[Motor Learning And Control For Practitioners Free Download
Sharif Garmon
With an array of critical and engaging pedagogical features, the fifth edition of Motor Learning and Control for Practitioners offers the best practical introduction to motor learning available. This reader-friendly text approaches motor learning in accessible and simple terms and lays a theoretical foundation for assessing performance; providing effective instruction; and designing practice, rehabilitation, and training experiences that promote skill acquisition.
As a complete resource for teaching an evidence-based approach to practical motor learning, this is an essential text for undergrad and post-grad students, researchers, and practitioners alike who plan to work in the areas of motor learning, motor control, physical education, kinesiology, exercise science, coaching, physical therapy, or dance.
Cheryl A. Coker is a motor learning specialist who draws from her experiences as a teacher, coach, and athlete to assist practitioners in putting theory into practice. In addition to Motor Learning and Control for Practitioners, she has authored numerous journal articles and book chapters, and has given over 100 presentations throughout the United States and internationally. She is a Fellow of the Research Consortium in the Society of Health and Physical Educators and of the North American Society of Health, Physical Education, Recreation, Sport and Dance Professionals. Coker lives in New Hampshire where she teaches in the Physical Therapy program at Plymouth State University, and enjoys outdoor activities and spending time with family, friends, and her Bernese Mountain Dog, Tucker.
Dr. Coker is a motor learning specialist who draws from her experiences as a teacher, coach and athlete to assist practitioners in putting theory into practice. She has given over 100 presentations throughout the US and internationally and has authored numerous journal articles, book chapters and the textbook Motor Learning and Control for Practitioners which has been well received for its applications-based approach. Dr. Coker was the recipient of the 2021 Distinguished Graduate Teaching Award, has served in numerous leadership capacities at the state, district and national level and is a Fellow of both the Research Consortium in the Society of Health and Physical Educators and of the North American Society of Health, Physical Education, Recreation, Sport and Dance Professionals.
Kendall, E., & Coker, C.A. A New Strategy for IEP and PT Goal Development: Integrating the ICF Model, the ABCD Method, Motor Learning Theory and the National P.E. Standards, Academy of Pediatric Physical Therapy Annual Conference, Anaheim, CA, November 2019.
The two prominent theories, the motor program theory and the dynamic system theory, offer explanations of how movement is coordinated and controlled. Evidence supporting both the motor program control theory and the dynamic interaction theories are presented and thoroughly penetrated.
The chapter on the nervous system includes a description of sensory receptors and the two important areas: Vision and proprioception, which are examined in detail. Surprisingly though, the other areas such as the vestibular system, auditive and tactile perception, which also may have an impact on movement acquisition, do not get the same attention and are just briefly mentioned.
One of the most important conclusions for teachers and practitioners is that children should be provided with as many varied movement experiences as possible. Practical implications are that the tasks should be developmentally appropriate, i.e. since children achieve gross motor skill proficiency before they develop control over fine motor skills, tasks should be introduced in a sequence moving from gross to fine. These conclusions and pieces of advice are very much in line with other theories formulated by e.g. Ayres, Holle and Hannaford used in the Swedish MUGI model of motor skills training (Ericsson, 2007; 2008a; 2008b).
The book has several advantages, such as the previously mentioned pedagogical features cerebral challenges and frequently used explorative activities, i.e. experimental mini-labs for students to perform, discuss and reflect upon. The reader, however, might wish for solutions and various alternatives to be more specifically discussed in the text.
There are no illustrations in colour, which would have made photographs and figures even more tasty and appealing. Another thing I myself as a reader would have appreciated very much is a presentation of the author and her background.
Despite the disadvantages mentioned, such as lack of an author presentation, solutions to tasks and, fundamental motor skills training, the content of the book gives a good balance of theory, research and practical implications. It is pedagogically written and could be well recommended to PE students, teachers, and any practitioner involved in the field of motor learning and skilled movement acquisition and performance.
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Evidence that self-controlled feedback schedules are more effective for motor learning than yoked or predetermined schedules has been used to forward the recommendation that practitioners should provide choice to learners over when they would like to receive feedback. This recommendation can be questioned because the typical comparison groups in such experimentation do not well represent the applied setting. Consequently, comparison groups that better map onto the applied setting are needed. To this end, three groups learned a golf putting task: (1) self-controlled, (2) traditional-yoked, and (3) a group who were led to believe their KR schedule was being controlled by a golf coach. Participants (N = 60) completed a pre-test, acquisition phase, and delayed post-tests (retention/transfer). No group differences during the post-tests for mean radial error, F(2, 54) = 2.71, p = .075, or bivariate variable error, F(2, 56) = 0.11, p = .896, were found. Thus, the typical self-controlled learning advantage was not observed. Given the failure to replicate self-controlled benefits, combined with the fact there is little research that has directly compared self-controlled feedback schedules to coach-controlled schedules, we argue more evidence is needed before advocating that learners be provided choice over their feedback schedule.
Motor Learning and Control: Concepts and Applications is an introduction to the study of motor learning and control for students who aspire to become practitioners in exercise science, physical education, and other movement-oriented professions. Each chapter presents motor learning and control as a set of principles and guidelines based on research evidence. The authors' clear writing style and practical applications will help students build a solid foundation and prepare them for further exploration on their own.
Motor Learning & Control for Practitioners, with Online Labs, Third Edition, is a reader-friendly text that balances theoretical concepts and their applications. Its practical approach and wide range of examples and teaching tools help readers build a solid foundation for assessing performance; providing effective instruction; and designing practice, rehabilitation, and training experiences. Whether readers plan to work in physical education, kinesiology, exercise science, coaching, athletic training, physical therapy, or dance, this text defines current thinking and trends, blending practical information with supporting research.
Cerebral Challenges, Exploration Activities, and Research Notes will help students review and extend their learning and inform them about developments in the field. Marginal website references direct readers to online resources, including videos, web-based activities, and relevant apps.
Sixteen online lab experiences allow readers to apply what they've learned; many include videos demonstrating procedural aspects.
Introduction to Learning Styles In Chapter 6, students are introduced to individual learning styles and their influence on the learning process, reinforcing the importance of both recognizing and accommodating individual differences.
Functional Anatomy of the Nervous System Chapter 4 connects basic nervous system anatomy to motor learning and control concepts.
Error Diagnosis and Correction Chapter 10 presents unique coverage exploring errors based on motor learning and control issues and their diagnosis.
Experiential Component Includes experiential activities that enable students to use typical household items to translate chapter content into practice; these activities can also serve as a starting point for classroom discussion.
Research Notes These boxes provide examples of key research conducted on the topics discussed in the chapter.
Pedagogical Tools Case studies/vignettes, Cerebral Challenges (critical thinking), Common Myths, and review questions all help students to apply and understand the material presented.