Performance vs Execution
So I've been thinking about my teaching/learning and I have some thoughts in 2 areas; one of which is Performance vs Execution.
When learning a new skill there is, in some circles, a tendency to analyse the movement, (bio)mechanics, physics and environment to a greater(!) or lesser extent. This facet of teaching provides an opportunity for the student to understand, at a mental/physical level, what is being discussed and allows them to attempt a mechanical duplication of the movement. This of course is often forced and unnatural.
I suggest that this analysis process leads to 'executing' moves (along with all the negative connotations - I certainly look like I'm murdering some movements when I learn to dance!); they movement is stilted, disjoint and not very pleasant; but it *is* recognisable...
However, repeated execution (with correction and refinement) does lead to a kinesthetic(?) feeling (which will come in later) and muscle memory. This stage is where the student can observe their own bodies; feel the movements and learn to replicate.
So having established a baseline shape for the movement which can now be attacked and executed at will, the next step is to *perform* the movement.
This is where I look for grace, fluidity and harmony. (For those who have seen me ski - No laughing!!)
Forget the specifics, turning the ankle, aligning the hips, keeping the head posture; instead focus on a single concept that embodies the feelings you observed during your execution phase.
It won't work the first time
Don't try and correct it as you perform - but, in a corner of your mind, do pay attention (not too closely) to what your body is doing.
Maybe have a little think about it - not too much, just a tweak, and try and *perform* again.
Remember the objective is to be technically excellent *and* fluid and natural - it won't happen the first time out; but you have to work at both sides.
I try to remind myself that performance happens when you do something that you find natural - you have to execute the movement until your body
understands it (mere intellectual ability doesn't cut it!) Some people have bodies that are annoyingly good at this, others seem to live inside zombie shells.
So Nolo, I wonder if there is simply a different bias between execution and performance in your example?
As an addendum: movement analysis is hard - when a student watches a demo, they often have no clue what is being demonstrated; what's important and what's not?
Different people have different levels of ability in this regard; could there be a cultural bias whereby a greater proportion of the French population respond well to this approach?
Finally - it seems that the student needs to behave and think differently during the two approaches, yet whilst I've been told "that's enough practising - now just ski/dance it", it's never been made clear how I should mentally approach these two activities differently.
So maybe if I arrive expecting to be 'taught' then I'll have my execution head on; if I arrive expecting to ski then I'll have my perform head on.