Coordinative abilities are abilities that are primarily determined by the processes of movement control and movement regulation. They enable the athlete to control motor actions safely and economically in unpredictable situations and to learn sporting movements relatively quickly. In general, coordination skills are required to master situations in which fast and targeted action is required. Dexterity is therefore also extremely important in accident prevention.

The coordinative abilities are closely interrelated with the conditional factors. We speak of coordination when we refer to the control or regulation of motor skills and of condition when we think of energy or mechanical work. (Movement) coordination refers to a complex process for regulating muscle activity during the realisation of movement.

Well-developed coordination skills enable us to optimally adapt our movements to external and internal conditions and to learn, purposefully apply and vary movement skills without great effort.

The basis for movement regulation is the constant exchange of information between the central nervous system (CNS) and the receptors in muscles, ligaments, tendons and joints. This exchange enables the body to coordinate movements.

Motor skills consist of two areas, both of which are controlled by coordination. One is target motor skills and the other is support motor skills. Target motor skills include movements that are carried out with a specific intention and are therefore also consciously controlled. Support motor skills include all unconscious movements to stabilise the joints and trunk as well as the sense of balance.

Learning can create new connections in the nervous system or make existing connections more permeable. In this way, movements can be automated, but it is difficult to correct a movement once it has been automated. Therefore, relearning is easier than relearning. Correct execution of the movement from the outset is therefore important for training coordination skills.

Together with the cognitive skills, the coordinative skills enable, among other things

to orientate themselves in the terrain, in a room or on the playing field;
to keep their balance or to regain it quickly after losing it briefly;
to react sensibly and efficiently to different signals;
to grasp and realise the rhythm of a movement quickly and easily;
to solve movement tasks economically and appropriate to the situation;
to cope safely with predictable and surprising situations in sport and everyday life;
to learn new movement sequences easily and quickly.

Appearances of coordination

According to Jugend und Sport, coordinative skills are categorised into five different areas. This distinction is a very useful and sufficient differentiation in practice. In theory, however, a distinction is also made between other coordinative skills.

Balance ability: Balance ability makes it possible to maintain balance even in challenging situations or to regain it as quickly as possible.

Orientation skills: Orientation skills make it possible to recognise changes in space and time and take them into account in one's own movement sequence.

Ability to differentiate: The ability to differentiate allows internal and external information to be perceived and weighed against each other. It is about achieving a high degree of fine-tuning of individual movement phases and body movements.

Responsiveness: Responsiveness makes it possible to initiate a precise and appropriate movement response to signals or a changed situation as quickly as possible.

Rhythmisation skills: Rhythmisation skills allow you to create rhythmic movement sequences or to pick up a given rhythm and transform it into movement.

The coordinative abilities must be trained, but are present in all people, regardless of their level of training. The terms skill and technique must therefore be distinguished, which correspond to learnt and practised movement sequences that are not pre-programmed in all people.

Methodological aspects of coordination and technique training

Childhood is the developmental phase with the greatest learning success. This also applies to coordination training. The earlier children are given the opportunity to test their sensorimotor skills and gain important (initial) movement experience, the better they can realise their potential and the more versatile their technical skills will be. Coordination skills must therefore be promoted at an early age through a variety of learning situations.

Although the individual components of coordination skills have their greatest developmental boost between the age of seven and puberty, coordination can be trained and improved well into adulthood.

Coordination has a lot to do with a kind of system control; those who can coordinate control their movement behaviour more purposefully. Coordination promises greater certainty of orientation (thanks to order in the system) and therefore also a greater probability of success in terms of creative freedom. The following principles apply to the training of coordination skills and the improvement of technique:

The principle of constant variation and combination of exercise methods and content applies. The more movement experience has been gained, the broader the repertoire of coordination patterns, which makes it easier to acquire new skills.
During training, the learning objectives must be adapted to the individual prerequisites and situational conditions.
The internal and external view of movement execution must be reflected upon (mentally accentuated forms of teaching and learning). The internal perception of the learner is more important than the external view.
The learning processes can be optimised and accelerated through cognitive challenges.
Learning new things is easier than relearning, so the correct movement patterns must be practised right from the start.
Only through lifelong learning can the learning and adaptability of the motor control system be maintained. However, it is essential to train coordination skills in good time, even as a child.
Coordination training is not carried out in a fatigued state (hence, for example, the principle: coordination training before fitness training).