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This is the 1st edition with a publication date of 8/2/2012.
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Success in sport depends upon the athlete's ability to develop and perfect a specific set of perceptual, cognitive and motor skills. Now in a fully revised and updated new edition, Skill Acquisition in Sport examines how we learn such skills and, in particular, considers the crucial role of practice and instruction in the skill acquisition process.Containing thirteen completely new chapters, and engaging with the significant advances in neurophysiological techniques that have profoundly shaped our understanding of motor control and development, the book provides a comprehensive review of current research and theory on skill acquisition. Leading international experts explore key topics such as:Attentional focusAugmented FeedbackObservational practice and learningImplicit motor learningMental imagery trainingPhysical guidanceMotivation and motor learningNeurophysiologyDevelopment of skillJoint actionThroughout, the book address the implications of current research for instruction and practice in sport, making explicit connections between core science and sporting performance. No other book covers this fundamental topic in such breadth or depth, making this book important reading for any student, scholar or practitioner working in sport science, cognitive science, kinesiology, clinical and rehabilitation sciences, neurophysiology, psychology, ergonomics or robotics.
Nicola J. Hodges is Associate Professor in the School of Kinesiology, at the University of British Columbia, Canada, where she studies motor skill learning and correlates of expert performance. She has contributed to the understanding of processes involved in learning from observation and instruction and practice behaviours for elite performance. A. Mark Williams is Professor of Motor Behaviour in the School of Sport and Exercise Sciences at Liverpool John Moores University, UK. He has published widely in areas related to expertise, skill acquisition, and motor control and learning.
Table of Contents
|List of figures||p. viii|
|List of tables||p. xiii|
|Presenting information||p. 1|
|The roles and uses of augmented feedback in motor skill acquisition||p. 3|
|Mixing it up a little: How to schedule observational practice||p. 22|
|Attentional focus affects movement efficiency||p. 40|
|Advances in implicit motor learning||p. 59|
|Optimizing practice conditions||p. 77|
|Contextual interference: Generalizability and limitations||p. 79|
|Mental imagery, action observation, and skill learning||p. 94|
|Ecological dynamics and motor learning design in sport||p. 112|
|The representation, production, and transfer of simple and complex movement sequences||p. 131|
|Physical guidance research: Assisting principles and supporting evidence||p. 150|
|Issues in motor learning||p. 171|
|Motor learning through a motivational lens||p. 173|
|Motor skill consolidation||p. 192|
|Critical periods, sensitive periods, and readiness for motor skill learning||p. 211|
|Mechanisms of skilled joint action performance||p. 229|
|Motor skill learning and its neurophysiology||p. 247|
|Skilled performance||p. 267|
|The development of skill in sport||p. 269|
|Anticipatory behavior and expert performance||p. 287|
|Perceptual expertise: What can be trained?||p. 306|
|Embodied cognition: From the playing field to the classroom||p. 325|
|Especial skills: Generality and specificity in motor learning||p. 337|
|Research, theory and practice: Challenges and solutions||p. 351|
|Translating theory into practice: Working at the 'coal face' in the UK!||p. 353|
|Working in the field (Southern Hemisphere)||p. 367|
|Table of Contents provided by Ingram. All Rights Reserved.|