Skillful Performance

One of the most intriguing questions since the time of Plato concerns what defines skillful performance in terms of specific capabilities, knowledge, competence, and expertise. As Frederick Taylor famously noted, an answer to that question would enable us to know what to focus on and what to do to improve the performance of individuals, groups, and organizations. Although we have come to know a great deal about the 'properties' of capabilities, knowledge, competence, and expertise at large, we know significantly less about how they are enacted in skillful performance. Thus, how skillful performance draws on knowledge, how skills develop, and how competencies and capabilities are put to action are still eluding us. Process thinking has not sufficiently explored skillful performance. This book aims to address this gap. It brings together scholars from different backgrounds, traditions, and disciplines whose common perspective is distinctly process-oriented. They seek to rethink capabilities, knowledge, competence, and expertise, not as if these phenomena were already accomplished but, on the contrary, as processes in the making - as performative accomplishments. Such rethinking opens up several new conversations and extends the range of inquiry about how capabilities, knowledge, competence, and expertise are accomplished in practice, and, consequently, how they may be improved.

The only books written specifically to match the AQA specification AS PE for AQA is a brand new course that has been written exactly to match the AQA specification. The Student Book provides students with the right level of support and the Workbook acts as a useful teaching and revision tool. The only book written specifically for the AQA AS course. Practice exam questions help students understand the demands of their exams. Revision questions at the end of each topic consolidate students' learning. Learning objectives at the beginning of each unit really focus students on what they need to learn. Key word boxes help students learn and use technical vocabulary.

Success in sport depends on the athlete's ability to develop and fine-tune a specific set of motor skills. In this book leading authorities within the field provide a comprehensive review of current research and theory in sports skills acquisition.

This book has two primary goals. On the level of theory development, the book clarifies the nature of an emerging "models and modeling perspective" about teaching, learning, and problem solving in mathematics and science education. On the level of emphasizing practical problems, it clarifies the nature of some of the most important elementary-but-powerful mathematical or scientific understandings and abilities that Americans are likely to need as foundations for success in the present and future technology-based information age. Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching features an innovative Web site housing online appendices for each chapter, designed to supplement the print chapters with digital resources that include example problems, relevant research tools and video clips, as well as transcripts and other samples of students' work: http://tcct.soe.purdue.edu/booksULandULjournals/modelsULandUL modeling/ This is an essential volume for graduate-level courses in mathematics and science education, cognition and learning, and critical and creative thinking, as well as a valuable resource for researchers and practitioners in these areas.

The purpose of this book is to adopt a process lens to advance our understanding of how capabilities, knowledge, competence, and expertise are enacted in the skilful performance of individuals, groups, and organisations

The first systematic collaboration between cognitive scientists and sports psychologists considers the mind–body relationship from the perspective of athletic skill and sports practice. This landmark work is the first systematic collaboration between cognitive scientists and sports psychologists that considers the mind–body relationship from the perspective of athletic skill and sports practice. With twenty-six chapters by leading researchers, the book connects and integrates findings from fields that range from philosophy of mind to sociology of sports. The chapters show not only that sports can tell scientists how the human mind works but also that the scientific study of the human mind can help athletes succeed. Sports psychology research has always focused on the themes, notions, and models of embodied cognition; embodied cognition, in turn, has found striking confirmation of its theoretical claims in the psychological accounts of sports performance and athletic skill. Athletic skill is a legitimate form of intelligence, involving cognitive faculties no less sophisticated and complex than those required by mathematical problem solving. After presenting the key concepts necessary for applying embodied cognition to sports psychology, the book discusses skill disruption (the tendency to “choke” under pressure); sensorimotor skill acquisition and how training correlates to the development of cognitive faculties; the intersubjective and social dimension of sports skills, seen in team sports; sports practice in cultural and societal contexts; the notion of “affordance” and its significance for ecological psychology and embodied cognition theory; and the mind's predictive capabilities, which enable anticipation, creativity, improvisation, and imagination in sports performance. Contributors Ana Maria Abreu, Kenneth Aggerholm, Salvatore Maria Aglioti, Jesús Ilundáin-Agurruza, Duarte Araújo, Jürgen Beckmann, Kath Bicknell, Geoffrey P. Bingham, Jens E. Birch, Gunnar Breivik, Noel E. Brick, Massimiliano L. Cappuccio, Thomas H. Carr, Alberto Cei, Anthony Chemero, Wayne Christensen, Lincoln J. Colling, Cassie Comley, Keith Davids, Matt Dicks, Caren Diehl, Karl Erickson, Anna Esposito, Pedro Tiago Esteves, Mirko Farina, Giolo Fele, Denis Francesconi, Shaun Gallagher, Gowrishankar Ganesh, Raúl Sánchez-García, Rob Gray, Denise M. Hill, Daniel D. Hutto, Tsuyoshi Ikegami, Geir Jordet, Adam Kiefer, Michael Kirchhoff, Kevin Krein, Kenneth Liberman, Tadhg E. MacIntyre, Nelson Mauro Maldonato, David L. Mann, Richard S. W. Masters, Patrick McGivern, Doris McIlwain, Michele Merritt, Christopher Mesagno, Vegard Fusche Moe, Barbara Gail Montero, Aidan P. Moran, David Moreau, Hiroki Nakamoto, Alberto Oliverio, David Papineau, Gert-Jan Pepping, Miriam Reiner, Ian Renshaw, Michael A. Riley, Zuzanna Rucinska, Lawrence Shapiro, Paula Silva, Shannon Spaulding, John Sutton, Phillip D. Tomporowski, John Toner, Andrew D. Wilson, Audrey Yap, Qin Zhu, Christopher Madan

The Intelligent Portfolio draws upon the extensive insights of Financial Engines—a leading provider of investment advisory and management services founded by Nobel Prize-winning economist William F. Sharpe—to reveal the time-tested institutional investing techniques that you can use to help improve your investment performance. Throughout these pages, Financial Engines’ CIO, Christopher Jones, uses state-of-the-art simulation and optimization methods to demonstrate the often-surprising results of applying modern financial economics to personal investment decisions.

"Helps administrators gain a clear vision of what excellence in assessment looks like and what it takes to achieve that vision. The specific competencies leaders need to support assessment FOR learning are identified, with activities and resources to help them learn and apply the skills. Written for use by individuals or group study."--Publisher's website.