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Motor Learning and Control for Practitioners 5th edition [Pehme köide]

(Plymouth State University, USA)
  • Formaat: Paperback / softback, 380 pages, kõrgus x laius: 246x174 mm, kaal: 800 g, 19 Tables, black and white; 46 Line drawings, black and white; 39 Halftones, black and white; 85 Illustrations, black and white
  • Ilmumisaeg: 30-Sep-2021
  • Kirjastus: Routledge
  • ISBN-10: 0367480530
  • ISBN-13: 9780367480530
  • Formaat: Paperback / softback, 380 pages, kõrgus x laius: 246x174 mm, kaal: 800 g, 19 Tables, black and white; 46 Line drawings, black and white; 39 Halftones, black and white; 85 Illustrations, black and white
  • Ilmumisaeg: 30-Sep-2021
  • Kirjastus: Routledge
  • ISBN-10: 0367480530
  • ISBN-13: 9780367480530

With an array of critical and engaging pedagogical features, the fifth edition of Motor Learning and Control for Practitioners offers the best practical introduction to motor learning available. This reader-friendly text approaches motor learning in accessible and simple terms and lays a theoretical foundation for assessing performance; providing effective instruction; and designing practice, rehabilitation, and training experiences that promote skill acquisition.

Features such as Exploration Activities and Cerebral Challenges involve students at every stage, while a broad range of examples helps readers put theory into practice. The book also provides access to a fully updated companion website, which includes laboratory exercises, an instructors’ manual, a test bank, and lecture slides.

As a complete resource for teaching an evidence-based approach to practical motor learning, this is an essential text for undergrad and post-grad students, researchers and practitioners alike who plan to work in the areas of motor learning, motor control, physical education, kinesiology, exercise science, coaching, physical therapy, or dance.



This reader-friendly text approaches motor learning in accessible and simple terms and lays a theoretical foundation for assessing performance; providing effective instruction; and designing practice, rehabilitation, and training experiences that promote skill acquisition.

Arvustused

"I have found this text to be helpful in engaging my students and creating a leaning environment that is interactive. As a result I have had a positive interchange between instructor and students."

Charla Bouranis, Salem State University, USA

"Within my 17 years of teaching in higher education, I have never adopted another textbook for teaching motor learning because this text is so complete."

George Walker, Cumberland University, USA

Preface xii
Acknowledgements xvi
Pretest xvii
1 Introduction to Motor Learning and Control
1(26)
Designing Effective Learning Experiences: An Integrative Model
2(2)
Motor Learning, Control, and Performance
4(1)
What is Learning?
4(1)
The Nature of Motor Skills
5(12)
Skill Classifications
6(11)
Individual Differences
17(7)
Motor Abilities
17(2)
Categorizing Motor Abilities
19(1)
Practical Implications
19(5)
Putting it into Practice
24(1)
Learning Situation: Rehabilitation of an Ankle Sprain
24(1)
A Look Ahead
25(1)
Focus Points
25(1)
Review Questions
26(1)
2 Understanding Movement Preparation
27(22)
Theoretical Approaches to Movement Preparation
28(3)
Information Processing Model
28(2)
Ecological Approach
30(1)
Preparing a Response
31(15)
Factors Influencing Reaction Time
33(11)
Response Time Delays: Decision Making Versus Movement Execution
44(2)
Putting it into Practice
46(1)
Learning Situation: Learning the Indirect Pass in Hockey
46(1)
A Look Ahead
47(1)
Focus Points
47(1)
Review Questions
48(1)
3 The Role of Attention, Arousal, and Visual Search in Movement Preparation
49(24)
Attentional Capacity
50(4)
Factors Influencing Attentional Demands
51(3)
Arousal
54(4)
Relationship between Arousal and Performance
55(1)
Arousal and Movement Preparation
55(3)
Selective Attention
58(10)
Directing Attentional Focus: Attentional Styles
58(4)
Directing Attentional Focus: Visual Search
62(6)
Putting it into Practice
68(1)
Learning Situation: Learning the Indirect Pass in Hockey
68(1)
A Look Ahead
69(1)
Focus Points
69(1)
Review Questions
70(3)
4 Behavioral Theories of Motor Control
73(30)
Coordination and Control
74(1)
Skilled Movement: Command Center or Dynamic Interaction?
75(1)
Motor Program Theories
75(13)
Early Theories
75(1)
Generalized Motor Program
75(10)
Evidence Supporting Motor Program Control
85(1)
Summary of Generalized Motor Program Theory
86(2)
Dynamic Interaction Theories
88(12)
Dynamic Systems Theory
88(8)
Non-Linear Pedagogy and the Constraints-Led Approach
96(4)
Summary of Dynamic Systems Theory, Non-Linear Pedagogy, and the Constraints-Led Approach
100(1)
Putting it into Practice
100(1)
Learning Situation: Rehabilitation of an Ankle Sprain
100(1)
A Look Ahead
101(1)
Focus Points
101(1)
Review Questions
102(1)
5 Neural Mechanisms: Contributions and Control
103(36)
The Nervous System
104(1)
Sensory Receptors
104(1)
Sensory Contributions to Movement
105(1)
Vision
105(8)
Focal Versus Ambient Vision
108(1)
Vision and Performance
109(4)
Proprioception
113(5)
Proprioception and Performance
115(1)
Balance and Postural Control
116(1)
Rehabilitation and Proprioception Training
117(1)
Transmission of Information: The Spinal Cord
118(4)
Sensory and Motor Pathways
118(1)
Spinal Reflexes
119(3)
Damage to the Spinal Cord
122(1)
The Brain
122(7)
Cerebrum
122(4)
Cerebellum
126(1)
Traumatic Brain Injuries and Concussions
127(1)
Neural Plasticity
127(2)
Memory
129(6)
Memory Model
130(3)
Forgetting
133(1)
Practical Implications
134(1)
Putting it into Practice
135(1)
Learning Situation: Rehabilitation of an Ankle Sprain
135(1)
A Look Ahead
135(1)
Focus Points
135(1)
Review Questions
136(3)
6 Stages of Learning
139(26)
Models of Stages of Learning
140(6)
Fitts and Posner's Three-Stage Model
140(3)
Gentile's Two-Stage Model
143(3)
Learner and Performance Changes
146(9)
Movement Pattern
146(5)
Attention
151(2)
Knowledge and Memory
153(1)
Error Detection and Correction
154(1)
Self-Confidence
155(1)
Measuring Progress
155(5)
Performance Curves
156(3)
Retention and Transfer Tests
159(1)
Performance Plateaus
160(1)
Putting it into Practice
161(1)
Learning Situation: Learning the Indirect Pass in Hockey
161(1)
A Look Ahead
161(1)
Focus Points
162(1)
Review Questions
163(2)
7 The Learner: Pre-Instruction Considerations
165(22)
Awareness
167(2)
Transfer of Learning
169(11)
Types of Transfer
169(1)
Theories of Transfer
170(1)
Transfer and Instructional Design
171(9)
Motivation
180(4)
Motivation to Want to Learn
180(1)
Role of Motivation in the Learning Process
181(3)
Putting it into Practice
184(1)
Learning Situation: Rehabilitation of an Ankle Sprain
184(1)
A Look Ahead
184(1)
Focus Points
185(1)
Review Questions
186(1)
8 Skill Presentation
187(34)
Hands-On Versus Hands-Off
188(1)
Hands-On or Direct Instruction
188(23)
Verbal Instructions
189(9)
Demonstrations
198(13)
Hands-Off Instruction
211(6)
Prescribe a Task, Not the Solution
212(1)
Manipulating Task and/or Practice Constraints
212(5)
Putting it into Practice
217(1)
Learning Situation: Learning the Indirect Pass in Hockey
217(1)
A Look Ahead
217(1)
Focus Points
218(1)
Review Questions
219(2)
9 Principles of Practice Design
221(28)
Breaking Down Skills: Progressions and Sequencing
222(10)
Whole Versus Part Practice
222(10)
Manual Guidance
232(2)
Speed-Accuracy Tradeoff
234(2)
Bilateral Transfer
236(2)
Psychological Strategies
238(8)
Goal Setting
238(3)
Mental Practice
241(5)
Putting it into Practice
246(1)
Learning Situation: Learning the Indirect Pass in Hockey
246(1)
A Look Ahead
247(1)
Focus Points
247(1)
Review Questions
248(1)
10 Practice Schedules
249(24)
Practice Context
250(10)
Support for Variable Practice
250(2)
Variable Practice Guidelines
252(2)
Organizing the Practice Session: Contextual Interference
254(6)
Isolated Versus Game-Based Activities
260(2)
Practice Distribution
262(3)
Massed Versus Distributed Practice
262(3)
Self-Control of Practice Variables
265(1)
Maximizing Time on Task
265(4)
Rest Intervals
266(1)
Equipment Substitutions
266(2)
Drill Design
268(1)
Putting it into Practice
269(1)
Learning Situation: Rehabilitation of an Ankle Sprain
269(1)
A Look Ahead
269(1)
Focus Points
269(1)
Review Questions
270(3)
11 Diagnosing Errors
273(18)
Skill Analysis
274(1)
Planning an Observation
275(2)
Identify the Skill's Purpose and Key Elements
275(1)
Determine the Viewing Perspective
276(1)
Decide on the Number of Observations
277(1)
Consider Using Video
277(1)
Determining the Cause of an Error and its Resolution
277(9)
Errors Due to Individual, Task, or Environmental Constraints
279(1)
Comprehension Errors
280(1)
Response Selection Errors
281(3)
Execution Errors
284(1)
Sensory Errors
285(1)
Should the Error Be Corrected?
286(3)
Is the Learner Capable?
287(1)
How Much Time is Needed?
287(1)
Is the Learner Motivated to Make the Correction?
288(1)
Putting it into Practice
289(1)
Learning Situation: Learning the Indirect Pass in Hockey
289(1)
A Look Ahead
289(1)
Focus Points
289(1)
Review Questions
290(1)
12 Correcting Errors
291(26)
Types of Feedback
292(1)
Functions of Augmented Feedback
293(3)
Error Correction
294(1)
Motivation
294(1)
Reinforcement
295(1)
Sources of Augmented Feedback
296(7)
Auditory Sources
296(1)
Biofeedback
296(2)
Visual Displays and Observational Interventions
298(4)
Equipment and Drills
302(1)
Content of Augmented Feedback
303(3)
Error Versus Correct Feedback
303(2)
Descriptive Versus Prescriptive Feedback
305(1)
Precision of Augmented Feedback
305(1)
Frequency of Augmented Feedback
306(5)
The Guidance Hypothesis
307(1)
Feedback Frequency Reduction Strategies
307(4)
Timing of Augmented Feedback
311(2)
Feedback-Delay Interval
312(1)
Post-Feedback Interval
313(1)
Manipulating Task Constraints
313(1)
Putting it into Practice
314(1)
Learning Situation: Rehabilitation of an Ankle Sprain
314(1)
A Look Ahead
314(1)
Focus Points
314(1)
Review Questions
315(2)
Epilogue: Teaching Scenarios
317(8)
Scenarios
318(3)
Physical Education
318(2)
Rehabilitation
320(1)
Answers
321(4)
Physical Education Scenario
321(2)
Rehabilitation Scenario
323(2)
Glossary 325(12)
References 337(30)
Index 367
Cheryl A. Coker is a motor learning specialist who draws from her experiences as a teacher, coach, and athlete to assist practitioners in putting theory into practice. In addition to Motor Learning and Control for Practitioners, she has authored numerous journal articles and book chapters, and has given over 100 presentations throughout the United States and internationally. She is a Fellow of the Research Consortium in the Society of Health and Physical Educators and of the North American Society of Health, Physical Education, Recreation, Sport and Dance Professionals. Coker lives in New Hampshire where she teaches in the Physical Therapy program at Plymouth State University, and enjoys outdoor activities and spending time with family, friends, and her Bernese Mountain Dog, Tucker.