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Northern Kentucky University

College of Education and Human Services

KIN 320-001

Motor Learning and Performance

3 credit hours

SPRING 2017

Learn, Lead, Succeed

Mission The College of Education and Human Services plays an important leadership role and collaborates with others in the creation, dissemination, and application of knowledge and research that enhances professional practice and transforms lives, schools, and communities . Vision The College of Education and Human Services aspires to be known throughout the Commonwealth of Kentucky and region at large as the leader in providing opportunities for engaged learning and applied scholarship that fosters individual growth and collective success. Kentucky Core Academic Standards (KCAS) Preparation of Kentucky’s students for the demands of the 21st century requires districts and schools to prepare every student for successful transition to be College and Career Ready. The Kentucky Core Academic Standards help ensure that all students throughout Kentucky are provided with common content and have opportunities to learn at high levels. As education candidates complete and implement projects and assignments throughout their education programs at NKU, they will incorporate the components of the Kentucky Core Academic Standards.

Professor: Dr. Mary F. Kirk, Ph.D. Office: 110 Albright Health Center Telephone: 859-572-5194 Office Hours: M&W 12:15- 2:00; TR 10:30-1:20 or by appointment Email: kirkmf@nku.edu Required Textbook:

Coker, C.A., (2013). Motor Learning & Control for Practitioners (3rd Ed.). Scottsdale, AZ: Holcomb Hathaway. Required Laboratory Assignments: In order to prepare for each lab session, students will need to access the textbook website at http://hhpcommunities.com/motorlearning&control/ and click on “Laboratories” on the top right of the page, on the next page click on the lab number. To prepare for the lab, you must carefully read the entire lab information sheet view any videos, and print the lab and bring it with to the lab session.

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Course Description: This course is designed to examine the principles of motor learning by examining physiological, psychological, and neuromotor factors that affect motor control, the acquisition of motor skills and performance. To enhance student learning the course also includes laboratory experiences to test basic motor learning concepts discussed in class lecture; and to provide the opportunity for students to develop new ideas about applications of the theories of motor.

Student Learning Outcomes, Assessment, and Standards Alignment:

Student Learning Outcomes Assessments Kentucky

Initial

Teacher

Standards

SHAPE

SPA

Standards

1. Understand, explain, and apply the theory that human

movement is complex and is a function of the interaction of 1)

the learner; 2) the environment; and 3) the task.

Discussion, Quiz,,

Exam, Labs,

Assignments

1.1, 1.2 1.1, 1.2, 1.3, 1.5,

4.4

2. Understands, identifies, and applies the introductory

concepts of motor learning.

Discussion, Quiz,,

Exam, Labs,

Assignments

1.1, 1.2 1.1, 1.2, 1.3, 1.5,

3. Understanding, explains, and applies the concepts that

apply to the preparation of movement: reaction time, limited

attention resources, selective attention, attentional focus, and

optimal levels of arousal and how these impact learning and

performance.

Discussion, Quiz,,

Exam, Labs,

Assignments

1.1, 1.2 1.1, 1.2, 1.3, 1.5,

4. Identify, understand, explain and apply the theories which

explain the organization and execution of skilled movement:

the behavioral theories of motor control, especially the

Generalized Motor Control Theory, and the Dynamic Systems

Theory.

Discussion, Quiz,,

Exam, Labs,

Assignments

1.1, 1.2 1.1, 1.2, 1.3, 1.5,

5. Identify, explain, and apply the contributions of the sensory

neural mechanisms to motor control.

Discussion, Quiz,,

Exam, Labs,

Assignments

1.1, 1.2 1.1, 1.2, 1.3, 1.5,

6. Identify and explain and apply the components of Fitt’s &

Posner’s Three Stage of Learning, and Gentile’s Two-Stage

Model to the learning of motor skills, and how progress is

measured in individuals.

Discussion, Quiz,,

Exam, Labs,

Assignments

1.1, 1.2 1.1, 1.2, 1.3, 1.5,

7. Identify, explain and be able to apply the following pre-

instruction considerations that apply to the learner when

teaching motor skills: Learning styles transfer &, motivation.

Discussion, Quiz,,

Exam, Labs,

Assignments

1.1, 1.2 1.1, 1.2, 1.3,

1.5,,3.2, 3.3,

8. Identify, explain, analyze and demonstrate best practice,

based on research, when giving a demonstration, and verbal

directions of a skill or strategy to learners.

Discussion, Quiz,,

Exam, Labs, Video

Presentation of a Skill

on youtube,

Assignments

1.1, 1.2 1.1, 1.2, 1.3, 1.5,

4.1, 4.2

9.Identify, explain, analyze, and apply the best principles of

practice design, and practice schedules, based on research, to

enhance learning and performance of motor skills and

strategies.

Discussion, Quiz,,

Exam, Labs,

Assignments

1.1, 1.2 1.1, 1.2, 1.3, 1.5,

4.4

10. Identify, explain, analyze, and apply the strategies for

analyzing performance and diagnosing errors in individual

motor skill performance

Discussion, Quiz,,

Exam, Labs,

Assignments

1.1, 1.2 1.1, 1.2, 1.3, 1.5,

4.3

11. Identify, explain, analyze, and apply the principles of giving

effective feedback to assist learners and performers in

correcting errors in their skill performance.

Discussion, Quiz,,

Exam, Labs,

Assignments

1.1, 1.2 1.1, 1.2, 1.3, 1.5,

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Content Specific Course Objectives/Learning Targets As the result of successfully completing this course, students will be able to:

1. Distinguish between the sub-disciplines of motor learning, motor behavior, motor performance, and motor development.

2. Define and distinguish between skills, actions, and movements. 3. Explain and distinguish between one dimensional motor skills classification systems. 4. Explain, and apply Gentile’s Two-Dimensional Taxonomy of motor skills. 5. Identify, apply and explain methods of measuring motor skill performance. 6. Explain and distinguish between the term ability and skill; general motor ability

hypothesis and the specificity of motor abilities hypothesis 7. Explain why the measurement of motor performance is critical to understanding motor

learning. 8. Identify and explain various measurement techniques, how they are applied, and what

they measure. 9. Distinguish between and give examples of performance outcome measures and

performance production measures. 10. Define the terms ability and skill and distinguish between these terms. 11. Explain the difference between the general motor ability hypothesis and the specificity of

motor abilities hypothesis. Identify several motor ability categories and explain how they have been identified.

12. Describe how motor abilities relate to motor skill performance. 13. Identify the parts and functions of the neurological and muscular systems and explain

how each contributes to motor control. 14. Identify and explain theories about how we control coordinated movement and how they

differ in terms of the roles of central and environmental features of a control system. 15. Compare and contrast an open-loop control system and a closed-loop control system. 16. Describe the primary difference between a motor program-based theory of motor control 17. And a dynamic pattern theory of motor control. 18. Define the following terms associated with a dynamic pattern theory of motor control:

order and control parameters, self-organization, coordinative structures, and perception-action coupling.

19. Identify the sensory structures which provide sensory information for touch, proprioception, and vision for motor control. Describe and discuss how information is provided by each sensory component and how it provides feedback to the performer.

20. Describe Fitts’ Law and explain how it relates to the speed-accuracy trade-off phenomenon.

21. Discuss the role of prehension and vision in in the performance of motor skills. 22. Explain, discuss, and apply the role of preparation of the motor control system in

performing voluntary, coordinated movement. 23. Explain how Hick’s law describes the relationship between the number of alternatives in

a choice-RT situation and RT. 24. Explain the statement: “Preparation for and performance of motor skills are influenced by

our limited capacity to select and attend to information. 25. Explain how memory storage and retrieval influence motor skill learning and

performance. 26. Discuss why people who assess learning must make inferences from observing

performance during practice and tests. 27. Describe characteristics of learners as they progress through the stages of learning as

proposed by Fitts and Posner, and by Gentile. 28. Describe several performer and performance related changes that occur as a person

progresses through the stages of learning a motor skill. 29. Define transfer of learning as it applies to the learning of motor skills.

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30. Discuss why transfer of learning is an important concept for motor learning and how it occurs.

31. Identify and explain what an observer perceives from a skilled demonstration of a motor skill and procedures researchers have used to arrive at this conclusion.

32. Identify the main features of the two predominant theories about how observing a demonstration helps a person learn a skill.

33. Give examples of how instructions can influence where a person directs his or her attention when performing a motor skill.

34. Define verbal cues and give examples of how they can be used in skill learning or relearning situations.

35. Explain and discuss how augmented feedback provides information that can facilitate skill learning.

36. Define KR and KP and give examples of each. 37. Compare and contrast quantitative and qualitative augmented feedback. 38. Explain and discuss the timing and situations in which augmented feedback could be

beneficial or detrimental to learning. 39. Explain the meaning of the term practice variability and its relation to predictions of

theories of motor skill learning. 40. Discuss ways to implement practice variability in skill learning or relearning context. 41. Describe how the contextual interference effect relates to organizing variable practice.

Identify reasons why contextual interference benefits motor skill learning. 42. Describe the practice specificity hypothesis and contrast it with the practice variability

hypothesis. 43. Explain how the amount of practice and the spacing or distribution of practice can affect

both practice and the learning of motor skills. 44. Explain why instructors/therapists should base decisions about practicing skills as

wholes or in parts on the complexity and organization characteristics of the skills. 45. Explain and describe how mental practice can be effective for learning and relearning

skills and for preparing to perform learned skills. Course Assignments, Student Activities, and Grading: Evaluation and Grading Policy: Students will attend all class meetings, be on time, and be well prepared for class through the completion of assigned readings, & assignments, Lab assignments, and demonstrated through active participation in class discussions, LAB activities, and group activities. The student will earn a course grade based on the points/percentage earned on each of the exams, Motor Learning/Control Labs and class assignments listed below: Points Percentage Two Exams (2 X 100=200) 200 42% Chapter Quizzes: (11x 15 =165) 165 % Participation in and Completion of Class Labs and Reports

(15 Labs X 15 points) 225 26% Participation in Class Discussions and Activities, %

Assignments, ( ____x 3= ) Small Group Expert Presentation on Assigned Topic 50

840 100%

Grading Scale:

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Students should only expect an A on an assignment if it represents outstanding work. Do not expect an “A” for simply attending class every day and turning in assignments! To receive an “A” grade, your work must be of the highest quality.

Letter Grade

Description

% Equal to or Greater than

Total Points 840

Grade Point

A Superior 100-94 840-790 4.00

A- Exceptional 93-90 789-756 3.67

B+ Very Good 89-87 755-731 3.33

B Good 86-83 730-697 3.00

B- Above Average 82-80 696-672 2.67

C+ Slightly Above Average

79-77 671-647 2.33

C Average 76-73 646-613 2.00

C- Slightly Below Average

72-70 612-588 1.67

D+ Below Average 69-67 587-563 1.33

D Poor 66-63 562-529 1.00

F Unacceptable 62-0 528-0 0

The College of Education and Human Services requires education majors to earn a grade of C or better in all education (EDU & EDS) courses. A grade of C- or lower is not acceptable for program completion. Description of Course Assessments/Projects: Examinations (2): (Mid-term= 100 points/ Final =125 points Total 225 points/ % Each exam will consist of objective multiple choice questions, and possible short answer, essay or open-ended or application questions. You are responsible for knowing the information contained in class lectures/discussions, labs assignments, and chapter & assigned readings. The final exam will be comprehensive and will cover all of the content covered over the semester with an emphasis on the content covered following Exam II.

Exam I will cover lecture/discussion notes, Powerpoint presentations, and material from Unit 1, 2 & 3 which includes topics in Chapter 1-6 in the textbook.

Exam II – the Final Exam will be comprehensive, with an emphasis on topics from Unit 4 & 5 and Chapters 7-11, and will include material from lectures and class discussions/questions and notes, & Powerpoint presentations from each chapter.

Motor Control & Learning Lab Reports: (15 Labs x 15 points= 225) % Student’s attendance at all LABS sessions is mandatory! The content presented in class lectures/discussions provide information about basic concepts, principles supported by research, and theories in Motor Control & Learning. The laboratory experiences provide the opportunity to test these basic principles, & concepts, and to develop new ideas about the applications of the theories of Motor Learning to the learning and performance of motor skills. You will become familiar with equipment used in the laboratory and how the equipment is used to aid perception, memory, balance, eye/hand coordination, and other motor learning skills. Finally, you will learn how to design and execute a basic research experiment, how to analyze the data, and report the results. You will be evaluated on your participation in the data collection, analysis, and written lab report work. The lab materials and videos are accessed through the textbook website at http://hhpcommunities.com/motorlearning&control/. You are

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required to access the scheduled lab materials prior to the lab session, read the materials and view videos and print the lab directions and data sheets and bring with you to the lab session or access them on your iPad or laptop during the lab and type data into the Lab data forms. The completed lab data and answers to the questions will be submitted on Blackboard on the date indicated on the course schedule. Class Participation, Discussion/ Assignments: (100 points/12%) All students are expected to participate in and contribute to each class discussion and be able to answer questions! To participate in discussions students must attend class. To assist students with class participation, students will complete and submit Discussion/Study Questions for each chapter. Students will complete learning activities in the textbook or worksheets provided periodically to aid in the formative learning of the material. These assignments will be announced in class and/or on Blackboard prior to the class session for which they must be completed and submitted. Students are required to rent or purchase and bring the textbook to class for that reason. If you have purchased an electronic textbook, then you must bring an iPad, or laptop to class so that you can access the textbook and the Labs. Chapter Quizzes: (11 x 15= 165/20%) These quizzes will be given in class or taken on Blackboard as a form of formative evaluation to give students and instructor feedback. Dr. Kirk will indicate prior to the scheduled quiz whether it will be taken in class or at home on Bb. The quizzes may consist of objective multiple-choice, true & false, and short answer and/or open-ended questions. There will be 11 quizzes that are worth 15 points each! Research Project/Independent Study Elective – Optional This project may be completed as an independent study (PHE 499 for 1-3 credits) or extra credit project for this course. The student will need to meet with the course instructor regarding this option as the instructor will serve as the mentor for the research study. If using human subject the student must complete and submit a research IRB to the university IRB Committee for approval. The student must identify a research question within the discipline of motor learning, performance, or control, design a study, complete a review of literature, identify subjects, administer a treatment, collect data, analyze the data, and write a final report, prepare a poster board; and present the study in the Celebration of Student Research and Creativity in April, 2015. If a topic in motor control or learning interests you, and you would like to enroll in a 1-3 credit hour independent study (this could be used as an elective course for Exercise Science majors) please talk with Dr. Kirk as soon as possible during the semester so that you can get started.

Mid-term Grade: Mid-term grades will be posted in myNKU by the deadline established in the Academic Calendar – between Final Examination Information: The final exam schedule is established by the university and is available on the university Academic Calendar on the website of the Office of the Registrar. The final exam for for this course is scheduled for Wednesday, December 14th, from 3:10 – 5:10 PM. Course Policies and Procedures

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1. Please refer to this syllabus and announcements on the class Blackboard site on a regular basis for class dates, Labs, Quizzes, Exams, assignment information and due dates etc. If there are any changes to the schedule it will be announced in class and on Bb.

2. It is highly recommended that students take notes in class during discussions by either writing in a notebook or typing in an iPad or laptop. Powerpoint slides will be used in class but will not be available on Blackboard, so it is very important that students take notes. Current research indicates that students who take notes in class learn remember more information and perform better in the class.

3. The student will regularly attend and participate in class discussions and answer questions, and lab activities. In order to fully participate in class discussions and lab activities, students must complete assigned readings, and discussion questions for each class. Class participation will be noted and points will be awarded. Students who are absent from class for whatever reason are responsible for getting class materials from the Blackboard site, another student, or the class professor. Participation in class activities at times will require that students have the availability of their textbooks in class. Students are required to purchase and bring textbooks to every class.

4. The COEHS Code of Ethics is in effect for this class. Please refer to the website stated above/or below. Violations of the Code of Ethics may result in the student receiving an F on the assignment or the course, and/or the program. Plagiarism and/or cheating will not be tolerated and will result in an “F” for the assignment or failure of the course based on the instructor’s discretion. Plagiarism is the act of directly coping words, word phases and/or sentences of another author(which includes another student) in your written work, as if they were your words. If you include another author’s words in your work, the words must be in quotation marks if it is a phrase or a sentence, or single-spaced and indented if it is more than one sentence. The quotation must be followed by: (Author’s last name, year of the publication, and page number). Please refer to the NKU Student Code and Policies at: http://www.nku.edu/~deanstudents/. Please refer to the College of Education and Human Services Student Code of Ethics and The KY Teacher Code of Ethics on the College website at: http://www.nku.edu/~education/college/ethics/

5. All class assignments are due either in class or submitted to Bb on assigned dates by 11:00 on the day that they are due as indicated in the class schedule.. The grade will be lowered each day that the assignment is late, unless alternate arrangements have been made with Dr. Kirk prior to the due date. Assignments will not be accepted if not submitted within two class days.

6. Late assignments will not be accepted unless you have an acceptable excuse. Class assignments that were due on the day that you missed the class for an acceptable reason must be turned in by the next class meeting following arrngements made with Dr. Kirk. The only acceptable reasons for missing class are:

Illness to you or your immediate family (a doctor’s excuse is required).

Death in the family (must provide a copy of the obituary).

Religious holiday

NKU sponsored function that you must attend.

Automobile breakdown (must provide a written dated receipt for towing, or repairs)

Bad weather and road conditions. If this is the case, assignments should be submitted to Bb, or emailed to Dr. Kirk.

7. For Motor Learning Lab sessions, ATTENDANCE IS MANDATORY. There will be no make-ups for these sessions. Points will be deducted for each absence.

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8. All assignments must be typed, and submitted through Blackboard by 11:00 AM

on the day that they are due in the course schedule.

9. Scheduled exams must be taken on the scheduled date – see course schedule. Student athletes must make prior arrangements with the course instructor, if they will miss an exam, or in class assignment, or an assignment due date as a result of an athletic contest or travel for competition..

10. Arriving to class on time is an academic courtesy (which demonstrates respect for your fellow students and the course instructor), and a required professional behavior, and is expected of all students on a regular basis. If a student is repeatedly tardy for class, points will be deducted from the grade. If you are driving or walking to class from the dorms or apartments and are consistently late for class, then leave earlier, or walk faster.

11. PLEASE TURN OFF ALL CELL/SMART PHONES AND PUT THEM AWAY BEFORE ENTERING CLASS. TEXTING OR PHONE CONVERSATIONS WILL NOT BE TOLERATED IN THIS CLASS. It is a matter of respect for other students and the course instructor. If a student is seen using a phone during class, it will be taken away by the course instructor. You may bring laptop computers or electronic tablets to class to access Blackboard or the internet for class, if appropriate at the time, or to take class notes. During class, do not use your technology for social networking or email during class or labs. If you bring a computer or iPad to class, it is to be used only for class activities. Please do not make me embarrass you, by asking you to shut down your computer or iPad.

12. This Course will utilize the Blackboard on-line instructional format. Course documents will be available on line. Please be sure to check the KIN 320-001 Fall 2016 Blackboard site on a daily bases for important class announcements, instructional materials, readings, and assignments. Also check your email before class. When I post an announcement on Bb, I will also send out an email through Bb so that I am as sure as I can be that you received the message. Grades will be posted in the Grade Center on Blackboard.

Student Honor Code: The Student Honor Code [the "Honor Code"] is a commitment by students of Northern Kentucky University, through their matriculation or continued enrollment at the University, to adhere to the highest degree of ethical integrity in academic conduct. It is a commitment individually and collectively that the students of Northern Kentucky University will not lie, cheat, or plagiarize to gain an academic advantage over fellow students or avoid academic requirements. The purpose of the Honor Code is to establish standards of academic conduct for students at Northern Kentucky University and to provide a procedure that offers basic assurances of fundamental fairness to any person accused of violations of these rules. Each Northern Kentucky University student is bound by the provisions of the Honor Code and is presumed to be familiar with all of its provisions. Students also should aspire to conduct themselves in a manner that is consistent with the highest degree of ethical integrity in all matters, whether covered in the Honor Code or not. The success of this commitment begins in the diligence with which students uphold the letter and the spirit of the Honor Code. In addition, students in the education programs must also adhere to the College of Education and Human Services Code of Ethics and the Professional Code of Ethics for Kentucky School Certified Personnel.

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Credit Hour Policy Statement: In accordance with federal policy, NKU defines a credit hour as the amount of work represented in the achievement of student learning outcomes (verified by evidence of student achievement) that reasonably approximates one hour (50 minutes) of classroom instruction and a minimum of two hours of out-of-class student work. For every course credit hour, a typical student should expect to spend at least three hours per week of concentrated attention on course-related work including, but not limited to, class meeting time, reading, reviewing, organizing notes, studying and completing assignments. At least an equivalent amount of time is expected for other academic activities such as online courses, laboratory work, internships, practica, studio work and other academic work leading to the award of credit hours. Estimates of the time required for a typical student to complete course expectations are as follows:

In-Class: 2 days x 75 minutes x 15 weeks = 37.5 Hours (2250 minutes) Readings: 11 chapters and completing discussion/study Questions x 3 hours each = 33.0 Hours Preparing for and taking quizzes (11 x 2 hours) = 22 Hours Lab Assignments: 15 lab assignments x 2 hours each = 32 Hours Studying for Exams : 3 exams x 5 hours = 15 hours Total = 139.5 Hours

Student Evaluation of Instructor and Course: Northern Kentucky University takes Instructor and Course Evaluations very seriously as an important means of gathering information for the enhancement of learning opportunities for its students. It is an important responsibility of NKU students as citizens of the University to participate in the instructor and course evaluation process. During the two weeks* prior to the end of each semester classes, you will be asked to reflect upon what you have learned in this course, the extent to which you have invested the necessary effort to maximize your learning, and the role your instructor has played in the learning process. It is very important that you complete the online evaluations with thoughtfully written comments. Student evaluations of courses and instructors are regarded as strictly confidential. They are not available to the instructor until after final grades are submitted, and extensive precautions are taken to prevent your comments from being identified as coming from you. Students who complete an evaluation for a particular course (or opt out of doing so in the evaluation) will be rewarded for their participation by having access to their course grade as soon as that grade is submitted by the instructor. On the other hand, any student who does not complete the course evaluation (or opt out of doing so in the evaluation) should expect to incur a two week delay in access to his or her course grade beyond the university's official date for grade availability. To complete online evaluations go to http://eval.nku.edu. Click on "student login" and use the same USERNAME and PASSWORD as used on campus. In addition, you should be aware of:

Evaluations can affect changes in courses. Evaluations without comments are less valuable and less credible than those filled out thoughtfully. Comments that are expressed well are more effective than those that are not.

Positive feedback is just as important as criticism. Moreover, negative evaluations without any explanation and specifics are not especially useful.

Once grades are submitted, all evaluations are read not only by the instructor, but also by the instructor’s department chairperson.

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Evaluations not only provide feedback to your instructor, but also provide information to the department chair for use in performance evaluations. This information affects reappointments, promotions, salaries, and teaching assignments.

Accommodations Due to Disability: Northern Kentucky University is committed to providing reasonable accommodations for all persons with disabilities. The syllabus is available in alternate formats upon request. Students with disabilities: If you are seeking classroom accommodations under the Americans with Disabilities Act, you are required to register with the Disability Programs and Services Office in SU 303. To receive academic accommodations for this class, please obtain the proper DPS forms and meet with me at the beginning of the semester. More information on Disability Services can be found at http://disability.nku.edu.

BIBLIOGRAPHY

Rose, D. J.; & Christina, R. W. (2006). A Multilevel Approach to the Study of Motor Control and Learning (2nd Ed.) San Francisco, CA: Benjamin Cummings. Schmidt. R. A.; & Wrisberg, C. A. (2008). Motor Learning and Performance (4th Ed.). Champaign, IL: Human Kinetics. Schmidt, R. A. ; & Lee, T.D. (2011). Motor Control and Learning: A Behavioral Emphasis (5thEd.). Champaign, IL: Human Kinetics. Coker, C. A. (2013). Motor Learning and Control for Practitioners (3rd Ed.) Scottsdale, AZ: Holcomb Hathaway.

Lee, T.D. (2011). Motor Control in Everyday Actions. Champaign, ILL: Human Kinetics. Fairbrother, J.T. (2010). Fundamentals of Motor Behavior. Champaign, ILL: Human Kinetics. Davids, K.; Button, C.; & Bennett, S. (2008). Dynamics of Skill Acquisition: A Constraints-Led Approach. Champaign, ILL: Human Kinetics.

The Journal of Motor Control

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*Tentative KIN 320 Course Schedule

Fall 2016 *The instructor reserves the right to change the schedule if necessary with prior announcement to

students!

Week/Date Class Topics and Content Readings Assignments

Week 1

T 1/10 Course Orientation Unit I: Introduction to Motor Control and Learning: The Nature of Skills

READ

Chapter 1

Chapter 1 QUIZ

R 1/12 Unit I: Introduction to Motor Control

and Learning: Motor Abilities

Complete Exploratory Activity on page

4 in your textbook.

READ

Chapter 1

Complete

Discussion/Study

Questions for Ch. 1

CHAPTER 1 QUIZ

Week 2

T 1/17 LAB 1: Abilities & LAB 2a: Hick’s

Law

Meet in the Motor Control Lab – AHC

1__

Chapter 1

Preview and Print Lab 1

& 2, and bring with you

to the lab.

R 1/19 Preparing for a Motor Response:

Preparation, Reaction Time, and

Movement Time

Read Ch. 2

pp. 28-38

DUE TODAY: LAB 1 &

2a Reports

Discussion/Study

Questions for Ch. 2

CHAPTER 2 QUIZ

Week 3

T 1/24 Movement Preparation: Attention &

Arousal and Movement Preparation

Read Ch. 2

pp. 39-52

DUE TODAY:

Discussion/Study

Questions for Ch. 2

R 1/26 Current Theories of Motor Control &

Coordination: Motor Program Theories

READ:

Chapter 3

pp. 55-67

Discussion/Study

Questions for Ch. 3

CHAPTER 3 QUIZ

Week 4

T 1/31 Current Theories of Motor Control:

Dynamic Systems Theories

READ:

Chapter 3

pp. 69-82

Discussion/Study

Questions for Ch. 3

CHAPTER 3 QUIZ

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R 2/2 LAB: 2b: Attentional Capacity

LAB 3a: Motor Programs & LAB 3b

Constraints.

Meet in Motor Control Lab AHC

LABS: 2b, 3a

& 3b

directions

Preview and Print Labs:

2b, 3a & 3b and Bring to

the LAB

Week 5

T 2/7 UNIT 2: The Nervous System and Its

Role in Motor Control: The Sensory

System: Vision, Proprioception

Chapter 4

86-103

DUE TODAY: LABS 2b,

3a, & 3b

R 2/9 Proprioception, Posture and Balance Assigned

Reading

Week 6

T 2/14 Complete LAB 4 Visual Search and

Posture and Balance Control

Meet in Motor Control LAB

Carefully Read LAB 4

and material for Posture

and Balance Control LAB

And print and take to

Lab

R 2/16 The Nervous System and Its Role in

Motor Control: The Central Nervous

System – The Brain

Read: Ch. 4

103-116

and assigned

readings

on posture

and balance

Discussion/Study

Questions for Ch. 4

DUE TODAY:

LAB 4 Report

Chapter 4 QUIZ

Week 7

T 2/21 The Nervous System and Its Role in

Motor Control: Transmission of Neural

Information Through the Spinal Cord

to Muscles, Reflexes, & Memory

R 2/23 Unit 2-Principles of Motor Learning: Stages of Learning: Fitts & Posner

Model

Read: Ch. 5

Discussion/Study

Questions for Ch. 5

Week 8

Unit 3-Principles of Motor Learning: Stages of Learning: Gentile’s Model

Read: Ch. 5

In Class Assignment

Designing Learning

Activities for the

Stages of Learning

R 3/2

Week 9

3/7 –

R 3/9

SPRING BREAK –NO CLASSES

ENJOY!

Week 10

T 3/13 Pre- Instruction Consideration:

Learning Styles, Transfer, &

Motivation

Read: Ch. 6

Discussion/Study

Questions for Ch. 6

13

CHAPTER 5 QUIZ

R 3/15 Skill Presentation and Demonstration

Go over Lab 7c Skill Presentation and

Demonstration Assignment – work with

partner if time.

Read: Ch. 7

Discussion/Study

Questions for Ch. 7

Chapter 6 Quiz

Assignment: Skill

Presentation &

Demonstration Video

DUE: W 11/9

Week 11

T 3/21 LAB 6: Transfer; 7a: Modeling and

Verbal Instruction & 7b Manual

Guidance.

Meet in the Motor Control Lab

If time - Work with Partner on LAB 7C

Assignment

Preview and Print Labs

And bring to class

LABS 6, 7a &7b

R 3/23 Catch-up

Week 12

T 3/28

R 3/30

Unit 4: The Importance and

Principals of Practice Design:

Effective Practice –Progressions &

Sequencing

Review Exam II

Read: Ch. 8

pp. 196-205

Assignment DUE:: Skill

Presentation &

Demonstration Video

DUE Today: LABS

7a, 7b, & 7c

Chapter 7 QUIZ

Week 13

T 4/4 Unit 4: The Importance and Principals

of Practice Design: Speed-Accuracy

Trade-off, Bilateral Transfer & Goal

Setting

Read: Ch. 8

pp. 205-218

R 4/6

LAB 8a: Segmentation, LAB 8c: Speed

Accuracy Trade-off

Meeting place to be announced!

Preview and Print

Lab 8a & 8c and bring to

class

14

Week 14

T 4/11 Practice Schedules: The Amount and

Distribution of Practice: Variable

practice; contextual interference;

Massed vs distributed practice; time

on task

Read: Ch. 9

DUE TODAY:

Labs 8a & 8c

Discussion/Study

Questions for Ch. 9

Chapter 8 QUIZ

R 4/13

HAPPY THANKSGIVING – NO

CLASS

Enjoy the feast and the

football games

Week 15

T 4/18 UNIT 5: FEEDBACK: Analyzing

Performance and Diagnosing Errors

Read: Ch. 10 Discussion/Study

Questions for Ch. 10

Chapter 9 QUIZ

R 4/20 FEEDBACK: Correcting Errors in Motor

Skill Performance

Read: Ch. 11

Discussion/Study

Questions for Ch. 10

DUE TODAY: LABS 9 &

10

Chapter 10 QUIZ

Week 16

T 4/25 Feedback: Correcting Errors in Motor

Skill Performance

Read: Ch. 11

Preview and Print Labs

9, 10, & 11

And bring to class

Complete Chapter 11 at

home QUIZ and submit

for grading

R 4/27 LAB 9: Variable Practice and Schema

Development, LAB 10 Skill Analysis, and

LAB 11: Knowledge of Results Precision

Meet in CRC in MAC Gym

Complete Lab Activities

and Report

DUE:

F 12/9 by 4:30 PM

R 5/4 FINAL EXAM – 1:00 3:00

Comprehensive w/emphasis on

Chapters 6-11

GOOD LUCK!

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