Motor Learning and Performance w/Web Study Guide - 4th Edition: A Situation-Based Learning Approach / Edition 4

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The student-friendly fourth edition of Motor Learning and Performance: A Situation-Based Learning Approach expands on the fundamentals of motor performance and learning, providing valuable supporting literature and current research results in an accessible and engaging format. This text goes beyond simply presenting the latest research. Instead, Schmidt and Wrisberg challenge students not only to grasp but also to apply the fundamental concepts of motor performance and learning via a unique situation-based approach. Movement practitioners using this approach continually ask three basic questions to assist people in motor learning: who (the person learning or performing), where (the context for learning or performing), and what (the task being learned or performed). By working through situation-based exercises and case studies, students learn how to ask appropriate questions, identify solutions, and support their answers with theory or research.

Motor Learning and Performance: A Situation-Based Learning Approach outlines the principles of motor skill learning, develops a conceptual model of human performance, and shows students how to apply the concepts of motor learning and performance to a variety of real-world settings, including teaching, coaching, the design of performer-friendly equipment and work environments, rehabilitation, and everyday motor skill learning. Straightforward explanations of motor skill concepts and accompanying research are reinforced with both ordinary and extraordinary examples of motor skill activities, such as driving a car, playing the banjo, and mountain climbing. By applying the concepts of motor learning to familiar scenarios, the material comes alive for students, leading to better retention of information and greater interest in the application of motor performance and learning in their everyday lives and future careers.

More than 76 new references, exercises, updated figures and photos, and improved chapter features make the fourth edition of Motor Learning and Performance: A Situation-Based Learning Approach the most user-friendly edition to date. Each chapter is organized to include an outline listing the major topics to be presented, objectives that alert students to key content for mastery, an opening case study that previews the content within the context of a real-life example, research highlight boxes to provide more detailed descriptions of important experiments and concepts, and a running glossary for instant definitions of terms as they are introduced in the text. In addition, the authors make the text even more reader friendly with these elements:

-It Depends sections require students to identify factors that might influence motor performance and learning situations.

-From Principles to Practice sections simplify self-testing of key terms by reviewing and providing exercises to apply the information to real-life situations.

-Special notes with interesting facts and quotes provide supplemental information.

-A summary with a compilation of important concepts wraps up each chapter.

-Four additional in-depth case studies are featured in the final chapter.
New and convenient online instructor resources are also available to course adopters of this updated text. The ancillary materials include an expanded instructor guide with chapter summary notes and additional situation-based exercises for class discussion, a presentation package of PowerPoint slides for lectures, and a test bank.

Motor Learning and Performance: A Situation-Based Learning Approach, Fourth Edition, continues to combine a conceptual model of human performance with a situation-based learning approach, making comprehension of the principles of motor performance and learning accessible even for readers with little or no knowledge of physiology, psychology, statistical methods, and other basic sciences. In combination with the additional instructor resources and new online student study guide with lab activities, this text will help gradually shift responsibility for learning and applying the information to the student and discourage memorization and regurgitation. There is no better introduction to the fascinating field of motor learning and its many applications in the real world.

Includes an online study guide!

To assist students using the text, Motor Learning and Performance, Fourth Edition, has a companion online student study guide with lab activities that bring the material to life for students. Students will receive free access to the study guide with the purchase of a new text, or it may be purchased as a separate component. The online study guide will help students understand and apply theories and research findings with the following tools:

-Key concepts, key terms, and review questions for each chapter

-Situation-based exercises to solve, each with two different student responses, an evaluation of each response, and a challenge for students to provide their own responses to the exercise on the worksheet template provided (30 total)

-Practical laboratory activities, with chapter-related questions, examples, tables, and other relevant learning activities that may be printed out and handed in (20 total)

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Editorial Reviews

Doody's Review Service
Reviewer: Terry L Grindstaff, DPT, ATC, SCS, CSCS (University of Virginia Health System)
Description: This fourth edition of an introduction to the principles of motor learning and performance includes updated references, more student friendly exercises at the end of each chapter, and an online study component. The third edition of this book, which was first published in 1991, was published in 2004.
Purpose: The purpose is to provide an introduction to motor learning via a conceptual model with a situation-based learning approach. Each chapter has outlined specific learning objectives.
Audience: As an introductory book, this is aimed primarily at undergraduate students in physical education, exercise science, kinesiology, biomechanics, psychology, or professional programs such as physical therapy, occupational therapy, or athletic training. Both authors are well respected in their fields and have published extensively.
Features: The book's four parts broadly cover an overview of motor performance and learning, principles of skilled performance, principles of skilled learning, and integration/application. Each chapter uses a number of visual aids (graphs, flow charts) to further clarify written concepts. A unique aspect of the book is the number of questions presented in each chapter that require readers to apply information to theoretical situations. Chapters conclude with terminology and essay type questions, and additional application exercises. Answers for terminology questions are located in the appendix. An extensive reference list and index end the book.
Assessment: Undergraduate students will appreciate the introductory information, practical applications, and updated references which make the fourth edition necessary. Students may find this book is of similar quality and easier to read than Motor Learning and Control: Concepts and Applications, 8th edition, by Magill (McGraw-Hill, 2006).
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Product Details

  • ISBN-13: 9780736069649
  • Publisher: Human Kinetics Publishers
  • Publication date: 10/19/2007
  • Edition description: REV
  • Edition number: 4
  • Pages: 416
  • Sales rank: 490,886
  • Product dimensions: 8.70 (w) x 11.30 (h) x 1.20 (d)

Meet the Author

Richard A. Schmidt, PhD, heads his own consulting firm, Human Performance Research, in Marina del Rey, California, where he researches issues in human performance, human factors, and ergonomics. He is also a professor emeritus of psychology at the University of California at Los Angeles. Known as one of the research leaders in motor behavior, Dr. Schmidt has 35 years of experience and has published widely in his field.

The originator of schema theory, Dr. Schmidt founded the Journal of Motor Behavior and was its editor for 11 years. He authored the first edition of Motor Control and Learning in 1982 and Motor Learning and Performance in 1991, and he has since followed up with new editions of both books.

Dr. Schmidt is a member of the North American Society for the Psychology of Sport and Physical Activity (NASPSPA), the Human Factors and Ergonomics Society, and the Psychonomic Society. He has received honorary doctorates from the Katholieke Universiteit Leuven in Belgium and Université Joseph Fourier in France for contributions to his research field. Dr. Schmidt has served as president of NASPSPA, and he received the C.H. McCloy Research Lectureship from the American Alliance for Health, Physical Education, Recreation and Dance.

Dr. Schmidt's leisure-time activities include sailboat racing, swimming, and automobile racing.

Craig A. Wrisberg, PhD, is a professor of sport psychology at the University of Tennessee at Knoxville, where he has taught since 1977. During the past 30 years Wrisberg has published more than 90 refereed research articles and book chapters on the topics of anticipation and timing in performance, knowledge of results and motor learning, and the role of cognitive strategies in sport performance. His book Skill Instruction for Coaches is one of the volumes included in the American Sport Education Program (ASEP) Silver Level sport science curriculum. He earned his PhD with a specialization in motor learning from the University of Michigan and has focused his teaching, research, mentoring, and consulting in the field of applied motor learning and sport psychology.

A former president of both the Association for Applied Sport Psychology (AASP) and the North American Society for the Psychology of Sport and Physical Activity, Wrisberg is a fellow of AASP as well as the American Academy of Kinesiology and Physical Education. In 1982 he received the Brady Award for Excellence in Teaching, and in 1994 the Chancellor's Award for Research and Creative Achievement, both from the University of Tennessee at Knoxville.

In addition to his teaching and research, Wrisberg provides performance consulting for college and professional athletes in a variety of sports. In his work with athletes, he applies many of the concepts and principles covered in this edition of Motor Learning and Performance using the situation-based learning approach on a consistent basis.

Wrisberg enjoys several outdoor activities, including tennis, canoeing, and hiking in the Great Smoky Mountains. He and his wife, Sue, live in Knoxville, Tennessee.

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Table of Contents


Part I: An Introduction to Motor Performance and Learning

Chapter 1. Getting Started
Motor Skill: What Is It?
The Chicken and the Egg: Motor Performance and Motor Learning
A Situation-Based Approach to Motor Performance and Learning
From Principles to Practice

Chapter 2. Processing Information and Making Decisions
Information-Processing Approach
Reaction Time and Decision Making
Information Processing Under Different Time Constraints
Information Processing Under Conditions of High and Low Arousal and Anxiety
Attention Capacity: A Limitation to Information Processing
Three Memory Systems
From Principles to Practice

Part II: Principles of Human Skilled Performance

Chapter 3. Sensory Contributions to Skilled Performance Preview
Sources of Sensory Information
Closed-Loop Control Systems
Reflexive Modulations in Movement Skills
Role of Two Visual Systems in Movement Control
Visual Control of Motor Performance Summary
From Principles to Practice

Chapter 4. Movement Production and Motor Programs
Chapter Outline
Preview Overview
Motor Program Theory
Open-Loop Control Within the Conceptual Model
Generalized Motor Programs
From Principles to Practice

Chapter 5. Principles of Motor Control and Movement Accuracy Preview
Relative Timing
Determinants of Accuracy in Rapid Movements
Combining the Principles: A Batting Example
From Principles to Practice
Chapter 6. Individual Differences and Motor Abilities
Concept of Individual Differences
Abilities and Capabilities
From Principles to Practice

Part III: Principles of Skill Learning

Chapter 7. Preparing for the Learning Experience
Defining the Learning Experience
The Learner
Assessing Progress
From Principles to Practice
Chapter 8. Supplementing the Learning Experience
Preliminary Considerations
Skill Presentation Techniques
Forms of Practice
From Principles to Practice

Chapter 9. Structuring the Learning Experience
Practicing Several Different Skills
Practicing Several Versions of the Same Skill
Random or Blocked Practice Versus Varied or Constant Practice
Combining Random and Varied Practice
Practicing for Consistent and Varied Stimulus-Response Mapping
From Principles to Practice

Chapter 10. Providing Feedback During the Learning Experience
Classifying Feedback
Properties of Extrinsic Feedback
Practical Considerations When Providing Information Feedback
From Principles to Practice

Part IV: Integration and Applications

Chapter 11. Facilitating Learning and Performance
A Working Strategy for Providing Instructional Assistance
Four Case Studies
Assessment of Learner Progress

Chapter 12. Applying the Principles of Skill Learning
Now It's Your Turn
An Example
A Final Comment

About the Authors

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