The theoretical basis for the development of the proposed Referential Method is the set of theories, concepts, background information, research results, and previous personal experiences that serve as the foundation for the development and understanding of this learning proposal.
This theoretical framework is fundamental because it provides a solid context and justification for the study, allowing us to conceptualize and develop the work in an orderly and well-founded manner. It is composed of data from disciplines such as neuroscience, psychology, and biomechanics. These data converge to determine the development of a form, an effective learning method.
In the present hypothesis, a reference describes something that refers to itself, to us as a system that regulates itself internally, involving reflection and self-organization along with the tendency to process information (references) by connecting it with our own experience.
The Referential Method focuses on connecting new information to be learned, practiced, or trained with our own Self, using previous experiences and knowledge to better understand and remember.
The key components of the Referential Method are:
- The reference effect, which refers to the natural tendency to remember information better when we relate it to our Self, that is, thinking about ourselves while learning.
- Referential processing (planning, monitoring, and evaluating our own performance) motivates and improves retention by using strategies such as reflection and self-evaluation to build a more solid and personal technical-tactical knowledge base.
- In self-regulation, we manage our own learning process including planning, choosing strategies, self-evaluating progress, regulating our emotions, and determining the most practical references.
- By applying metacognition (thinking about how we think), we reflect on our references to take a better control of our own skiing.
The benefits of the Referential Method are:
- Greater motivation and a positive emotional climate for learning.
- Development of a deeper and more personal understanding of our own skiing.
- Better long-term retention of information.
- Increased engagement and motivation when we see the direct relevance on our own skiing.
- It is a versatile method that can be applied from beginner to advanced levels.
- By sharing expertise in conversations, assuming that the other person knows certain references, it contributes to speed up communication. If the other person does not know the reference we are referring to, then we must switch to a more detailed description.
The drawbacks we may encounter when applying the Referential Method are:
- Interference from strong or negative previous referential associations.
- A tendency to overanalyze the reference to be incorporated, which can be counterproductive if not balanced with the intended action.
What do we mean by “reference”?
One way to approach and improve our own skiing is to establish a series of references.
We call “reference” the relationship we form with something: an object, a movement, a sensation, an action, or a contextual situation. In some of its derivations, “reference” refers to “to carry back”, “to link to,” or “to connect to.”
Reference refers to a sensory, audible, visual, tactile, biomechanical perception, a space-time relationship, an energetic projection and even an emotional state that we relate to what is happening to us in the present moment.
The use of references is a constant cognitive function that allows us to navigate the world without having to process every stimulus as if it were the first time. These references act as mental “shortcuts” for communication, learning, and decision-making.
Our lives are built on references that we apply, generate, obtain, and develop, some consciously and others unconsciously, with respect to situations, objects, people, in the imitation of models and behaviors of others as well as our own experiences.
References as social norms are explicit when we make decisions based on the actions of others, using them as a reference for what is “appropriate” or “expected.” References work as context interpretation, in which the name we give to a situation changes our behavior.
We are accustomed to using references constantly, even if we are not aware of it. We use references every day at the supermarket when comparing “reference” prices, when driving using certain points or streets as “references”, or when we read a book and notice that the author “refers” to other authors on certain concepts, or when citing their “references” at the end of the book. Another habit of ours is to mention that ‘such and such’ person is our reference in a certain area.
