Motor Learning

Code:

314

Acronym:

AM

Instance: 2009/2010 - 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	211	Plano de Estudos a partir de 2008	3	-	6	60	162
		Licenciatura em Ciências do Desporto	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. Introduction to motor performance and motor learning
2.1 Introduction
2.2 Concepts of: motor behavior, motor learning, latent learning, motor control, performance, motor skill; motor ability.
2.3 Motor skill classification
2.4 Stages of motor learning
2.5 Situation-based approach to motor performance and learning
2.6 Individual differences and motor abilities

3. Processing information and making decisions
3.1 Introduction
3.2 Information-processing approach
3.3 Reaction time and decision making
3.4 Attention and learning
3.5 Memory and learning

4. Systems of motor control
4.1 Introduction
4.2 “Classical” theories of learning
4.3 Adams’ closed-loop control system
4.4 Schmidt’s open-loop control system
4.5 Generalized motor systems

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
6.1 Introduction
6.2 Practice variability and contextual interference
6.3 The amount and distribution of practice
6.4 Whole and parts practice: concepts of complexity and organization; concepts of fractionalization, segmentation and simplification
6.5 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 340; Comportamento motor
Tani Go; Aprendizagem motora
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
Godinho Mário 070; Controlo motor e aprendizagem. ISBN: 972-735-067-4
Guedes Maria da Graça Sousa 340; Aprendizagem motora. ISBN: 972-735-084-4

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

Evaluation Type

Evaluation with final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	56,00
	Total:	-	0,00

Eligibility for exams

The evaluation includes two components: a theoretical and practical one.

Theoretical component. The evaluation of the level of knowledge acquired in the theoretical lessons is assessed by a final examination, with the minimum classification of 9.5 values. In contrary, the student will make another written test.
The theoretical evaluation represents 70% of the student final classification.

Practical component. The practical component evaluation refers to dynamic participation in practical classes and the preparation of a written work using the scientific research methodology based on one of the topics covered in theoretical lessons. The work can be performed individually or in groups of two or three students. It should be guided by standard procedures used for writing dissertations according to the rules of the scientific board of the FADEUP. This practical work intends, through the use of laboratory resources and instruments, a further reflection of theoretical topics covered in theoretical class and aims to create in students habits of research in the libraries and in the international data bases, as well as handling multiple sources and use documentation in a foreign language.
The evaluation of the practical component represents 30% of the student final classification.

Calculation formula of final grade

(0,70 x exam classification) + (0,30 x practical work classification)