ABSTRACT
The chapter starts by listing the main assumptions related to skills that are perceived in terms of knowledge, i.e. of ‘knowing how’. Then the distinction between ‘knowing how’ and ‘knowing that’ is critically discussed. Afterwards, the crucial problem of verbalisation of embodied knowledge is raised. The second part of the chapter, by using a reference to Polanyi and revisions of the concept of tacit knowledge, leads to the conclusion that it should be understood as individual knowledge that is embodied and refers to motor skills. This knowledge can be verbalised, although not completely; however, understanding it is situation-dependent, i.e. it is transferred to a large extent through demonstration and other forms of non-verbal communication.
