TY  - BOOK
AU  - Coker,Cheryl A
TI  - Motor learning and control for practitioners
SN  - 9780367484026
AV  - BF295 C645 2021
PY  - 2021///]
CY  - New York, NY
PB  - Routledge
KW  - Motor learning
N1  - Revised edition of the author's Motor learning and control for practitioners, [2018]; Includes bibliographical references and index; Introduction to Motor Learning and Control --- Designing Effective Learning Experiences: An Integrative Model --- Motor Learning, Control, and Performance
What is Learning? --- The Nature of Motor Skills --- Skill Classifications --- Individual Differences --- Motor Abilities --- Categorizing Motor Abilities --- Practical Implications --- Putting it into Practice --- Learning Situation: Rehabilitation of an Ankle Sprain --- A Look Ahead --- Understanding Movement Preparation --- Theoretical Approaches to Movement Preparation --- Information Processing Model --- Ecological Approach --- Preparing a Response --- Factors Influencing Reaction Time --- Response Time Delays: Decision Making Versus Movement Execution --- Putting it into Practice --- Learning Situation: Learning the Indirect Pass in Hockey --- The Role of Attention, Arousal, and Visual Search in Movement Preparation --- Attentional Capacity --- Factors Influencing Attentional Demands --- Arousal --- Relationship between Arousal and Performance --- Arousal and Movement Preparation --- Selective Attention --- Directing Attentional Focus: Attentional Styles --- Directing Attentional Focus: Visual Search --- Putting it into Practice --- Learning Situation: Learning the Indirect Pass in Hockey --- Behavioral Theories of Motor Control --- Coordination and Control --- Skilled Movement: Command Center or Dynamic Interaction? --- Motor Program Theories --- Early Theories --- Generalized Motor Program --- Evidence Supporting Motor Program Control --- Summary of Generalized Motor Program Theory --- Dynamic Interaction Theories --- Dynamic Systems Theory --- Non-Linear Pedagogy and the Constraints-Led Approach --- Summary of Dynamic Systems Theory, Non-Linear Pedagogy, and the Constraints-Led Approach --- Putting it into Practice --- Learning Situation: Rehabilitation of an Ankle Sprain --- Neural Mechanisms: Contributions and Control --- The Nervous System --- Sensory Receptors --- Sensory Contributions to Movement --- Vision --- Focal Versus Ambient Vision --- Vision and Performance --- Proprioception --- Proprioception and Performance --- Balance and Postural Control --- Rehabilitation and Proprioception Training --- Transmission of Information: The Spinal Cord --- Sensory and Motor Pathways --- Spinal Reflexes --- Damage to the Spinal Cord --- The Brain --- Cerebrum --- Cerebellum --- Traumatic Brain Injuries and Concussions --- Neural Plasticity --- Memory --- Memory Model --- Forgetting --- Practical Implications --- Putting it into Practice --- Learning Situation: Rehabilitation of an Ankle Sprain --- Stages of Learning --- Models of Stages of Learning --- Fitts and Posner’s Three-Stage Model --- Gentile’s Two-Stage Model --- Learner and Performance Changes --- Movement Pattern --- Knowledge and Memory --- Error Detection and Correction --- Self-Confidence --- Measuring Progress --- Performance Curves --- Retention and Transfer Tests --- Performance Plateaus --- Putting it into Practice --- Learning Situation: Learning the Indirect Pass in Hockey --- The Learner: Pre-Instruction Considerations --- Awareness --- Transfer of Learning --- Types of Transfer --- Theories of Transfer --- Transfer and Instructional Design --- Motivation --- Motivation to Want to Learn --- Role of Motivation in the Learning Process --- Putting it into Practice --- Learning Situation: Rehabilitation of an Ankle Sprain --- Skill Presentation --- Hands-On Versus Hands-Off --- Hands-On or Direct Instruction --- Verbal Instructions --- Demonstrations --- Hands-Off Instruction --- Prescribe a Task, Not the Solution --- Manipulating Task and/or Practice Constraints --- Putting it into Practice --- Learning Situation: Learning the Indirect Pass in Hockey --- Principles of Practice Design --- Breaking Down Skills: Progressions and Sequencing --- Whole Versus Part Practice --- Manual Guidance --- Speed–Accuracy Tradeoff --- Bilateral Transfer --- Psychological Strategies --- Goal Setting --- Mental Practice --- Putting it into Practice --- Learning Situation: Learning the Indirect Pass in Hockey --- Practice Schedules --- Practice Context --- Support for Variable Practice --- Variable Practice Guidelines --- Organizing the Practice Session: Contextual Interference --- Isolated Versus Game-Based Activities --- Practice Distribution --- Massed Versus Distributed Practice --- Self-Control of Practice Variables --- Maximizing Time on Task --- Rest Intervals --- Equipment Substitutions --- Drill Design --- Putting it into Practice --- Learning Situation: Rehabilitation of an Ankle Sprain --- Diagnosing Errors --- Skill Analysis --- Planning an Observation --- Identify the Skill’s Purpose and Key Elements --- Determine the Viewing Perspective --- Decide on the Number of Observations --- Consider Using Video --- Determining the Cause of an Error and its Resolution --- Errors Due to Individual, Task, or Environmental Constraints --- Comprehension Errors --- Response Selection Errors --- Execution Errors --- Sensory Errors --- Should the Error Be Corrected? --- Is the Learner Capable? --- How Much Time is Needed? --- Is the Learner Motivated to Make the Correction? --- Putting it into Practice --- Learning Situation: Learning the Indirect Pass in Hockey --- Correcting Errors --- Types of Feedback --- Functions of Augmented Feedback --- Error Correction --- Motivation --- Reinforcement --- Sources of Augmented Feedback --- Auditory Sources --- Biofeedback --- Visual Displays and Observational Interventions --- Equipment and Drills --- Content of Augmented Feedback --- Error Versus Correct Feedback --- Descriptive Versus Prescriptive Feedback --- Precision of Augmented Feedback --- Frequency of Augmented Feedback --- The Guidance Hypothesis --- Feedback Frequency Reduction Strategies --- Timing of Augmented Feedback --- Feedback-Delay Interval --- Post-Feedback Interval --- Manipulating Task Constraints --- Putting it into Practice --- Learning Situation: Rehabilitation of an Ankle Sprain --- A Look Ahead --- Focus Points --- Epilogue: Teaching Scenarios --- Scenarios --- Physical Education --- Rehabilitation ---  --- Physical Education Scenario --- Rehabilitation Scenario
N2  - "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"--
ER  -