An analogy between teaching and the performance of open sport skills is made. Common elements of perception, cue discrimination, and strategy selection are explained and illustrated. The implications of viewing teaching as an open skill are discussed, and specific suggestions are made for applications to teacher training programs. (Author)

Contributions of motor skill and cognition to sport performance change across age, expertise, and sports. Knowledge and decision making should not limit the development of expertise. Specific strategies for teachers may help students develop expertise. The paper discusses the contribution of knowledge and skill to expertise and its development.…

Motor learning and sport pedagogy research notes how verbal cues direct attention to critical task stimuli and information, recalling series of motor activities and initiating movement sequences. The paper addresses theoretical bases of verbal cues, reviews cueing research, and suggests uses for verbal cues in physical education and sport. (SM)