A1 — What Changes When a Movement Skill Is Learned?

This research-informed conceptual synthesis defines the working concept of movement skill learning used in the series Learning and Teaching Movement Skills. It distinguishes learning from immediate performance, physical capacity, perceived competence, motivation, and participation, and examines what evidence is required to justify claims about relatively persistent learning, retention, and transfer.

The article introduces the project principle of claim-matched assessment: the strength and type of a learning claim should correspond to the observation and conditions from which it is inferred.

This manuscript is Article 1 of the six-article series Learning and Teaching Movement Skills.