Abstract
In motor analysis in physical therapy, we lay emphasis on measurable objective information observed from the outside rather than on performers' subjective information because of the difficulties in measuring the subjective information. While human movements follow the laws of physical motion, they also reflect the subjectivity of a performer. Therefore, in coaching, subjective and unclear expressions such as “You should feel...” have importance. The acquirement of a motor skill doesn't mean that the learner understands it on paper, but means the learner practices until it becomes automatic.
The purpose of this study is to examine whether the subjective impressions of motor sense are effective as guidelines for motor learning. We examined the connection between the process of motor learning and subjective motor understanding.
Seven male students participated in this study. Taking monocycling as a motor task, the students continued their trials for a month. At the end of every trial, each student recorded their impressions of motor sense freely, such as what and how they felt, or what had changed. Gathered motor impressions were categorized and relations between the process of motor learning and the contents of the impressions were analyzed by protocol analysis.
As a result, the motor impressions recorded by the students reflected the characteristics of the task of monocycling. There were characteristic changes in motor sense impressions at each stage of the learning process.
We expect that there is a possibility of coaching utilising motor sense impressions in physical therapy.
