Lecture: 3 hours/week
and
Lab: 1 hour/week
Classroom time will be used for lectures, small and large group discussions, problem-based learning, reflections, lab-based activities and/or in-class assignments. On average, lab activities will make up 25% of the contact hours.
- Motor skill acquisition
- Motor learning, motor control and motor performance
- Skills, actions and movements
- Classification systems
- Motor abilities categorization and individual differences
- Measurement and assessment
- Motor performance
- Movement patterns
- Stages of learning
- Memory
- Attentional limited capacity
- Motor control
- Neuromotor anatomy
- Theoretical models
- Movement preparation
- Sensory contributions to motor control
- Spinal cord
- Brain
- Motor skill learning
- Defining and assessing learning
- Stages of learning
- Transfer of learning
- Detecting errors
- Correcting errors
- Measurement
- Instructional methods
- Demonstration
- Verbal instructions
- Augmented feedback
- Practice design
- Progressions and sequencing
- Whole versus part practice
- Speed-accuracy trade-off
- Goal setting
- Mental practice
- Amount and distribution of practise
- Motor research
- Conducting research
- Understanding research bias
Upon successful completion of this course, students will be able to:
- classify skills, assess learners and measure performances to improve motor skill acquisition;
- create practical strategies for skill improvement by applying motor performance factors as they pertain to a learner’s memory, stages of learning, attention and anxiety and/or arousal;
- discuss and apply motor control principles in the learning of motor skills, error detection and correction of movement, and the creation of movement strategies in a variety of movement scenarios;
- discuss and apply the factors affecting motor skill learning as it pertains to skills, learners, movement strategies and assessments;
- describe instructional methods that can be effectively used to teach, lead and provide feedback in a variety of movement settings;
- explain how different practice types and designs may influence motor skill acquisition;
- apply active learning, critical thinking and problem solving in quantitative motor skills research;
- describe the basic steps in designing research projects.
Assessment will be in accordance with the Douglas College Evaluation Policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation will be based on the following:
Participation 0-10%
Lab Reports and Lab Quizzes 10-40%
Research Project 5-25%
Test(s) 20-30%
Case Study and/or Final Exam 10-40%
Total 100%
Consult the Douglas College Bookstore for the latest required textbooks and materials. Example textbooks and materials may
include:
Coker, C. A. (Current Edition). Motor Learning & Control for Practitioners. Holcomb Hathaway Publishers.
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