A6 — Examining a Professional Conception of Movement Skill Learning and Teaching

This article retrospectively examines how an explicitly documented professional conception of movement skill learning and teaching changed during the development of Articles 1–5. The analysis uses an original Claim Map, working records, a 20-item change matrix, the final English manuscripts, and records of critical review to distinguish retained claims, narrowing, division, relocation, rejection, and genuine construct replacement.

The analysis concerns documented conceptual change rather than durable conceptual learning or the author’s entire underlying cognition. Particular attention is given to traceability, the distinction between substantive change and editorial or translation-fidelity correction, and questions that remained unresolved or outside the scope of the series.

This manuscript is Article 6 of the six-article series Learning and Teaching Movement Skills. The accompanying supplementary file contains the final 20-item change matrix supporting the reported classifications.