|Based on the latest field research, Motor Learning and Development explains how motor development affects motor learning and provides a framework for establishing programmes that provide skill acquisition for all learners. |
This unique, undergraduate text serves as a primary resource for integrating this wide range of subject material into a single course.
Motor Learning and Development examines the development of movement skill in humans from infancy to older adulthood and investigates how differing motor, cognitive and social abilities affect when, why and how an individual learns motor skills.
It provides an excellent framework for understanding both motor learning and motor development, as well as the ways in which each affects the other.
By providing a thorough understanding of the factors that drive the development of motor skills throughout the life span, Motor Learning and Development assists both student and practicing teachers in providing movement skills to learners of any age and skill level.
Part I. Motor Behaviour: Theory and foundational concepts
Chapter 1. Perspectives in motor behaviour
Chapter 2. Classifying motor skills
Chapter 3. Stages of skill acquisition
Chapter 4. Methodological considerations
Part II. Motor Development: Childhood and Adolescence
Chapter 5. Fundamental skills in childhood
Chapter 6. Structural constraints in childhood and adolescence
Chapter 7. Functional constraints of thinking, knowing and processing
Chapter 8. Functional constraints of psychosocial-affective development
Part III. Motor Development: Adulthood and Ageing
Chapter 9. Movement in adulthood
Chapter 10. Structural constraints in adulthood
Chapter 11. Functional constraints in adulthood
Part IV. Motor Learning: Designing appropriate programmes
Chapter 12. Physical, affective and instructional factors
Chapter 13. Pre-practice considerations
Chapter 14. Practice
Chapter 15. Detecting and correcting errors
Conclusion. Devising a Plan
| About the authors|
Pamela S. Haibach, PhD, is associate professor in the department of kinesiology, sport studies and physical education at the College at Brockport, State University of New York. She is also co-ordinator of the kinesiology major and the study abroad programmes for four majors in the kinesiology, sport studies and physical education department at the College at Brockport. Her teaching and research, including descriptive and intervention studies, focuses on performance, learning, postural control and balance. Her research has spanned from children to older adults, including developing individuals, individuals with disabilities and other special populations.
Greg Reid, PhD, is a professor in the department of kinesiology and physical education at McGill University in Montreal. A former primary school physical education teacher and long-time youth coach in ice hockey and baseball, Reid graduated in adapted physical activity, motor learning and special education. As a teacher and researcher, Reid maintains a strong focus on theory-to-practice applications. He has taught motor development since 1986 and has conducted research since 1978 in the areas of performance, learning and development, ranging from children to older adults and including the study of individuals with and without disabilities.
Douglas H. Collier, PhD, is associate professor in the department of kinesiology, sport studies and physical education as well as the co-coordinator of the teacher certification major at the College at Brockport, State University of New York. Collier was a delegate to the Jasper talks (1985), a significant policy workshop that became the catalyst to Collier's career-long interest in motor development. For the past three decades, his research agenda has examined, with an emphasis on theory to practice, various facets of motor development that are relevant to the education of typically developing children and those with identifiable disabilities. Collier has presented his research at multiple national and international conferences concerned with the study of motor development and pedagogy.
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Supplementary Instructional MaterialsAll ancillary materials are FREE to course adopters and are available online
The test package includes more than 370 questions in multiple-choice, true-or-false, and short-answer questions that instructors can use to build tests and quizzes.
Sorted by chapter, the Image Bank includes more than 100 figures, content photographs and tables taken from the text. These can be used to develop a customized presentation based on specific course requirements.
The Image Bank is also available for separate purchase