Verbal Descriptions of Skill by Specialists and Nonspecialists

Abstract

Six specialists and seven nonspecialist practicing physical educators were asked to describe the skill of throwing. Verbal protocols were analyzed in terms of length, organization (number and quality of connections), and elaborateness (grain size and vocabulary used) of the descriptions, and in terms of ideas about movement control. Results showed that specialists demonstrated more knowledge about the skill in that their protocols were longer. However, specialists’ knowledge was not necessarily more organized or elaborate (number and quality of connectors, nor vocabulary, was different). Research that defines effective strategies for describing skill can make important contributions to teacher education.