The goal of this special issue of Kinesiology Review is to expose kinesiology to a body of knowledge that is unfamiliar to most in the field. That body of knowledge is broad, deep, rich, and enduring. In addition, it brings with it a skill set that could be extremely helpful to professional practice, whether in teaching, coaching, training, health work, or rehabilitation. The body of knowledge and skills comes from a loosely defined field of study I have referred to as “complementary and alternative approaches to movement education” (CAAME). The field of CAAME is as diverse as the field of kinesiology. This introductory article focuses on what the field of CAAME has to teach kinesiology and what the field could learn from kinesiology. The overarching aim of the special issue is to foster dialogue and collaboration between students and scholars of kinesiology and practitioners of CAAME.
Tatiana Tapajcikova, Dávid Líška, Ladislav Batalik, Clea P. Tucker, and Alena Kobesova
). Acquisition of motor skills is dependent on neuronal plasticity both at the cortical and subcortical levels in the central nervous system ( Kakavas et al., 2020 ). Therefore, we can speculate, that a high quality of gnostic function and ideomotor functions, and perfect body scheme is one prerequisite for