Just as there are different schools in psychotherapy, which sometimes clearly differ or even contradict themselves significantly in their theoretical basic assumptions, so there are at least four large groups of approaches in psychomotor skills, which meet the same fate. The clear theoretical separation into different therapeutic schools or approaches is opposed to a generally eclectic or integrative practice. But how can such a practice be legitimized? This question has not been answered convincingly to this day. The present study attempts - using the example of psychomotor functions - to give a comprehensive first answer to this question. The scientific-theoretical foundations are therefore provided in order to be able to work eclectically and integratively in practice as well as in research, and that goes far beyond the subject of psychomotor and motology.