This chapter delves into the concept of posture, exploring its dimensions and implications within translation research, pedagogy, and practice. The discussion starts by detailing a topic introduced in Chapter 3 : skills and competence. Because of the gap between industry and scholarly interpretations, the discussion reviews international industry standards and then follows by comparing them with scholarly accounts. After reviewing TS-specific and non-specific literature, what transpires is that trainable skills can become the target of tailored pedagogical approaches in safe learning environments. The shift from transmissionist to learner-centred pedagogy shows that focusing only on technical correctness is not optimal in TS and all areas of learning. Given the performative nature of translation practice, studies in sports pedagogy and coaching reveal themselves to be relevant. Frameworks such as Teaching Games for Understanding (TGfU) or ecological dynamics enable conceptualising a tactical branch of translation curricula for advanced learners. Embodiment does not limit itself to the class. Translation practice, too, is embodied. An introduction to the research domain of translator’s posture shows how this area, drawing also from the literary concept of authorial posture, can provide novel vantage points to translation research, pedagogy, and practice.