Motor Learning and Performance: From Principles to Application

Introductory textbook for courses in motor learning, motor performance, and motor behavior; reference for movement practitioners, including coaches, teachers, therapists, athletic trainers, and human-factor experts.

Table of Contents:
Chapter 1. Introduction to Motor Learning and Performance 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, Father of Motor Behavior Research Defining Skills Components of Skills Classifying Skills Measuring Skilled Performance Understanding Performance and Learning Summary Learning Aids Part I. Principles of Skilled Performance Chapter 2. Processing Information and Making Decisions The Information-Processing Approach Focus on Application 2.1: Intent to Blow Whistle Rule in NHL 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 2.2: Light Switches Focus on Research 2.3: Assessing Anticipation Skills Focus on Application 2.3: Cost/Benefit of Anticipating in Sprint Starting Memory Systems Summary Learning Aids Chapter 3. Attention and Performance Focus on Application 3.1: William James on Attention What Is Attention? Limitations in Stimulus Identification Focus on Research 3.1: Automatic Stimulus Processing in Basketball Limitations in Response Selection Focus on Research 3.2: Distracted-Driving Research Limitations in Movement Programming Focus on Research 3.3: The Double-Stimulation Paradigm Focus of Attention During Action Decision Making Under Stress Focus on Application 3.2: Driver Panic and Unintended Acceleration Summary Learning Aids Chapter 4. Sensory Contributions to Skilled Performance Sources of Sensory Information Processing Sensory Information Focus on Application 4.1: Force Escalation Between Siblings 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 Distorts Performance Summary Learning Aids Chapter 5. Motor Programs 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 Fingerprints Focus on Application 5.3: The Stereo System Analogy Summary Learning Aids Chapter 6. Principles of Speed, Accuracy, and Timing Fitts’ Law Focus on Research 6.1: The Fitts Tasks Focus on Application 6.1: Fitts’ Law in Everyday Actions Schmidt’s Law Speed–Accuracy Trade-Off Exceptions Applying the Principles: Baseball Batting Speed of Initiating Movement Summary Learning Aids Chapter 7. Performance of Complex Movements Traditional Approaches to Studying Complex Movement Focus on Application 7.1: The Relative-Age Effect Coordinating Discrete Movements Focus on Research 7.1: Coordination in Golf Putting Coordinating Continuous Movements Focus on Research 7.2: Relative Phase: An Index of Coordination Summary Learning Aids Part II. Principles of Skill Learning Chapter 8. Introduction to Motor Learning 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 Learning Aids Chapter 9. The Motor Learning Process Skill Acquisition Focus on Research 9.1: Learning Never Ends Focus on Application 9.1: Fitts and Bernstein on Learning to Play Ice Hockey Focus on Research 9.2: A Constraints-Led Approach to Baseball Batting Skill Retention Skill Transfer Summary Learning Aids Chapter 10. Organizing and Scheduling Practice Motivation for Learning Attentional Focus Demonstrations and Modeling Mental Practice Focus on Application 10.1: Mental Practice in Stroke Rehabilitation Organizing Practice and Rest Periods Variable and Constant Practice Focus on Research 10.1: Especial Skills: An Exception to Variable Practice? Blocked and Random Practice Summary Learning Aids Chapter 11. Augmented Feedback Feedback Classifications Functions of Augmented Feedback Focus on Research 11.1: How 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 Learning Aids

About the Author :
Richard Schmidt 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 where he conducted research and consulted in the areas of human factors and human performance. Widely acknowledged as one of the leaders in research on motor behaviour, Schmidt had more than 40 years of experience in the area of motor learning and performance. He founded the Journal of Motor Behavior in 1969 and was the editor for 11 years. Schmidt also authored the first edition of Motor Control and Learning in 1982 and the first edition Motor Learning and Performance 1991. Timothy Lee is a professor emeritus in the department of kinesiology at McMaster University, Ontario. He has published extensively in motor behavior and psychology journals since 1980. As well as serving as an editor for the Journal of Motor Behavior and Research Quarterly for Exercise and Sport. Tim has been a member, secretary-treasurer and president of the Canadian Society for Psychomotor Learning and Sport Psychology (SCAPPS).