ESHE 395: Motor Behavior
Prerequisite: PSYC 121; minimum 2.5 cumulative GPA
Credit Hours: (3)
Provides students with core knowledge about the process of learning, performing and improving motor skills. Combining motor learning and sport psychology principles, students are exposed to numerous practice and performance concepts designed to optimize motor learning and performance. Students are expected to understand and apply these principles to real-life situations.
Detailed Description of Content of Course
The course emphasizes the most critical concepts and principles of motor skill learning and performance. These principles are related to:
1. How do people get better at motor skills.
2. What is good performance?
3. What kind of practice facilitates learning?
4. What kind of skill instruction facilitates learning?
5. What kind of instructor feedback facilitates learning?
6. How do individuals differ in learning a motor skill?
7. How are individuals motivated to persist in practice?
8. How do self-confidence and self-efficacy issues influence the learning process?
9. How do attentional issues influence learning?
10. Should competition or cooperation be emphasized in practice?
Detailed Description of Conduct of Course
Teaching methods may include one or more of the following:
- guest speakers
- problem-based learning
- case studies
Goals and Objectives of the Course
1. Utilize appropriate measurement/assessment principles motor skill learning and performance.
2. Explain the process of learning through stages and characteristics.
3. Describe the relationship between learning style preferences and instruction.
4. Evaluate the influence of several variables on the decision-making aspect of skill.
5. Interpret current research on practice repetitions and apply to real-life practice situations.
6. Manipulate several practice variables to maximize motor skill learning.
7. Demonstrate and explain motor skills using sound learning principles of learning.
8. Manipulate and demonstrate instructional feedback using sound principles of learning.
9. Explain the relationship between individual differences and motor skill performance, including the value of predicting eventual skill levels.
10. Distinguish between conditions which provide for positive, negative, or neutral transfer of learning.
11. Explain the principles of motivation in motor skill learning and performance.
12. Design practice conditions which are sensitive to the motivational characteristics of students.
13. Apply appropriate goal setting techniques to improve learning and performance.
14. Describe the connection between self-efficacy, self-confidence and motor learning and performance.
15. Describe the connection between arousal, anxiety and motor learning and performance.
16. Analyze, critique, and evaluate live performances in attempt to increase learning.
17. Appropriately integrate technology with instructions to enhance learning and performance.
Assessment Measures may include one or more of the following:
- written exams
- lab experiences
- group and individual assignments
- case studies
Other Course Information
Review and Approval
September 2002 Reviewed Jon Poole