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Motor Learning and Performance 5th Edition epub With Web Study Guide

Motor Learning and Performance 5th Edition epub With Web Study Guide

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    Please note: This text was replaced with a sixth edition. This version is available only for courses using the fifth edition and will be discontinued at the end of the semester.

    Motor Learning and Performance: From Principles to Application, Fifth Edition With Web Study Guide, describes the principles of motor performance and learning in a style that is accessible even to students with little or no knowledge of physiology, psychology, statistical methods, and other basic sciences. Constructing an easy-to-understand conceptual model of motor performance along the way, this text outlines the principles of motor skill learning, building a strong understanding of how skills are acquired and perfected with practice and showing students how to apply the concepts to a variety of real-world settings. Incorporating familiar scenarios brings the material to life for students, leading to better retention of information and greater interest in practical application of motor performance and learning in their everyday lives and future careers.

    The fifth edition of Motor Learning and Performance features a more streamlined organization, with practice situations integrated directly into chapters rather than appearing at the end of the text, facilitating a stronger link between principles derived from research and practical applications. The addition of author Timothy Lee adds a fresh perspective to the text. Other key changes include the following:

    • An improved web study guide offers a principles-to-application exercise and multiple interactive activities for each chapter, ensuring that students will be able to transfer core content from the book to various applied settings.

    • A full-color interior provides a more engaging presentation.

    • Focus on Research and Focus on Application sidebars deliver more detailed research information and make connections to real-world applications in areas such as teaching, coaching, and therapy.

    • Updates to instructor ancillaries feature the addition of lab activities to the instructor guide and new chapter quizzes that assess students’ mastery of the most important concepts covered in the textbook.

    • Pedagogical aids such as learning objectives, glossary of terms, and Check Your Understanding questions throughout help students stay on track with learning in each chapter.

    Motor Learning and Performance, Fifth Edition, provides optimal student comprehension, offering a strong conceptual understanding of skills and then building on this with the intricacies of skilled motor performance. Part I investigates the principles of human performance, progressively developing a conceptual model of human actions. The focus is mainly on human performance as based on an information-processing perspective. In part II, the text uses the conceptual model to impart an understanding of human motor learning processes. The presentation style remains simple and straightforward for those without extensive backgrounds in motor performance.

    The fifth edition of Motor Learning and Performance: From Principles to Application goes beyond simply presenting research, challenging students not only to grasp but also to apply the fundamental concepts of motor performance and learning. The fifth edition is a valuable tool for anyone who appreciates high-level skilled activity or would like to learn more about how such performances occur.

    Table of Contents

    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: Franklin M. Henry, Father of Motor Behavior Research

    Defining Skills

    Components of Skills

    Classifying Skills

    Focus on Research 1.2: Error Scores in Discrete Tasks

    Focus on Research 1.3: Error Scores in Continuous Tasks

    Understanding Performance and Learning


    Learning Aids

    Part I: Principles of Human Skilled Performance

    Chapter 2. Processing Information and Making Decisions: The Mental Side of Human Performance

    The Information-Processing Approach

    Reaction Time and Decision Making

    Focus on Research 2.1: Donders’ Stages of Processing

    Focus on Research 2.2: Hick’s Law

    Focus on Application 2.1: Light Switches

    Focus on Application 2.2: Strategies for Anticipating

    Focus on Research 2.3: Assessing Anticipation Skills

    Memory Systems


    Learning Aids

    Chapter 3. Attention and Performance: Limitations on Information Processing

    Focus on Application 3.1: William James on Attention

    What Is Attention?

    Limitations in Stimulus Identification

    Limitations in Response Selection

    Focus on Research 3.1: Distracted-Driving Research

    Limitations in Movement Programming

    Focus on Research 3.2: The Double-Stimulation Paradigm

    Decision Making Under Stress

    Focus on Application 3.2: Automotive Panic


    Learning Aids

    Chapter 4. Sensory Contributions to Skilled Performance: Feedback Processing in Motor Control

    Sources of Sensory Information

    Processing Sensory Information

    Focus on Application 4.1: Error Correction in Batting

    Principles of Visual Control

    Focus on Research 4.1: “Blindsight” Reveals Dorsal and Ventral Stream Processing

    Focus on Research 4.2: Gaze Control

    Focus on Application 4.2: Visibility in Nighttime Car–Truck Accidents

    Audition and Motor Control

    Focus on Application 4.3: When Vision Degrades Performance


    Learning Aids

    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 Problems

    Generalized Motor-Program Theory

    Focus on Research 5.3: Invariances and Parameters

    Focus on Research 5.4: Relative Timing in Locomotion

    Focus on Application 5.2: Relative-Timing Fingerprints

    Focus on Application 5.3: The Stereo-System Analogy


    Learning Aids

    Chapter 6. Principles of Speed, Accuracy, and Coordination: Controlling and Timing Movements

    Speed–Accuracy Trade-Offs

    Focus on Research 6.1: Fitts Tasks

    Focus on Application 6.1: Fitts’ Law in Everyday Actions

    Sources of Error in Rapid Movements

    Exceptions to the Speed–Accuracy Trade-Off

    Analyzing a Rapid Movement: Baseball Batting

    Accuracy in Coordinated Actions

    Focus on Application 6.2: Coordination in Golf Putting

    Focus on Research 6.2: Coordination as a Self-Organization Process


    Learning Aids

    Chapter 7. Individual Differences: How People Differ in Their Performance Capabilities

    The Study of Individual Differences

    Abilities versus Skills

    Is There a General Motor Ability?

    Focus on Application 7.1: The Babe (Mildred “Babe” Zaharias)

    Focus on Research 7.1: Correlation: The Statistic of Individual Differences

    Abilities and the Production of Skills

    Prediction and Selection Based on Ability

    Focus on Application 7.2: Moneyball

    Focus on Research 7.2: The Relative-Age Effect


    Learning Aids

    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


    Learning Aids

    Chapter 9. Skill Acquisition, Retention, and Transfer: How Expertise is Gained

    Skill Acquisition

    Focus on Application 9.1: Principles of Golf Practice

    Focus on Research 9.1: Learning Never Ends

    Focus on Application 9.2: Fitts and Bernstein Learn to Play Ice Hockey

    Skill Retention

    Skill Transfer

    Focus on Application 9.3: Teaching for Transfer of Learning

    Focus on Research 9.2: Game Systems for Virtual Training


    Learning Aids

    Chapter 10. Organizing and Scheduling Practice: How the Structure of Practice Influences Learning

    Off-Task Practice Considerations

    Focus on Application 10.1: Mental Practice in Stroke Rehabilitation

    Organizing Practice and Rest

    Variable Versus Constant Practice

    Focus on Research 10.1: Especial Skills: An Exception to Variable Practice?

    Blocked Versus Random Practice


    Learning Aids

    Chapter 11. Augmented Feedback: How Providing Extra Information Influences Learning

    Feedback Classifications

    Functions of Augmented Feedback

    Focus on Research 11.1: Revising Ideas About How Feedback Works

    How Much Feedback Should Be Given?

    Focus on Research 11.2: Augmented Feedback From Video Replays

    When to Give Feedback

    Focus on Application 11.1: Physical Guidance in Stroke Rehabilitation

    Focus on Application 11.2: Physical Guidance in Learning to Swim


    Learning Aids


    Richard A. Schmidt, PhD, is professor emeritus in the department of psychology at UCLA. He currently runs his own consulting firm, Human Performance Research, working in the area of human factors and human performance. Known as one of the leaders in research on motor behavior, Dr. Schmidt has more than 35 years of experience in this area and has published widely.

    The originator of schema theory, Schmidt 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 Motor Learning and Performance in 1991, and he has since followed up with new editions of both texts.

    Schmidt received an honorary doctorate from Catholic University of Leuven, Belgium, in recognition of his work. He is a 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 is 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 activities include sailboat racing, amateur Porsche racing, and skiing.

    Timothy D. Lee, PhD, is a professor in the department of kinesiology at McMaster University in Hamilton, Ontario, Canada. He has published extensively in motor behavior and psychology journals since 1979. More recently, he has contributed as an editor to both Journal of Motor Behavior and Research Quarterly for Exercise and Sport and as an editorial board member for Psychological Review. Since 1984 his research has been supported by grants from the Natural Sciences and Engineering Research Council of Canada.

    Lee is a member and past 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 Lee received the inaugural Young Scientist Award from SCAPPS, and in 2011 he was named a fellow of the society—its highest honor. In 1991-92 he received a senior research fellowship from the Dienst Onderzoekscoordinatie, Catholic University in Leuven, Belgium, and in 2005 he presented a prestigious senior scientist lecture at NASPSPA.

    In his leisure time, Lee enjoys playing hockey and golf. He has maintained a lifelong fascination with blues music and is currently putting years of research into practice by learning to play blues guitar.