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California State University, Chico
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Department of Physical Education and Exercise Science
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PHED 145
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Human Development, Learning and Performance
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| Instructor: |
Traci Ciapponi |
Email: |
tciapponi |
| Office: |
SGYM 103 |
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| Office Phone: |
898-5429 |
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| Office Hours |
MWF 9-11 |
Other Times by appt. |
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| Add / Drop Deadine |
September 15, 2000 |
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| Graduate Assistant: |
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| Laura Jones |
Office Hours: |
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Email: |
lljones |
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| Course overview: |
| This course is designed to provide an analysis of basic principles and concepts related to the acquisition of motor skills. Basic research and principles are discussed in relation to motor learning and performance, including the cognitive and motor principles related to movement behavior, with specific relevance to teaching, coaching, exercise physiology, athletic training, and movement studies. |
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| Required text: |
| Schmidt, R., & Wrisberg, C. (1999). Motor learning and performance: A problem based learning approach. Champaign, IL: Human Kinetics Books. |
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| Required Readings: |
| Boyce, B.A., King,V. (1993). Goal-setting strategies for coaches. The Journal of Physical Education, Recreation & Dance, 2, 65-68. |
| Gallahue, D.L., & Ozmun, J.C. (1995a). In Understanding Motor Development. (3rd ed., pp. 15-25). Madison, WI: Brown and Benchmark Publishers. |
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Gallahue, D.L., & Ozmun, J.C. (1995b). In Understanding Motor Development. (3rd ed., pp. 79-98). Madison, WI: Brown and Benchmark Publishers.
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| Gallahue, D.L., & Ozmun, J.C. (1995c). In Understanding Motor Development. (3rd ed., pp. 223-282). Madison, WI: Brown and Benchmark Publishers. |
| Graham, G., Holt/Hale, S.A., & Parker, M. (1998). In Children moving: A reflective appraoch to teaching physical education (4th ed., pp. 87-97). Champaign, IL: Human Kinetics Books. |
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Green, L.B. (1992). The use of imagery in the rehabilitation of injured athletes. The Sport Psychologist, 6, 416-427.
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Haywood, K.M. (1987). In Motor Development. (Vol. 6, pp. 5-20). Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance.
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| Haywood, K.M. (1993a) In Lifespan Motor Development. (2nd ed., pp. 87-118). Champaign, IL: Human Kinetics Books. |
| Haywood, K.M. (1993b) In Lifespan Motor Development. (2nd ed., pp. 119-124). Champaign, IL: Human Kinetics Books. |
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Hall, K. G., & Magill, R.A. (1995). Variability of practice and contextual interference in motor learning. Journal of Motor Behavior, 27, 299-309.
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| Magill, R.A. (1990). Motor learning is meaningful for physical educators. Quest, 42, 126-133. |
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McCullagh, P., & Meyer, K. N. (1997). Learning versus correct models: Influence of model type on the learning of a free weight squat lift. Research Quarterly for Exercise and Sport, 68, 58-61.
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| Smith, P.J.K., Taylor, S.J., & Withers, K. (l997). Applying bandwidth feedback scheduling to a golf shot. Research Quarterly for Exercise and Sport, 68, 215-221. |
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Wulf, G, Lauterbach, B., & Toole, T. (l999). The learning advantages of an external focus of attention in golf. Research Quarterly for Exercise and Sport, 70, 120-126.
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Wulf, G., & Toole, T. (l999). Physical assistance devices in complex motor skill learning: Benefits of a self-controlled practice schedule. Research Quarterly for Exercise and Sport, 70, 265-272.
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Course Objectives. After completing this course students will be able to:
- Explain the lifespan model of motor development.
- Describe stages of motor development for a variety of motor patterns.
- Identify milestones in early motor development, and landmarks in perceptual motor development.
- Explain the connection and the differences between motor development and motor learning.
- Analyze children’s developmental stages in selected motor patterns, and explain the concepts of within- and between pattern differences.
- Describe the cognitive and motor processes underlying the learning of skills.
- Evaluate the effectiveness of various instructional strategies in motor skill instruction through the understanding of effective task presentation, practice organization and feedback.
- Identify individual differences and motor abilities and their influence on motor learning and performance.
- Develop strategies for designing practice for a variety of populations.
- Critically analyze feedback for skill learning.
- Identify the factors that influence skill learning.
- Identify the way humans process information and make decisions.
- Describe the sensory contributions to skilled performance.
- Describe the principles of motor control and motor accuracy.
- Use and describe different motor learning laboratory equipment.
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| Course evaluation: |
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| Test 1 |
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100 pts. |
| Test 2 |
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100 pts.
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Test 3
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150 pts.
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Term paper/project/presentation
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250 pts.
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Lab
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100 pts.
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Motor development observation/analysis
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100 pts.
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Motor learning observation/analysis
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100 pts.
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In-class projects, discussions and tasks
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50 pts.
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Attendance
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50 pts.
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Total |
1000 pts. |
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970-1000
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A
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810-849
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B-
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650-689
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D+
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930-969
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A-
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770-809
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C+
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610-649
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D
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890-929
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B+
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730-769
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C
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609 and under
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F
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850-889
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B
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690-729
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C-
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| Lab: |
| Throughout the semester there will be 10 lab days. Each of these days are listed on the course syllabi. Each student will attend one lab day per week. During those weeks the class will be split in half. The first half will attend lab on Tuesday from 9:00am to 9:40am and then lecture from 9:50 to 10:45 with the entire class. The second half of the class will have lab on Thursday from 9:00am to 9:40am and then lecture from 9:50 to 10:45 with the entire class. This time change will only occur during the lab weeks. The remainder of the class sessions will occur at the regular class time. Lab assignments are due to Laura by 1pm the day following your lab. |
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| Attendance: |
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You are expected to attend class and lab everyday. Class participation including but not limited to discussions, experiments, and projects are worth 50 points of your grade, which cannot be made up for any reason. Each of you has two (2) class periods for illness or emergencies. The third (3) absence lowers your final grade. Lateness will not be tolerated, therefore two (2) tardies to class will equal one (1) absence. Once discussion or lecture has started and you are not in class, you are late.
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Missed tests, labs and late papers:
- A test or lab cannot be made up unless you have received permission from Laura (lab) or myself (class) before it takes place.
- Papers and outlines are due in class on the scheduled dates. Late work will not be accepted unless you have made an arrangement with Laura (lab) or myself (class) before the scheduled date. However, one letter grade will be deducted for each school day that it is late, even if you have received permission to hand work in at a different time.
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| The following schedule is tentative and subject to change with prior notice. |
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| Day & date |
Topic |
Assignments / due dates |
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Tue. 8-22
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Introduction/overview.
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Thu. 8-24
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Motor development: Terminology, lifespan model.
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Gallahue & Ozmun (1995) (pp. 15-25, 79-98)
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Tue. 8-29
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Early motor behavior.
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Haywood (1993) Chapter 3
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Thu. 8-31
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Perceptual motor development.
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Handout 3
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Tue. 9-5
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Motor behavior during childhood.
Fundamental movement abilities.
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Haywood (1993) Chapter 4
Gallahue & Ozmun (1995) Chapter 11
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Thu. 9-7
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Appearance.
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Haywood (1987)
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Tue. 9-12
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Test 1
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Topic for term paper/ development obs./ teacher effectiveness due |
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Thu. 9-14
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Introduction and overview of motor learning.
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Chapter 1 (3-23)
Magill (1990)
Assign Practitioner Interview
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Tue. 9-19
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Individual differences and motor abilities.
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Chapter 2 (25-39)
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Thu. 9-21
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Individual differences and motor abilities. |
Chapter 2 (39-51)
Practitioner Interview due |
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Tue. 9-26
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Processing information and making decisions.
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Chapter 3 (55-72)
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Thu. 9-28
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Processing information and making decisions.
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Chapter 3 (72-87)
Wulf, Lauterbach & Toole (1999)
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Tue. 10-3
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Sensory contributions to skilled performance
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Chapter 4 (88-102)
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Thu. 10-5
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Sensory contributions to skilled performance
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Chapter 4 (103-121)
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Tue. 10-10
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Observation on your own, developmental stages.
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Thu. 10-12
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Movement production and motor programs.
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Chapter 5 (122-145)
Development obs., due
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Tue. 10-17
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Principles of motor control and movement accuracy.
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Chapter 6 (146-173)
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Thu. 10-19
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Test 2.
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| Tue. 10-24 |
Preparing for the learning experience |
Chapter 7 (174-188)
Boyce & King (1998) |
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Thu. 10-26
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Supplementing the learning experience
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Chapter 8 (200-229)
McCullagh & Mayer (1997)
Green (1992)
Extra Credit Due
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Tue. 10-31
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Structuring the learning experience
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Chapter 9 (230-253)
Hall & Magill (1995)
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| Thu. 11-2 |
Providing feedback during the learning experience |
Chapter 10 (255-266)
Smith, Taylor & Withers (1997)
Wulf & Toole (1999)
Teach effect. obs. due. |
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Tue. 11-7
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Work on Term Paper (No Class)
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Thu. 11-9
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Work on Term Paper (No Class)
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| Tue. 11-14 |
Providing feedback during the learning experience |
Chapter 10 (266-287) |
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Thu. 11-16
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Discussion of teaching observations
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Term paper due
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11-20 to 11-24
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Thanksgiving Break
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| Tue. 11-28 |
Facilitating learning and performance |
Chapter 11 (289-311) |
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Thu. 11-30
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Test 3
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Tue. 12-5
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Motor Learning Activities
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Extra Credit due
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Thu. 12-7
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Motor Learning Activities
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Power Point due
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Tue. 12-12
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Final experience, 12-1:50 PM
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