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Vegard Fusche Moe [3]Vegard F. Moe [3]
  1.  32
    Understanding the Background Conditions of Skilled Movement in Sport: A Study of Searle's 'Background Capacities'.Vegard Fusche Moe - 2007 - Sport, Ethics and Philosophy 1 (3):299 – 324.
    In this paper I take up John Searle's account of ?Background capacities? to render intelligible the presupposed and hidden aspects of the background conditions that enable the performance of skilled movement. The paper begins with a review of Searle's initial account of Background capacities and how this picture can be applied to account for skilled movement in sport. Then an objection to this picture is addressed, claiming that Searle's initial picture might ?overrepresentationalise? background conditions. Moreover, this objection prompts how Searle (...)
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  2.  10
    On Phenomenological and Logical Characteristics of Skilled Behaviour in Sport: Cognitive and Motor Intentionality.Vegard Fusche Moe - 2016 - Sport, Ethics and Philosophy 10 (3):251-268.
    In this paper, I discuss phenomenological and logical characteristics of skilled behaviour in sport. The paper comprises two parts. The first describes phenomenological characteristics of skilled behaviour through Timothy Gallwey’s two playing modes and Maurice Merleau-Ponty’s distinction between abstract and concrete movement. The second logical part introduces the concept of intentionality and the distinction Sean Kelly makes between cognitive and motor intentionality. I discuss how this distinction fits the phenomenological characteristics established in the first part of the paper. My argument (...)
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  3.  65
    Merleau-Ponty Meets Kretchmar: Sweet Tensions of Embodied Learning.Øyvind F. Standal & Vegard F. Moe - 2011 - Sport, Ethics and Philosophy 5 (3):256 - 269.
    The last decades have seen a rising philosophical interest in the phenomenology of skill acquisition. One central topic in this work is the relation between the athlete's background capacities and foreground attention as an invariant feature of skilful movements. The purpose of this paper is to examine further this gestalt relation from the perspective of Merleau-Ponty's phenomenological account of embodied learning and a classical notion from philosophy of sport, namely ?sweet tension of uncertainty of outcome?. In the first part we (...)
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  4.  31
    Executive Functions Do Not Mediate Prospective Relations Between Indices of Physical Activity and Academic Performance: The Active Smarter Kids Study.Katrine N. Aadland, Yngvar Ommundsen, Eivind Aadland, Kolbjørn S. Brønnick, Arne Lervåg, Geir K. Resaland & Vegard F. Moe - 2017 - Frontiers in Psychology 8.
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  5.  1
    How to Understand Skill Acquisition in Sport.Vegard Fusche Moe - 2004 - Bulletin of Science, Technology and Society 24 (3):213-224.
    A crucial task for sport research is to understand and explain the processes and conditions underlying skillful motor behavior. One way to account for these processes and conditions is to describe and analyze the distinct stages a learner goes through when acquiring a skill. This article starts by elaborating one of the most dominant conceptualizations of motor skills in sport, namely the information-processing approach to skills, and then it briefly recapitulates Hubert and Stuart Dreyfus’s phenomenology of skill acquisition. In a (...)
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  6.  19
    Executive Function, Behavioral Self-Regulation, and School Related Well-Being Did Not Mediate the Effect of School-Based Physical Activity on Academic Performance in Numeracy in 10-Year-Old Children. The Active Smarter Kids Study.Katrine N. Aadland, Eivind Aadland, John R. Andersen, Arne Lervåg, Vegard F. Moe, Geir K. Resaland & Yngvar Ommundsen - 2018 - Frontiers in Psychology 9.
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