ABSTRACT
The fourth chapter presents the main research results. As revealed by the analysis, tacit knowledge is transmitted mainly via explanation and demonstration, which usually occur together. Coaches use several types of practice to make a demonstration more visible to their learners, e.g. fragmentation, speed reduction, repetition and different ways of combining words and display. Visual and imaginative methods, which are also presented in this chapter, are used less often. The analysis leads one to the conclusion that proxemics should be perceived as an important aspect of knowledge transmission of sports skills. The results emphasise and demonstrate, via multiple examples, that tacit knowledge, both verbalised and non-verbalised, can be understood only in a specific context and situation.
The aim of this chapter is to answer the questions how sports skills are taught rather than what is taught. Moreover, although different methods of teaching will be presented, the most important dimension of the analysis is its focus on tacit knowledge, on the limits and barriers of this knowledge transmission and the relation between verbalised and non-verbalised knowledge and its transfer. The chapter begins with a general description of the training sessions, including the differentiation between sports disciplines and age groups. In the following parts, the main methods of knowledge transmission and their relations will be discussed.
