Motor Learning

Code:

314

Acronym:

AM

Instance: 2012/2013 - 1S

Active?	Yes
Web Page:	http://moodle.up.pt/course/view.php?id=2325
Course/CS Responsible:	Sports Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCD	167	First Degree in Sports Sciences (2011/2012)	3	-	6	60	162

Teaching language

Portuguese

Objectives

Motor Learning considers the internal processes associated with practice or experience leading to a relatively permanent gain the motor performance.
In this course, the study of controlled and deliberate alteration of behavior will be addressed from an ecological perspective (Krebs, 1995), considering this modification as the product of individual interaction with the environment. This interaction is guided by principles of human and scientific development, in the way that the issues considered in Motor Learning are address through procedures appropriate to the framework in question (Motor Learning in a framework of physical education, Motor Learning within a framework of training, Motor Learning within a framework of exercise and health or Motor Learning in a framework of populations with special needs).
Motor Learning should be aimed at the understanding of learning processes and learning conditions, education and practice that lead to success in the acquisition and performance of motor skills (Singer, 1990). Motor Learning, whether in scientific research, or in the academic context, should take into account the areas with which, in a certain way, Motor Learning establishes relations. According to Singer (1990), Pedagogy, Motor Control, Psychology of Sport, Psychomotor domain or Biomechanics are some of these areas.

The contents of the Motor Learning course are based on four fundamental areas:
- Introduction to motor performance and motor learning
- Fundamental concepts of motor performance
- Foundations of Motor Learning
- Integration and application of the motor performance and Motor Learning principles.

Aims of the course

- To understand the Motor Learning as area of study of the Sport Sciences, as well as the basic terminology used and its application in the sports practice.
- To know the theories, the processes and the mechanisms of the Motor Learning and to understand the importance of the study of the individual differences for the motor skills performance.
- To associate the concepts learned in the scope of the Motor Learning with others acquired in related courses that, in a transversal or vertical positioning, present affinities with the one of Motor Learning.

Program

1. History of Motor Learning: Origins of the field and important researchers
2. Systems of motor control
2.1 Introduction
2.2 “Classical” theories of learning
2.3 Adams’ closed-loop control system
2.4 Schmidt’s open-loop control system
2.5 Dynamic systems
3. Introduction to motor performance and motor learning
3.1 Introduction
3.2 Concepts of: motor behavior, motor learning, latent learning, motor control, performance, motor skill; motor ability.
3.3 Motor skill classification
3.4 Stages of motor learning
3.5 Situation-based approach to motor performance and learning
3.6 Individual differences and motor abilities
4. Processing information and making decisions
4.1 Introduction
4.2 Information-processing approach
4.3 Reaction time and decision making
4.4 Attention and learning
4.5 Memory and learning
5. Preparation for learning
5.1 Introduction
5.2 Defining goals of learning
5.3 Transfer of learning
5.4 The learner
6. Supplementing the learning
6.1 Introduction
6.2 Verbal instructions and demonstration
6.3 Forms of rehearsal
7. Structuring the learning
7.1 Introduction
7.2 Practice variability and contextual interference
7.3 The amount and distribution of practice
7.4 Whole and parts practice: concepts of complexity and organization; concepts of fractionalization, segmentation and simplification
7.5 Mental practice and imagery ability
8. Feedback (FB) in learning
8.1 Introduction
8.2 Classification: intrinsic or sensory FB (vision, proprioception, auditory and cutaneous/tactile) and extrinsic or augmented FB (knowledge of results and knowledge of performance)
8.3. Properties of extrinsic FB: motivational (operant learning), reinforcement (negative reinforcement, punishment, positive reinforcement, intermittent reinforcement), informational, dependency-producing
8.4. Practical considerations when providing information FB: whether to give FB; what information to give (program FB, parameter FB, descriptive FB, prescriptive FB, attentional cueing); how much information to give (summary FB, average FB); how precise to make FB (constant error, bandwidth FB); how often to give FB (absolute FB frequency, relative FB frequency, instantaneous FB, delayed FB)
9. Evaluation of learning
9.1 Introduction
9.2 Performance curves: linear, sigmoid, positive accelerated, negative accelerated, soil curve and ceiling curve.
9.3 Outcome measures and process measures
9.4 Error measures: absolute, constant and variable errors
9.5 Deciding when and how often to assess progress


Main References:
Clark, J.E. & Oliveira, M.A. (2006) Motor behavior as a scientific field: A view from the start of the 21st century. Brazilien Journal of Motor Behavior, 1 (1), 1-19.
Magill, R.A. (2007) Motor learning and Control: Concepts and Applications (8ª ed.). New York: Mc Graw Hill.
Schmidt, R.A. & Wrisberg, C.A. (2008) Motor learning and performance. A situation-based learning approach (4ª ed.). Champaign, Ill: Human Kinetics.
Utley, A. & Astill, S. (2008) Motor control, learning and development. NY: Taylor and Francis.

Mandatory literature

Magill, Richard A.; Motor learning and control. ISBN: 978-0-07-110697-9
Schmidt Richard A.; Motor control and learning. ISBN: 0-88011-484-3
Tani Go; Aprendizagem motora
Tani Go 340; Comportamento motor
Vasconcelos Olga 340; Estudos em desenvolvimento motor da criança III. ISBN: 978-972-8687-47-2
Barreiros Joao M. P.; Aprendizagem motora
Utley Andrea; Motor control, learning and development. ISBN: 978-0-415-39139-9
Rosenbaum David A.; Human motor control. ISBN: 978-0-12-374226-1

Complementary Bibliography

Teixeira Luís Augusto; Controle motor. ISBN: 85-204-2264-0
Guedes Maria da Graça Sousa 340; Aprendizagem motora. ISBN: 972-735-084-4
Godinho Mário 070; Controlo motor e aprendizagem. ISBN: 972-735-067-4

Teaching methods and learning activities

Theoretical component: expositive form, through audiovisuals. In the theoretical lessons the contents are transmitted of essentially expositive form, being used the audiovisuals with the goal to improve the process of transmission of the theoretical contents. Between these ways the data show will be used, with other software. This is a simple and motivated way to transmit the contents. When justified, this kind of presentation is followed of practical examples or situations and results are analyzed and discussed. It is still intended to create habits of a permanent reflection on the contents that are transmitted, as well as relating them with the contents of the other curricular areas with affinities with Motor Learning discipline. From the reflection, it is looked to create debate moments.
Practical component: experience and analysis of practical situations in the Laboratory context. The practical lessons occur in little groups. The students actively participate in the familiarization with some instruments and procedures of research in the scope of the Motor Learning. These lessons also look for to clarify, in the practical sense, some of the problems raised in the theoretical lessons, thus constituting a way to deepen these questions.
The education methods still include the access to the component on-line of discipline (platform of e-learning), in order to create habits of research, reflection and communication in the scope of the contents that go being transmitted.

Software

Plataforma Moodle
SPSS

keywords

General programmes > Basic programmes > Basic programmes
Health sciences
Social Sciences, Commerce and Law > Basic programmes
General programmes > Basic programmes
General programmes > Basic programmes

Evaluation Type

Evaluation with final exam

Eligibility for exams

The evaluation of the level of theoretical and practical knowledge of students will be based on the standards in force at the University of Porto and the directives issued by the Council of Teaching FADEUP.
The faults are subject to the General Standards for Evaluation of Faculty.

In order to access the final exam, students will have to meet the following criteria:
i) Presence of at least 75% of classes taught (theoretical and practical);
ii) Minimum rating of 9.5 on the work of the practical component.

It has often waiving the classroom and the student who has obtained, in one and in another case in the previous school year. Likewise, the student in previous school year, has received positive ratings in the work of the practical component of UC is also exempt from the conduct of this school year, but only to attend the final exam. In the case of new failure, the student will comply with all UC requirements: minimum attendance to theoretical and practical components, practical work and final exam.

Are exempted from verification of the conditions of attendance provided by law, including workers and students athletes included in the legislation on high competition. Students who fail to ensure the presence in the minimum number of classes indicated above, should contact the responsible course within 15 days after lecionação the first class, so you can set an alternative plan of training and evaluation.

Calculation formula of final grade

Weighted average of the theoretical component (70%) and the practical component (30%).
Theoretical
The evaluation of the level of knowledge acquired in the classroom is through the final exam. The minimum passing grade must be equal to or greater than 9.5, otherwise the student will have to make their written test at the time of appeal.
Structure of exam: multiple choice questions, true and false, and development issues.
Duration of exam: 1.5 hours
The theoretical evaluation represents 70% of the student's final grade.
Practical component
The evaluation of the practical component refers to the participation punctual, diligent and committed classroom practices and the development of practical work (up to three persons per group).
The evaluation of the practical component represents 30% of final grade student.
Scope of Work
- Development of an empirical study based on the application to a sample of the respective instruments and procedures addressed in the first two classes of laboratory practice. The work must comply with the format of an article empirical and guided by the usual procedures used for writing dissertations, under the rules of the Scientific Council of FADEUP (see http://www.fade.up.pt/biblioteca/_arquivo/ normas_fadeup.pdf and http://www.fade.up.pt/biblioteca/_arquivo/BibliografiaCitacoes.pdf)
- It is intended with this work, familiarize students with the tools, methodologies and laboratory procedures in the field of learning and motor control. The topics to be investigated emanate from content covered in lectures, thus allowing a deeper reflection on the theoretical knowledge of Motor Learning and its embodiment in terms of a case study using traditional scientific method. You want to still create in students habits of research and consultation in libraries and databases, as well as handling a variety of sources and use of documents in foreign languages.
Evaluation of Work
- The practical work is required, the maximum score is 20 and minimum grade values, for approval, is 9.5. Otherwise, the student will not get approval this year, the UC Motor Learning.
- Having obtained approval, the Work is not subject to reformulation in order to improve the final grade. The improvements will be made only by examination.
Scheduling of Work
- Week 3-7 October: pick of the bunch
- Weeks 10-21 October: choice of theme
- Until December 16 at 18.00: Submission of a paper copy, bound with rings
- Until December 18 at 23.59h: Job submission in Moodle

Examinations or Special Assignments

Active participation in the Moodle platform, through the consultation of materials, participation in the forums, ask questions of and submission of papers for assessment by the teacher.
Workers, students and high-status competition: students who enjoy these conditions and they can not secure its presence in a minimum of 75% of the lessons have to contact the teacher of the course within two weeks from the date of first class, to be prepared by an alternative plan of formation and evaluation.

Special assessment (TE, DA, ...)

According to the regulations of the University of Porto and the directives issued by the Council of Teaching FADEUP.

Classification improvement

According to the regulations of the University of Porto and the directives issued by the Council of Teaching FADEUP.