In the practice of Taiji we can find often the use of imagery like learnings resources, in this sense this approach seems be a founding principle for the construction of internal skills through experiences of interactive corporeal awareness.
In which terms can this be a matter of research studies?
Which spaces, roles and functions, do we need to take into consideration for a better understanding of the educational or assistive setting?
One possibility: design an experiment with a beginning Taiji class. Assay the participants cognitive/learning style (kinesthetic, auditory etc) and divide them into two groups with learning styles evenly distributed in each group. Give one group visual guidance and another direct movement instructions without imagery. I think you will get clear difference based on learning style.
This is a motor learning question. I have just read some research regarding the superiority of external cues over internal cues or general instructions in teaching a wide variety of sport skills. I am a Tai Chi teacher myself, so I am familiar with the way Tai Chi practitioners think of their art as an internal one, and thus teach it that way to beginners, ie focusing on the internal movements and feelings of the body rather that some external visual goal. However, when teaching new skills there's evidence to suggest that this may not be that way to go. People new to a movement skill just need to get the general idea by focusing externally, and later, once they "get a feel for it", can then gradually begin to think more internally. My 2 cents.
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