The treatise takes on a critical yet constructional analysis of philosophy of science and epistemological premises of practical-technological applications of movement-scientific conclusions in sport science. On the basis of published sample applications, movement-scientific perspectives in research and didactical application are being distinguished and linked on three levels: the philosophy of science, the object-theoretical, and the didactical level. The part on the philosophy of science level refers in particular to the possibility and validity of transformations of theoretical units and empirical findings into pragmatic units in the didactical context. In addition to the existing technology problem in association with human interaction, the treatise examines a number of other issues concerning theory-practice transformations. In particular problems on models, reductionism, and validity, which inevitably lead to indistinctness, shifts and gaps in funding during theory-practice-transformations, are being discussed. In order to minimize such negative effects in transformation, strategies of heterogeneous funding are being suggested for application. With regard to research it is suggested to increasingly pursue problem-oriented in addition to paradigm-oriented questions and strategies. As a conclusion to the philosophy of science perspective it is attempted to establish, via an eco-psychological action/perception term, a - at the same time integrative as well as differentiating - basic unit, to which application-oriented research and didactical construction can refer to equally. This is illustrated on the object-theoretical level by instancing two examples of problem-oriented research taken from a sport educational project with blind humans. In this context two issues emerged, which require differentiated movement research: (1) the difficulty of the conception of movement when learning and (2) the challenge of space perception in sporting action. In the interaction of a problem-adequate version of the analysis unit and a problem-oriented experimental research strategy, results are being obtained, which can be referred back to the didactical research context without expensive transformation procedures. Hence the gap between theory and practice is furthermore reduced. Concluding the treatise the eco-psychological action term is implemented on the practical level as a basis to analysis and construction. By means of didactic-methodical examples, problems of traditional skill-oriented linear training methodology are being discussed and theoretical base lines of action- and experience-oriented learning fields are being sketched. These issues are substantiated by the example subjects “Learning to swing on ski” and “Throwing in athletics”.
«The treatise takes on a critical yet constructional analysis of philosophy of science and epistemological premises of practical-technological applications of movement-scientific conclusions in sport science. On the basis of published sample applications, movement-scientific perspectives in research and didactical application are being distinguished and linked on three levels: the philosophy of science, the object-theoretical, and the didactical level. The part on the philosophy of science level...
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