movement education as a progression away from rigid technical instruction toward facilitated problem solving.
Emphasizes that synthesising practical coaching experience with theoretical models enhances the understanding of motor skill acquisition.

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Implication

Reflective narrative demonstrates the transition from technical drills to guided problem solving in movement coaching, highlighting the value of experiential motor learning.

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Cite This Study

Hannu Leinonen (2026) studied this question.

synapsesocial.com/papers/6a9d1e8328139818eab2177e https://doi.org/10.5281/zenodo.22299381

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From teaching technique to guiding problem solving

Key Points

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Implication

Abstract

Discussion

Cite This Study

From teaching technique to guiding problem solving

Key Points

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Implication

Abstract

Discussion

Cite This Study

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