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Motor Learning and Skill Acquisition: Applications for Physical Education and Sport 2nd edition [Minkštas viršelis]

(Footscray, VIC, Australia)
  • Formatas: Paperback / softback, 512 pages, aukštis x plotis x storis: 276x200x28 mm, weight: 1200 g, 16 bw illus
  • Išleidimo metai: 03-Mar-2021
  • Leidėjas: Bloomsbury Academic
  • ISBN-10: 135201162X
  • ISBN-13: 9781352011623
Kitos knygos pagal šią temą:
  • Formatas: Paperback / softback, 512 pages, aukštis x plotis x storis: 276x200x28 mm, weight: 1200 g, 16 bw illus
  • Išleidimo metai: 03-Mar-2021
  • Leidėjas: Bloomsbury Academic
  • ISBN-10: 135201162X
  • ISBN-13: 9781352011623
Kitos knygos pagal šią temą:
Integrating theory with practice, this core textbook provides a structured and sequential introduction to motor learning and motor control. Part 1 begins by introducing what motor learning is and how movement is controlled, before exploring how a learning environment may be manipulated to assist in the learning and performance of movement skills. Part 2 explores motor control from neural, behavioural and dynamic systems perspectives. Part 3 provides an overview of considerations in applying motor learning and skill acquisition principles to physical education, exercise and sports science. Chapters are illustrated with flowcharts and diagrams to aid students' understanding, and include activities and end-of-chapter review questions to consolidate knowledge.

Motor Learning and Skill Acquisition is essential reading for all Physical Education, Exercise and Sports Science and Sports Coaching students.

New to this Edition: - New and updated chapters on skill acquisition approaches, talent identification and development, and performance analysis and feedback as well as separate chapters on practice design and task modification, and practice organisation and planning - Contains additional content on decision-making, tactical and strategic skills, traditional and constraints-led skill acquisition approaches, practice design, and skill-drill and game-based practice for skill acquisition - Supported by a bank of online lecturer resources, including PowerPoints, MCQs and lab activities
About the author xi
Preface xii
PART 1 Motor learning
1(128)
Chapter 1 Introduction to motor learning and skill acquisition
2(14)
Motor behaviour
3(1)
Disciplines that influence our understanding of motor learning and skill acquisition
4(1)
Context of motor learning and skill acquisition in physical education and exercise and sport science
4(5)
The art and science of teaching and coaching
9(1)
Research in motor learning
9(2)
What do experts in motor learning and skill acquisition do?
11(2)
Summary
13(1)
Review questions
13(1)
Multiple-choice questions
14(1)
References and recommended reading
15(1)
Chapter 2 Movement and sport skills
16(22)
Skill
17(1)
Types of skills in physical education and sport
17(2)
Characteristics of skill
19(1)
What is it to be skilled in sport?
20(2)
Skill adaptation
22(1)
Motor skill classification systems
22(4)
Play, games and sports
26(3)
Classification of games and sports
29(4)
Summary
33(1)
Review questions
34(1)
Multiple-choice questions
35(1)
References and recommended reading
36(2)
Chapter 3 Learning and performance of motor skills
38(21)
Learning versus performance
38(2)
Performance variables
40(1)
Characteristics of motor skill learning
40(2)
Measuring performance characteristics to infer learning
42(1)
Performance curves
42(3)
Retention tests
45(1)
Transfer tests
46(1)
Measuring motor skill performance
46(2)
Assessment of motor skill performance
48(1)
Measurement properties
49(2)
Assessment considerations
51(2)
Checklists, rating scales and rubrics
53(2)
Summary
55(1)
Review questions
55(1)
Multiple-choice questions
56(1)
References and recommended reading
57(2)
Chapter 4 Changes in learning
59(25)
Stages of learning
59(9)
Changes that occur during skill acquisition
68(4)
Sport expertise
72(4)
Development of sport expertise: specialising or sampling?
76(2)
Summary
78(1)
Review questions
79(1)
Multiple-choice questions
79(2)
References and recommended reading
81(3)
Chapter 5 Abilities, talent identification and talent development
84(29)
Abilities
85(1)
The number and relationship of motor abilities
85(3)
Predicting performance
88(2)
Difficulties in predicting motor skill performance
90(4)
Talent identification and development
94(1)
Challenges for talent identification and development
95(2)
Sport expertise and talent development
97(1)
Talent identification programs
98(3)
Limitations in measurement in talent identification research
101(1)
Skill assessment in talent identification
101(4)
Summary
105(1)
Review questions
106(1)
Multiple-choice questions
106(1)
References and recommended reading
107(6)
Chapter 6 Transfer of learning
113(16)
Types of transfer
113(2)
Theories of transfer
115(2)
Designing practice for transfer of learning
117(3)
Bilateral transfer
120(4)
Summary
124(1)
Review questions
125(1)
Multiple-choice questions
125(1)
References and recommended reading
126(3)
PART 2 Motor control
129(110)
Chapter 7 Attention and memory
130(19)
Attention
130(1)
Roles of attention in motor learning and skill acquisition
131(7)
Implicit and explicit learning
138(1)
Attentional focus
138(1)
Memory
139(5)
Summary
144(1)
Review questions
145(1)
Multiple-choice questions
146(1)
References and recommended reading
147(2)
Chapter 8 Movement planning and preparation
149(19)
Theoretical perspectives on movement preparation
150(1)
Cognitive-based model
150(2)
Ecological model
152(1)
Reaction time
152(1)
Movement time and response time
153(1)
Types of reaction time
154(2)
Factors influencing reaction time
156(8)
Summary
164(1)
Review questions
165(1)
Multiple-choice questions
165(1)
References and recommended reading
166(2)
Chapter 9 Senses influencing motor control and motor learning
168(26)
Perception and sources of sensory information
169(1)
Senses and motor learning and performance
169(1)
Touch
170(1)
Role of touch in performance and learning of motor skills
171(1)
Proprioception
171(2)
Transmission of somatosensory information
173(1)
Role of proprioception in performance and learning of motor skills
174(1)
Vestibular system
174(1)
Role of the vestibular system in performance and learning of motor skills
175(1)
Vision
175(5)
Vision in performance and learning
180(4)
General versus sport-specific visual training
184(1)
Closed-loop and open-loop control
185(3)
The speed-accuracy trade-off
188(1)
Summary
189(1)
Review questions
190(1)
Multiple-choice questions
191(1)
References and recommended reading
192(2)
Chapter 10 Neuromuscular mechanisms
194(17)
The nervous system
194(1)
Neurons
195(1)
Structure of neurons
195(1)
Types of neurons
195(1)
Neural transmission
196(1)
The central nervous system and motor control
197(6)
Spinal cord
203(2)
Muscles and motor control
205(2)
Summary
207(1)
Review questions
208(1)
Multiple-choice questions
209(1)
References and recommended reading
210(1)
Chapter 11 Theories of motor control and motor learning
211(28)
Important concepts for motor control theories
212(3)
Cognitive-based models
215(1)
Motor program theories
215(1)
Problems for a motor program theory
216(1)
The generalised motor program and schema theory
217(4)
Performing a motor skill
221(1)
Support for a motor program view of motor control
222(1)
Motor programs and the concepts of motor control
222(1)
Practical applications in physical education and sport
223(1)
Dynamic systems theory
224(1)
Dynamic systems
224(2)
Self-organisation
226(1)
Constraints
226(2)
Nonlinear dynamics
228(2)
Ecological models and affordances
230(1)
Important concepts of motor control in dynamic systems
231(1)
Practical applications in physical education and sport
232(1)
Constraints-led approach to skill acquisition
232(1)
Motor control theories and skill acquisition approaches
233(1)
Summary
234(1)
Review questions
235(1)
Multiple-choice questions
235(1)
References and recommended reading
236(3)
PART 3 Skill acquisition
239(251)
Chapter 12 Skill acquisition approaches and instructional methods
240(38)
Skill acquisition approaches
241(1)
Traditional approaches
242(1)
Constraints-led approaches
243(4)
Environmental design principles
247(1)
Task analysis for practice design
248(2)
Nonlinear pedagogy model
250(2)
Design principles in nonlinear pedagogy
252(1)
Came sense pedagogical model
253(2)
Comparison of skill acquisition approaches
255(4)
Instructional methods
259(1)
Instructional styles
260(2)
Instructional strategies
262(7)
Practical implications
269(1)
Summary
270(1)
Review questions
271(1)
Multiple-choice questions
271(2)
References and recommended reading
273(5)
Chapter 13 Skill and task presentation and instruction
278(28)
The instructional process
278(1)
Hands-on and hands-off practitioner
279(1)
Presentation
280(1)
Skill presentation
281(1)
Task presentation
282(2)
Presentation strategies
284(1)
Verbal instructions
284(4)
Verbal cues
288(2)
Demonstration
290(1)
What to demonstrate? (Content)
290(2)
Who should demonstrate? (The demonstrator)
292(2)
How to demonstrate? (Organisation)
294(2)
When and how often to demonstrate? (Timing and frequency)
296(1)
Theories
296(3)
Guidance
299(1)
Summary
300(1)
Review questions
301(1)
Multiple-choice questions
301(2)
References and recommended reading
303(3)
Chapter 14 Practice schedules
306(14)
Amount of practice
306(4)
Practice distribution
310(1)
Practice distribution and practice sessions
311(2)
Practice distribution and practice trials
313(2)
Summary
315(1)
Review questions
316(1)
Multiple-choice questions
317(1)
References and recommended reading
318(2)
Chapter 15 Practice variability
320(29)
Repetition without repetition
320(1)
Practice variability
321(1)
Varying practice conditions (intraskill)
321(5)
Varying practice conditions
326(2)
Varying skills (interskill)
328(1)
Contextual interference effect
328(9)
Use of random and blocked practice
337(1)
Varying skills
338(4)
Summary
342(1)
Review questions
343(1)
Multiple-choice questions
343(1)
References and recommended reading
344(5)
Chapter 16 Practice design and task modification
349(34)
Practice specificity
350(1)
Representative learning design
351(4)
Creating an optimal challenge
355(2)
Modifying task complexity
357(14)
Practice design for high-performance sport
371(4)
Summary
375(1)
Review questions
376(1)
Multiple-choice questions
376(1)
References and recommended reading
377(6)
Chapter 17 Practice organisation and planning
383(19)
Skill progression
383(2)
Types of practice activities
385(2)
Skill-drill and game-based practice
387(1)
Grouping for skill practice
388(1)
Time and session management
389(3)
Session planning
392(3)
Periodisation in practice planning and organisation in sport
395(2)
Summary
397(1)
Review questions
398(1)
Multiple-choice questions
398(2)
References and recommended reading
400(2)
Chapter 18 Other types of practice
402(33)
Mental practice and imagery
402(7)
Observational learning
409(2)
Simulation practice
411(1)
Tactical and strategic skills
412(1)
Decision-making and anticipatory skills
412(2)
Perceptual-cognitive skills in sport
414(2)
Decision-making skill from an ecological and dynamic systems perspective
416(4)
Perceptual, anticipation and decision-making practice
420(3)
Virtual reality training
423(1)
Summary
423(2)
Review questions
425(1)
Multiple-choice questions
425(1)
References and recommended reading
426(9)
Chapter 19 Performance analysis and feedback
435(30)
Types of feedback
435(2)
Verbal and nonverbal feedback
437(4)
Functions of feedback
441(2)
Content of augmented feedback
443(1)
Performance analysis
443(4)
Content issues in skill acquisition
447(7)
Questioning as feedback
454(3)
Summary
457(2)
Review questions
459(1)
Multiple-choice questions
459(1)
References and recommended reading
460(5)
Chapter 20 Providing feedback
465(25)
Active monitoring and supervision
465(2)
Frequency of augmented feedback
467(2)
Explanations for the benefits of reduced relative feedback frequency
469(2)
Manipulating augmented feedback frequencies
471(2)
Feedback frequency when instructing groups
473(1)
Considerations in providing feedback when instructing groups
474(2)
Research on feedback frequency in physical education and sport
476(1)
Timing of augmented feedback
477(3)
Feedback timing and technology
480(2)
Summary
482(1)
Review questions
483(1)
Multiple-choice questions
483(1)
References and recommended reading
484(4)
Answers to end of chapter questions
488(2)
Index 490
Michael Spittle is a Senior Lecturer in the School of Exercise and Nutrition Sciences at Deakin University. He teaches and researches in the areas of motor learning, skill acquisition, motor development, and applied movement science. Michael has an undergraduate degree and honours in physical education, postgraduate qualifications in education and psychology, and a PhD in motor learning and skill acquisition. He is the author of numerous journal articles and textbooks on skill acquisition in physical education and sport. Michael's research focuses on skill acquisition in areas such as practice design, performance analysis, sports analytics, performance-enhancing technologies, developing game sense, mental practice and imagery, and decision-making training in settings ranging from physical education through to high-performance sport.