Confused by Skill Acquisition Theory? It’s not you.

I have a PhD in motor development. I’ve spent 15 years in this industry. And yet, I often feel dumber than ever after discussing skill acquisition theory.

If you’ve ever sat in a coaching seminar feeling lost while experts toss around words like perception-action coupling, degeneracy, or attractors, I have a secret for you: It’s not you. It’s the theory.

The "Empty Words" Fallacy

In academia, we often use the Obfuscation Fallacy (or the "empty-words-fallacy"). It works like this: you make an argument so complex that the actual substance becomes irrelevant. If you can’t understand it, you can’t challenge it.

We persist with these confusing theories for a few reasons:

• Keep them Confused: Keeping things complex makes the "holders of knowledge" feel needed and desired.

• Feigned Understanding: Many people nod along in meetings because they’re afraid to admit they don’t get it.

• Owning the Jargon: If you own the "key" to the jargon, you have the power to keep everyone else confused.

A Call to Action for Coaches and Practitioners

It is perfectly okay not to understand "Professor X" at the latest global summit. In fact, admitting you don't understand is the first step toward a solution.

The next time a peer or "theory-peddler" uses an argument that leaves you baffled, try these two phrases:

1. "I don’t really understand what that means."

2. "Could you simplify that for me?"

   
   

If they can’t explain it simply, the onus is on them, not you. Let’s see if these theories can be convincing without being confusing. It’s time we prioritize pedagogical skills and robust science over heavy glossaries.