The twofold purpose of this study is to clarify epistemologically the relationship between performing level and ‘comprehension’ in forward-upward-circling movement, then to acquire some effective teaching strategies for movement learning.
The performing levels in Forward-upward-circling is classified as follows: (1) student is at once unable and incomprehensive to perform the movement, (2) he is comprehensive but unable to do it, (3) he is incomprehensive but able to do it, (4) he is able to do it with the comprehension.
From our observation and questionnaire to students, we found that each performing level accompanied with the degree of student' comprehension differs in three components, namely, embodiment of movement-planning, embodiment of the movememt sense. For example, the developmental process, from (1) student is at once unable and incomprehensive to perform the movement to (4) he is able to do it with the comprehension, is ascertained by the changes of the verbalization of the movement, the recognition of movement system, the understanding of the segments of space and time in movement and so on.
Thus, we conclude that the key which links between performing level and ‘comprehension’ in forward-upward-circling is to teach relevantly students three components of the embodiment.