The article titled “Schema Theory: Implications for Movement Education” talks about the way people move, the reasons and circumstances, as well as the consequences of movement on a persona and the surrounding environment. The authors first address the topic by discussing the schema theory of movement. This theory involves a close study and analysis of how movement develops. Many theories suppose a linear development and question of how the new movements can be produced if the person is not physically familiar with the way they must be carried out. The schema theory supposes that there is a program that helps an individual to access a certain plan or basic “layout” of the action and thus perform it. This program is in charge of the way the whole system of signals and body actions interact with one another. The speed of reaction is also controlled by the program, which response to the stimuli in the environment. But the difficult part is that the schema or program of movement must be closely studied to dissect how an individual chooses a particular program, how the situation influences that decision, and what determines its change or modification. It seems, there is a great number of such programs, each one being unique and used for a great number of different situations. The environment determines what specific program will be used and at the same time, the environment is somewhat changed after the action comes into existence. A person is already familiar with the number and type of programs that can be chosen from. The choice itself is done almost automatically and subconsciously, so a person does not think about which specific program or schema to use. This is a quick physical, biological and mental response to anything in the surroundings. As to schema theory, the person learns the movements and modifications from childhood and on. The result of one’s actions is recorded and the schema itself is modified and changed. The “errors” in learning are also an influencing factor that accesses the program and makes it different from before. On a personal level, a person needs to know the result of their actions, as the knowledge can make improvements or changes to the schema.
The article talks about several programs that a person has and how they are constantly changed so that the information that makes them up never stays the same. I believe the process is a little different. The human organism does not know if a certain situation will be repeated in the future and so, the movement that it performed and remembered must stay in the mind as the original movement. If it is modified and changed constantly, the initial criteria for the first movement in the chain will be lost. As there is no guarantee that the situation will not be repeated or a similar situation will not take place, it is possible to assume that that particular movement stays the same in the brain and that simply new ones are created. It is supposed that human memory is unlimited, so the number of possible and performed movements can be enormous and never-ending. The article suggests an idea for future research. In teaching movement and studying its qualities, it would be beneficial to create similar conditions and see how different people react. Often, some movements are learned by imitation and so it would be practical to trace the environment that different individuals grew up in and the sort of activities they involved themselves in. In parenting, this article can be used to help a child develop a set of movements that are common and familiar in a certain situation. This will make access faster and easier. So, for example, a child knows that after school some actions are allowed, like eating dinner, calm behavior to rest after school and get ready for homework. The study process must also have regulated movements and schemas, which determine the outcome and future learning.