ESHE 395: Motor Behavior
Prerequisite: PSYC 121; minimum 2.5 cumulative GPA
Credit Hours: (3)
Provides essential knowledge about the process of learning and performing motor skills. Studies the process of change in the ability of a person to perform a motor skill as a result of deliberate practice. Students are also expected to understand the psychological factors contributing to performance. Combining motor learning and sport psychology principles, students are expected to design practice and performance conditions that optimize the learning and performance of sport and movement skills in their area of study.
Detailed Description of Content of Course
The course emphasizes the most critical concepts and Principles of motor skill learning and performance. Students will be expected to understand and apply. This core knowledge as instructors, including:
1. How do people get better at motor skills.
2. What is good performance?
3. What kind of practice facilitates learning?
4. What kind of skill instruction facilitates learning?
5. What kind of instructor feedback facilitates learning?
6. How do individuals differ in learning a motor skill?
7. How are individuals motivated to persist in practice?
8. How do self-confidence and self-efficacy issues influence the learning process?
9. How do attentional issues influence learning?
10. Should competition or cooperation be emphasized in practice?
Detailed Description of Conduct of Course
Various instructional methodologies will be used for this Course. Instructional emphasis is on theory-to-practice. Lecture will be accompanied by extensive use of demonstrations and case studies. Individual and group labs will be employed to demonstrate and apply concepts and principles. Students will be required to work through scenarios and problems in small and large groups. Interpretation and discussion of course readings will be required both orally and in written form. Demonstrations and labs will emphasize the integration of technology within instruction, highlighting appropriate usage to enhance motor skill learning. AS a 4-hour course, increased emphasis is placed on laboratory and field assignments, as well as extensive integration of reading and technology.
Goals and Objectives of the Course
1. Demonstrate appropriate measurement/assessment principles motor skill learning and performance.
2. Explain the process of learning through stages and characteristics.
3. Detail the relationship between learning style preferences and instruction.
4. Demonstrate the influence of several variables on the decision-making aspect of skill.
5. Interpret current research on practice repetitions and apply to real-life practice situations.
6. Manipulate several practice variables to maximize motor skill learning.
7. Demonstrate and explain motor skills using sound learning principles of learning.
8. Manipulate and demonstrate instructional feedback using sound principles of learning.
9. Explain the relationship between individual differences and motor skill performance, including the value of predicting eventual skill levels.
10. Distinguish between conditions which provide for positive, negative, or neutral transfer of learning.
11. Explain the principles of motivation in motor skill learning and performance.
12. Design practice conditions which are sensitive to the motivational characteristics of students.
13. Apply appropriate goal setting techniques to improve learning and performance.
14. Detail the connection between self-efficacy, self-confidence and motor learning and performance.
15. Detail the connection between arousal, anxiety and motor learning and performance.
16. Analyze, critique, and evaluate live performances in attempt to increase learning.
17. Appropriately integrate technology with instructions to enhance learning and performance.
Assessment Measures
Written exams, lab experiences and presentations, small group assignments and case studies, and written interpretations and assignments.
Other Course Information
None
Review and Approval
September 2002 Reviewed Jon Poole
May, 2011
