BIOS Instant Notes in Motor Control, Learning and Development

by Utley; Andrea

• ISBN13: 9780415391399
• ISBN10: 0415391393
• Edition: 1st
• Format: Nonspecific Binding
• Copyright: 2008-04-25
• Publisher: Routledge

Summary

Instant Notes in Motor Control, Learning and Development provides an overview of the key theories, definitions, and measurements of motor control, leading to a discussion on how the human body learns to control movement and the development of motor skills.

Author Biography

Andrea Utley Director, Centre for Sport and Exercise Sciences, University of Leeds, Leeds, UK Sarah Astill Roberts Fellow (Life Science Interface), School of Health Professions and Rehabilitation Sciences, University of Southampton, Southampton, UK

Table of Contents

Abbreviations	p. ix
Preface	p. x
What is motor control?	p. 1
Definition of terms	p. 1
Origins of the field	p. 4
Key players and motor control landmarks	p. 4
Why study motor control?	p. 6
Classification of skill	p. 9
Definition of terms	p. 9
Task perspective skill classifications	p. 11
Classification from a performance-proficiency perspective	p. 17
Movement terminology	p. 19
Measurement in motor control	p. 23
Outcome measures	p. 25
Performance measures	p. 26
Measuring learning	p. 33
Validity and reliability	p. 37
Theories of control	p. 41
Reflex theories	p. 42
Hierarchical theories	p. 42
Dynamical systems theories	p. 45
Ecological theories	p. 48
Coordinative structure hypothesis	p. 53
Information processing	p. 59
Basic concepts	p. 59
Reaction time and movement time	p. 61
Simple, discriminative, choice reaction, and recognition reaction time	p. 62
Factors affecting reaction time	p. 64
Movement time and Fitts' law	p. 70
Anticipation	p. 70
Neurological issues	p. 75
The nervous system	p. 75
The neuron	p. 77
The central nervous system	p. 78
Control of movement by the brain	p. 80
The peripheral nervous system	p. 84
Sensory contributions to control	p. 87
Proprioception and movement	p. 87
The role of proprioception	p. 90
Exteroceptive information	p. 92
Theories of motor learning	p. 105
Theories of motor learning	p. 105
Adams' closed-loop theory	p. 107
Schmidt's shcema theory	p. 110
Ecological theory	p. 114
Constraints theory (Newell, 1986)	p. 115
Ecological perspective	p. 116
Stages of motor learning	p. 121
The Fitts and Posner three-stage model	p. 122
Bernstein's stage theory of motor learning	p. 124
Gentile's two-stage model	p. 130
Indicators of learning	p. 132
Memory	p. 137
Atkinson and Shiffrin's multistore model	p. 138
Craik and Lockhart's levels-of-processing model	p. 144
Forgetting	p. 145
Disorders of memory	p. 146
Enhancing memory	p. 147
Implications for practice	p. 151
Task analysis: breaking the task down into its component parts	p. 152
Conditions of practice	p. 155
Implementing practice variability: contextual interference	p. 161
The role and function of feedback	p. 171
Augmented feedback: what is it, what does it do and do we really need it?	p. 172
Types of augmented feedback	p. 174
Different forms of knowledge of results and knowledge of performance	p. 175
Important considerations for giving augmented feedback	p. 180
Motor development	p. 191
Maturational perspective	p. 192
Reflexes	p. 192
The process underlying development	p. 197
Deficiencies of maturationalist explanations	p. 197
Cognitive approaches to development	p. 199
Spontaneous movements	p. 201
A dynamical systems approach to motor development	p. 203
Exploration and selection	p. 205
Perception and action	p. 208
Development of fundamental movement skills	p. 215
The first two years	p. 215
Two to seven years of age	p. 215
Seven to puberty	p. 216
Puberty onwards	p. 216
Postural development	p. 216
Development of locomotion: crawling, cruising, walking, and running	p. 220
Development of manual skills: grasping, reaching and grasping, catching, and throwing	p. 224
Index	p. 243
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