Preface |
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xii | |
Acknowledgements |
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xvi | |
Pretest |
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xvii | |
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1 Introduction to Motor Learning and Control |
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1 | (26) |
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Designing Effective Learning Experiences: An Integrative Model |
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2 | (2) |
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Motor Learning, Control, and Performance |
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4 | (1) |
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4 | (1) |
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The Nature of Motor Skills |
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5 | (12) |
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6 | (11) |
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17 | (7) |
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17 | (2) |
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Categorizing Motor Abilities |
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19 | (1) |
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19 | (5) |
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24 | (1) |
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Learning Situation: Rehabilitation of an Ankle Sprain |
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24 | (1) |
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25 | (1) |
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25 | (1) |
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26 | (1) |
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2 Understanding Movement Preparation |
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27 | (22) |
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Theoretical Approaches to Movement Preparation |
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28 | (3) |
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Information Processing Model |
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28 | (2) |
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30 | (1) |
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31 | (15) |
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Factors Influencing Reaction Time |
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33 | (11) |
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Response Time Delays: Decision Making Versus Movement Execution |
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44 | (2) |
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46 | (1) |
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Learning Situation: Learning the Indirect Pass in Hockey |
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46 | (1) |
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47 | (1) |
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47 | (1) |
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48 | (1) |
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3 The Role of Attention, Arousal, and Visual Search in Movement Preparation |
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49 | (24) |
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50 | (4) |
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Factors Influencing Attentional Demands |
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51 | (3) |
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54 | (4) |
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Relationship between Arousal and Performance |
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55 | (1) |
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Arousal and Movement Preparation |
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55 | (3) |
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58 | (10) |
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Directing Attentional Focus: Attentional Styles |
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58 | (4) |
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Directing Attentional Focus: Visual Search |
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62 | (6) |
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68 | (1) |
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Learning Situation: Learning the Indirect Pass in Hockey |
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68 | (1) |
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69 | (1) |
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69 | (1) |
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70 | (3) |
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4 Behavioral Theories of Motor Control |
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73 | (30) |
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74 | (1) |
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Skilled Movement: Command Center or Dynamic Interaction? |
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75 | (1) |
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75 | (13) |
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75 | (1) |
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Generalized Motor Program |
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75 | (10) |
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Evidence Supporting Motor Program Control |
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85 | (1) |
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Summary of Generalized Motor Program Theory |
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86 | (2) |
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Dynamic Interaction Theories |
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88 | (12) |
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88 | (8) |
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Non-Linear Pedagogy and the Constraints-Led Approach |
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96 | (4) |
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Summary of Dynamic Systems Theory, Non-Linear Pedagogy, and the Constraints-Led Approach |
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100 | (1) |
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100 | (1) |
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Learning Situation: Rehabilitation of an Ankle Sprain |
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100 | (1) |
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101 | (1) |
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101 | (1) |
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102 | (1) |
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5 Neural Mechanisms: Contributions and Control |
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103 | (36) |
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104 | (1) |
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104 | (1) |
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Sensory Contributions to Movement |
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105 | (1) |
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105 | (8) |
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Focal Versus Ambient Vision |
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108 | (1) |
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109 | (4) |
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113 | (5) |
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Proprioception and Performance |
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115 | (1) |
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Balance and Postural Control |
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116 | (1) |
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Rehabilitation and Proprioception Training |
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117 | (1) |
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Transmission of Information: The Spinal Cord |
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118 | (4) |
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Sensory and Motor Pathways |
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118 | (1) |
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119 | (3) |
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Damage to the Spinal Cord |
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122 | (1) |
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122 | (7) |
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122 | (4) |
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126 | (1) |
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Traumatic Brain Injuries and Concussions |
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127 | (1) |
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127 | (2) |
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129 | (6) |
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130 | (3) |
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133 | (1) |
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134 | (1) |
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135 | (1) |
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Learning Situation: Rehabilitation of an Ankle Sprain |
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135 | (1) |
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135 | (1) |
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135 | (1) |
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136 | (3) |
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139 | (26) |
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Models of Stages of Learning |
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140 | (6) |
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Fitts and Posner's Three-Stage Model |
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140 | (3) |
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Gentile's Two-Stage Model |
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143 | (3) |
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Learner and Performance Changes |
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146 | (9) |
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146 | (5) |
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151 | (2) |
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153 | (1) |
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Error Detection and Correction |
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154 | (1) |
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155 | (1) |
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155 | (5) |
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156 | (3) |
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Retention and Transfer Tests |
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159 | (1) |
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160 | (1) |
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161 | (1) |
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Learning Situation: Learning the Indirect Pass in Hockey |
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161 | (1) |
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161 | (1) |
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162 | (1) |
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163 | (2) |
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7 The Learner: Pre-Instruction Considerations |
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165 | (22) |
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167 | (2) |
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169 | (11) |
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169 | (1) |
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170 | (1) |
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Transfer and Instructional Design |
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171 | (9) |
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180 | (4) |
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Motivation to Want to Learn |
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180 | (1) |
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Role of Motivation in the Learning Process |
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181 | (3) |
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184 | (1) |
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Learning Situation: Rehabilitation of an Ankle Sprain |
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184 | (1) |
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184 | (1) |
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185 | (1) |
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186 | (1) |
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187 | (34) |
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Hands-On Versus Hands-Off |
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188 | (1) |
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Hands-On or Direct Instruction |
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188 | (23) |
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189 | (9) |
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198 | (13) |
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211 | (6) |
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Prescribe a Task, Not the Solution |
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212 | (1) |
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Manipulating Task and/or Practice Constraints |
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212 | (5) |
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217 | (1) |
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Learning Situation: Learning the Indirect Pass in Hockey |
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217 | (1) |
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217 | (1) |
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218 | (1) |
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219 | (2) |
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9 Principles of Practice Design |
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221 | (28) |
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Breaking Down Skills: Progressions and Sequencing |
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222 | (10) |
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Whole Versus Part Practice |
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222 | (10) |
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232 | (2) |
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234 | (2) |
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236 | (2) |
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238 | (8) |
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238 | (3) |
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241 | (5) |
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246 | (1) |
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Learning Situation: Learning the Indirect Pass in Hockey |
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246 | (1) |
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247 | (1) |
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247 | (1) |
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248 | (1) |
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249 | (24) |
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250 | (10) |
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Support for Variable Practice |
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250 | (2) |
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Variable Practice Guidelines |
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252 | (2) |
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Organizing the Practice Session: Contextual Interference |
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254 | (6) |
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Isolated Versus Game-Based Activities |
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260 | (2) |
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262 | (3) |
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Massed Versus Distributed Practice |
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262 | (3) |
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Self-Control of Practice Variables |
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265 | (1) |
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265 | (4) |
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266 | (1) |
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266 | (2) |
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268 | (1) |
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269 | (1) |
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Learning Situation: Rehabilitation of an Ankle Sprain |
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269 | (1) |
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269 | (1) |
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269 | (1) |
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270 | (3) |
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273 | (18) |
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274 | (1) |
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275 | (2) |
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Identify the Skill's Purpose and Key Elements |
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275 | (1) |
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Determine the Viewing Perspective |
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276 | (1) |
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Decide on the Number of Observations |
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277 | (1) |
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277 | (1) |
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Determining the Cause of an Error and its Resolution |
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277 | (9) |
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Errors Due to Individual, Task, or Environmental Constraints |
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279 | (1) |
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280 | (1) |
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Response Selection Errors |
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281 | (3) |
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284 | (1) |
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285 | (1) |
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Should the Error Be Corrected? |
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286 | (3) |
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287 | (1) |
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287 | (1) |
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Is the Learner Motivated to Make the Correction? |
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288 | (1) |
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289 | (1) |
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Learning Situation: Learning the Indirect Pass in Hockey |
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289 | (1) |
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289 | (1) |
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289 | (1) |
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290 | (1) |
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291 | (26) |
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292 | (1) |
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Functions of Augmented Feedback |
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293 | (3) |
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294 | (1) |
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294 | (1) |
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295 | (1) |
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Sources of Augmented Feedback |
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296 | (7) |
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296 | (1) |
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296 | (2) |
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Visual Displays and Observational Interventions |
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298 | (4) |
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302 | (1) |
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Content of Augmented Feedback |
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303 | (3) |
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Error Versus Correct Feedback |
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303 | (2) |
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Descriptive Versus Prescriptive Feedback |
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305 | (1) |
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Precision of Augmented Feedback |
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305 | (1) |
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Frequency of Augmented Feedback |
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306 | (5) |
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307 | (1) |
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Feedback Frequency Reduction Strategies |
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307 | (4) |
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Timing of Augmented Feedback |
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311 | (2) |
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312 | (1) |
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313 | (1) |
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Manipulating Task Constraints |
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313 | (1) |
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314 | (1) |
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Learning Situation: Rehabilitation of an Ankle Sprain |
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314 | (1) |
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314 | (1) |
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314 | (1) |
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315 | (2) |
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Epilogue: Teaching Scenarios |
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317 | (8) |
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318 | (3) |
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318 | (2) |
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320 | (1) |
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321 | (4) |
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Physical Education Scenario |
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321 | (2) |
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323 | (2) |
Glossary |
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325 | (12) |
References |
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337 | (30) |
Index |
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367 | |