Description
Chapter 1. Introduction to Motor Learning and Performance How Skills Are Studied Why Study Motor Skills? The Science of Motor Learning and Performance Focus on Research 1.1 Paul M. Fitts Focus on Research 1.2 Franklin M. Henry Defining Skills Components of Skills Classifying Skills Measuring Skilled Performance Understanding Performance and Learning Summary HKPropel Activities Part I. Principles of Skilled Performance Chapter 2. Processing Information and Making Decisions The Mental Side of Human Performance The Information-Processing Approach Focus on Application 2.1 Intent to Blow Whistle Rule in the NHL Reaction Time and Decision-Making Focus on Research 2.1 Hick's Law Focus on Application 2.2 Population Stereotypes Focus on Research 2.2 Studying the Expert Advantage Focus on Application 2.3 Cost-Benefit of Anticipating in Sprint Starting Errors in Decision-Making Memory Summary HKPropel Activities Chapter 3. Attention and Performance Information-Processing Limitations Focus on Application 3.1 William James on Attention What Is Attention? Attentional Limitations in Stimulus Identification Focus on Research 3.1 A Stroop-Like Effect in Basketball Attentional Limitations in Response Selection Focus on Research 3.2 Distracted-Driving Research Attentional Limitations in Movement Programming Focus on Research 3.3 The Double-Stimulation Paradigm Attentional Focus During Action Decision-Making Under Stress Focus on Application 3.2 Driver Panic and Unintended Acceleration Summary HKPropel Activities Chapter 4. Sensory Contributions to Skilled Performance Feedback Processing in Motor Control Sources of Sensory Information Focus on Application 4.1 When Vision Distorts Performance Processing Sensory Information Focus on Application 4.2 Force Escalation Between Siblings Vision and Motor Control Focus on Research 4.1 Blindsight Reveals Dorsal and Ventral Stream Processing Focus on Research 4.2 Gaze Control and the Quiet Eye Audition and Motor Control Summary HKPropel Activities Chapter 5. Motor Programs Motor Control of Brief Actions Motor Program Theory Evidence for Motor Programs Focus on Research 5.1 The Henry-Rogers Experiment Focus on Application 5.1 Checked Swings in Baseball Focus on Research 5.2 Initiating a Motor Program Motor Programs and the Conceptual Model Problems in Motor Program Theory: Novelty and Storage Generalized Motor Program Theory Focus on Research 5.3 Invariances and Parameters Focus on Application 5.2 Relative-Timing Biometrics Focus on Application 5.3 The Stereo System Analogy Summary HKPropel Activities Chapter 6. Principles of Speed, Accuracy, and Timing Controlling Simple Movements Fitts' Law Focus on Research 6.1 Fitts' Tasks Focus on Application 6.1 Trading Off Speed and Accuracy Focus on Application 6.2 Fitts' Law in Daily Activities Schmidt's Law Exceptions to Fitts' and Schmidt's Laws Applying the Principles: Baseball Batting Summary HKPropel Activities Chapter 7. Performance of Complex Movements Differing Approaches to Understanding Coordination The Differential Approach Focus on Application 7.1 The Relative-Age Effect The Ecological Approach Focus on Research 7.1 Head-Arm Coordination in Golf Putting Focus on Application 7.2 Usain Bolt Versus Tyson Gay Focus on Research 7.2 Relative Phase: An Index of Coordination Summary HKPropel Activities Part II. Principles of Skill Learning Chapter 8. Introduction to Motor Learning Concepts and Methods in Research and Application Motor Learning Defined How Is Motor Learning Measured? Focus on Research 8.1 Learning Curves: Facts or Artifacts? Distinguishing Learning From Performance Focus on Application 8.1 Self-Assessments of Learning Transfer of Learning Summary HKPropel Activities Chapter 9. The Motor Learning Process Practice, Retention, and Transfer Two Principles of Practice Focus on Research 9.1 The 10,000-Hour Rule Myth Focus on Application 9.1 Learning Versus Performance During Practice Benefits of Practice Retention of Skill Transfer of Skill Focus on Application 9.2 From Esport to Real Sport Summary HKPropel Activities Chapter 10. Organizing and Scheduling Practice How the Structure of Practice Influences Learning Distribution of Practice Variability in Practice Focus on Research 10.1 Especial Skills: An Exception to Variable Practice? Focus on Research 10.2 Impact of Shea and Morgan Motivation for Learning Observational Learning and Mental Practice Focus on Application 10.1 Mental Practice in Stroke Rehabilitation Focus on Application 10.2 Practice Distribution Revisited Summary HKPropel Activities Chapter 11. Augmented Feedback How Supplemental Feedback Influences Learning Feedback Classifications Functions of Augmented Feedback Focus on Research 11.1 Early Views on How Augmented Feedback Works What Feedback to Give How Much Feedback to Give Feedback Timing Focus on Application 11.1 Physical Guidance in Stroke Rehabilitation Focus on Application 11.2 Physical Guidance in Learning to Swim Summary HKPropel Activities Chapter 12. Theoretical Perspectives on Motor Learning Understanding How Learning Occurs Stage Theories Adams' Closed-Loop Theory Schema Theory Challenge Point Framework Dynamic Pattern Theory Constraints-Based Framework OPTIMAL Theory Summary HKPropel Activities
Timothy D. Lee, PhD, is a professor emeritus in the department of kinesiology at McMaster University in Hamilton, Ontario. He has published extensively in motor behavior and psychology journals since 1980, has served as an editor for the Journal of Motor Behavior and Research Quarterly for Exercise and Sport, and has been an editorial board member for Psychological Review. Before his retirement, his research was supported primarily by grants from the Natural Sciences and Engineering Research Council of Canada. Lee has been a member, secretary-treasurer, and president of the Canadian Society for Psychomotor Learning and Sport Psychology (SCAPPS) and a member of the North American Society for the Psychology of Sport and Physical Activity (NASPSPA), the Psychonomic Society, and the Human Factors and Ergonomics Society. In 1980, he received the inaugural Young Scientist Award from SCAPPS, and in 2011 he was named a fellow of the society-its highest honor. He was named an international fellow by the National Academy of Kinesiology in 1999 and awarded the Distinguished Scholar Award by NASPSPA in 2017. His leisure-time passions include golf and music. Richard A. Schmidt, PhD (1941-2015) was a professor emeritus in the department of psychology at UCLA. At the time of his death, Schmidt ran his own business, Human Performance Research, conducting research and consulting in the area of human factors and human performance. Widely acknowledged as one of the leaders in research on motor behavior, he had more than 40 years of experience in motor learning and performance. The originator of both schema theory and impulse-variability theory (also called Schmidt's law), he founded the Journal of Motor Behavior in 1969 and was editor for 11 years. He authored the first edition of Motor Control and Learning in 1982 and the first edition of this book, Motor Learning and Performance, in 1991. Schmidt was highly recognized for his contribution of a lifetime of research and writing. He received honorary doctorates from the Catholic University of Leuven in Belgium in 1992 and the Universite Joseph Fourier in France in 1998. He was a longtime member of the North American Society for the Psychology of Sport and Physical Activity (NASPSPA), where he served as president in 1982 and received the organization's two highest honors: the Distinguished Scholar Award (for lifetime contributions to research in motor control and learning) in 1992 and the President's Award (for significant contributions to the development and growth of NASPSPA) in 2013. He was also a member of the Human Factors and Ergonomics Society and the Psychonomic Society and received the C.H. McCloy Research Lectureship from the American Alliance for Health, Physical Education, Recreation and Dance. His leisure-time passions included sailboat and Porsche racing.