PED 315 MOTOR BEHAVIOR ACROSS THE LIFESPAN - Syllabus 2010

INSTRUCTOR: Joy Hager

OFFICE: Seabury Center 226

PHONE: ext 3566

OFFICE HOURS: posted

TEXTS: Gallahue, David L. & Ozmun, John C. (2006). Understanding Motor Development:

Infants, Children, Adolescents, Adults. Sixth Edition. New York: McGraw-Hill .ISBN: 0-07-297296-

3

Magill, Richard A. (2007). Motor Learning and Control: Concepts & Applications. Eight Edition.

New York: McGraw-Hill.ISBN: 10 0-07-304732-5

Possible readings on Motor Learning & Motor Control

Rose, Debra J. & Christina, Robert W. (2006or latest edition). A Multilevel Approach to the Study

of Motor Control and Learning. Boston: Allyn and Bacon. ISBN: 0-02-403621-8

Possible Readings on development:

Gabbard, Carl P. Lifelong Motor Development “Heredity and Neurological Changes”,Chapter 2

Needham Heights, MA:Allyn & Bacon. ISBN: 0-205-30889-9

Haubeenstricker, J. & Seefeldt, V. Physical Activity and Well Being "Acquisition of Motor Skills

During Childhood" Seefeldt, V.(Ed.): 1986, 42-102.

Roberton, M.A. & Halverson, L.E. Physical Education for Children "The Developing Child - His

Changing Movement". Philadelphia, PA: Lea & Febiger, 1977, 17-39.

Trimble, R.T. Childhood: Basic Stuff Series II. Reston, VA: AAHPERD, 1981, 68-74.

Possible additional readings from the following:

Selected Laboratory Experiments from:

Cratty, B.J., & Hutton, R.S. Experiments in Movement Behavior and Motor Learning.

Philadelphia, PA: Lea & Febiger, 1969.

Hall, Larry T. (1994). Motor Learning Laboratory Manual. Dubuque, IA: Kendall & Hunt

Publishing

Haywood, Kathleen M. (1993). Laboratory Activities in for Life Span Motor Development. Dubuque,

IA: Kendall & Hunt Publishing.

Lockhart, A.S. & Johnson, J.M. (1977) Laboratory Experiments in Motor Learning. Dubuque, IA:

Kendall & Hunt Publishing

Bot 2 , Bruininks-Oseretsky Test of Motor Proficiency, Second Edtion (2005)

Minneapolis,MN:Pearson Assessments

COURSE DESCRIPTION

A study of basic principles of motor learning , motor control & motor development as they relate to

human voluntary movement. Applications of principles through observations and assessment of

motor behavior, from learning to performance, as well as motor development, throughout the life

span. Three one-hour and one two-hour sessions per week.

Prerequisites: BIO 101 or permission of instructor.

TOPICAL OUTLINE

I. Motor Development

A. Overview of lifelong human development

1. Motor behavior in infancy and early childhood

2. Motor behavior in middle and late childhood

3. Motor behavior in the adult years

B. Lifelong motor assessment

II. Motor Learning & Motor Control

A. Introduction to physiological basis of motor learning-neuromuscular function

1. The motoneuron and transmission of nerve impulse anatomy of motoneuron

a. Resting membrane potential

b. Facilitated-excitation

c. Inhibition

d. Inhibition-facilitation

2. Transition of impulses from nerve axon to skeletal muscle: the motor unit and

properties of muscle and muscular contraction

3. Selected reflex activity and basic functions of proprioceptors as follows:

a. Reciprocal inhibition (innervation)

b. Synapses-neuron circuits-specialized summations

c. Renshaw cells

d. Muscle spindles - Gamma motor system

e. Neural control of muscle tonus

f. Golgi tendon organs

g. Joint receptors

h. Supraspinal control of motoneurons

i. Posture (righting reflex)

j. Other points in properties of muscle and muscular contraction

k. Mechanical work

l. Muscle length and speed of contraction

B. Motor skills and learning

1. Introduction to motor skills and motor learning research

2. Introduction to motor learning

C. The learner

1. Controlling movement

2. Attention

3. Memory

4. Individual differences

D. The learning environment

1. Knowledge of results

2. Transfer of learning

3. Practice

4. Motivation

F. Instruction and Augmented Feedback

G. Practice Conditions

1. Variability and Specificity of Practice

2. Amount and Distribution of Practice

3. Whole and Part Practice of Practice

4. Mental Practice

SPECIFIC STUDENT OBJECTIVES

The course readings, discussion, activities, and topic sequences are designed to provide opportunities

for the students to acquire the following.

Upon completion of the course, the student will:

1. Identify basic facts, and concepts of motor development of children and adolescents.

2. Determine the importance of readiness in motor learning.

3.Identify motor learning models.

4. Describe characteristics of motor learning models.

5. Describe examples of applications of motor learning models to learning motor skills and to

performance of motor skills.

6. Describe how characteristics of the learner such as attention, memory, and individual differences

influence the learning and performance of motor skills.

7. Identify principles of the knowledge of results.

8. Describe examples of applications of knowledge of results to learning motor skills and to performance

of motor skills.

9. Identify principles of the transfer of learning.

10. Describe examples of applications of transfer of learning to the learning of motor skills.

11. Identify the principles of positive practice necessary to the learning of motor skills and to the

performance of motor skills.

12. Identify motivational factors that influence learning motor skills and performance of motor skills.

13. Describe Perception and Perceptual –Motor Development Throughout the lifespan.

Disability Statement;

Any student who has a disability that many prevent him/her from fully demonstrating his/her abilities

should contact Carol Barnett, PhD, LCSW, the Disability Services Coordinator at 859 985 3212 to discuss

accommodations necessary to ensure his/her full participation in this course.

CLASS EVALUATION & ACTIVITY ASSIGNMENT OUTLINE- Spring 2008

Class attendance and participation are required. If over two unexcused class periods are missed a cut in

grade will result. All assignments (exception: optional written assignment) and tests must be completed

to pass the course. A missed test may be made up in case of an excused absence, otherwise a zero is

recorded.

ASSIGNMENTS AND TEST WEIGHT

Class attendance and participation Required or grade cut

Common class experiment on learning a novel skill written report (Lab1) Required or grade cut

Student assigned motor learning experiment on motor learning , motor control 10 %

or motor development or ( written report)(Lab2)

*Student or motor development or motor learning or motor control 10%

topic report

*Oral presentation of assigned motor learning or motor development

experiment /topic report 15 %

Library assignment 12 abstracts of research/ periodical articles & books or 10%

selected chapters of books: 6 on motor development and 6 on motor learning,

: all must be approved by Dr. Hager. Individualized projects may be substituted for

this with Dr. Hager’s approval.

Tests and quizzes including final &/or assigned chapter concept selections 55%

&/or assigned cross word puzzle for motor development.

One test (a closed book mastery test; passing test at C level is required to pass course).

approximately 6-10 examinations, with 3 to 10 concepts for each chapter

*These two will probably be combined for most

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

FURTHER EXPLANATION OF EVALUATION FACTORS:

1. Class attendance: Students are expected to attend all classes. Excuses should be brought for all

absences and, if possible, before the absence occurs. Two unexcused absences equals a letter cut in

grade. Positive and contributing participation is expected during class discussion.

2. Either Concepts of chapters , for each text or chapter tests for each text. Five(5) to twenty(20)

concepts for 6 chapters for text by Rose, …Motor Control and Learning ; for 6 chapters of text

Understanding Motor Development: Infant – Adults by Gallahue & Ozmun; and for 6 chapters from

text, Dynamics of Sport and Exercise by Diane L. Gill. DUE DATES: one week after assigned for reading

and class discussion and /or a specifically assigned test dates

3. 12 abstracts (4 in motor learning, 4 in motor development, and 4 in psychology of sport), 2 articles

must come from The Sport Psychologist (found in Dr. Hager's office, use in Seabury Center) 1 from

Quest, 2 from AAHPER Research Quarterly, 2 must come from the Journal for Physical Education and

Recreation, and 1 from Journal of Teaching Physical Education.( Other selected referred Journals may be

substituted with Dr. Hager’s approval. A minimum of 8 articles must come from the 1980's, and/or

1990's,and /or the 2000 - 2010 Ask for example and explanation of an abstract. A minimum of 6

articles must be on topic of oral presentation. ABSTRACTS SHOULD BE TYPED ON THE COMPUTER. DUE

DATE FOR FOUR ABSTRACTS; BY 5:00pm WED., APRIIL 2, OTHER ABSTRACT DUE DATE WILL BE

ANNOUNCED IN CLASS. This requirement may be Individualized to specific readings, specific books,

with written &/or oral reports, etc.

4. Lab experiments in motor learning: Each student does a skill acquisition experiment (experiment I)

and each studentwill have a specific lab experiment(experiment II). These two lab experiments should

be written up. The skill acquisi-

tion experiment completion and write-up will be DUE on or before 5:00pm, Tuesday, February 28 The

individual assigned lab experiment will be given in class and a write-up is due 2 weeks after the

lab experiment is given to the class.

5. Lab experiment/topic written report in Psychology of Sport (motor development or motor learning

may also be used). DUE DATE TWO WEEKS AFTER EXPERIMENT GIVEN IN CLASS. If experiment/topic

due last week in class, then DUE DATE is 5:00 PM the date of the final for PED 364. Oral presentation

times will be assigned according to the number of students in class. Normally will be in last two weeks

of class. The student is to provide an outline of presentation for each class member, Dr. Hager, and

visitors, estimate two visitors. Each student in class will ask at least one follow up question to at least

one student presenter (Dr. Hager will assign three class members to ask follow up questions for each

presenter). Each class member will turn in an evaluation form on each presenter. Evaluation forms will

be handed out to class well before presentations are given.

6. Quizzes: Students should be prepared for one at any time. Quizzes will be on material covered in

class or assigned for class. May be made up only if student has excused absences.

7. Announced tests and quizzes: There will be a number of announced tests and/or quizzes throughout

the semester. An announced examination will be on physiological basis of motor learning, neurological

function, and must be passed at a "C" level. The examination on physiological basis of motor learning

will be given on Tuesday, either Feb. 26 or March 4. If the subject matter is not mastered on a "C" level

the first time, then parallel test forms will be given outside of class until the student passes at a "C"

mastery level. It will be possible for a student to take a maximum of 4 parallel examinations on this

area. However, the highest grade possible on retest is a "C". Also if possible the test should be

completed or at least two attempts should be completed by midterm. Last possible date to take

mastery test

is May 5. Cross word puzzle on Life Span Motor Development will be DUE: FRI., March 12.

8. Final examination.

9. Optional written assignment on student selected & teacher approved topic, to improve grade,

determined on an individual basis, cannot substitute for a required test or assignment.

Performance Based Student Experiences reflecting the NASPE Standards (1.1-9.6), the KY Core Content

with Academic Expectations 2.34 and 2.35 (KY Core Content) and the nine (I-IX) KY Teacher Standards

(Teach. Standards). It is understood that the conceptual base for teaching the Kentucky Core Content

are being developed rather than being applied in a teaching situation.

Students will:

master content area of the physiological basis of motor learning-neuromuscular function to a "c" level.

Total four attempts at passing the closed book test using parallel forms of the test will be possible. No

grade higher than a “C” is possible for those taking the test more than once. NASPE: 1.7: KY Core

Content: 2.34: KY Teach. Standards: VIII

take three to five additional (beyond the mastery test) tests on motor learning, sport psychology and/or

motor development. Average of all tests need to be at a D (hopefully at a C level) or above level. NASPE:

1.7, 7.1; KY Core Content 2.34, 2.35; KY Teacher Standards: VIII

administer to self and write up in laboratory form one motor learning experiment. Assessment will be

based on how ell directions for experiment were followed, i.e., if done five minutes for ten straight days

and all write ups are completed; recording data and completing instructions is focus of Experiment.

NASPE: 1.7, 1.8; KY Core Content: 2.34; KY Teacher Standards: IV, VI, VIII.

administer to peers and write up in laboratory form one motor learning experiment. Assessment will be

based on thoroughness of understanding of task as evidenced by efficiency of preparation, set up, data

collection, data interpretation, and how well and complete write up is in accordance with the

instructions of the experiment. NASPE: 1.7, 1.8; KY Core Content: 2.34; KY Teacher Standards: IV, VI,

VIII.

read and write up in abstract form twelve research articles, four on motor development, four on motor

learning and four on sport psychology. Assessment will be based on having complete bibliographic

information, preferably in APA style, originality of work (not a rehash of another abstract), moving form

general to specific information, presenting in will written form the total synopsis of the article, using

referred periodical and journals, having one-third to one half current references (unless nature of

subject warrants less current references, for example, history of development of a topic), sufficient

number of abstracts and in correct topics. NASPE: 8.2; KY Core Content: 2.34, 2.35; KY Teacher

Standards: VIII

deliver a ten to fifteen minute presentation, on a selected (teacher approved) topic or lab experiment,

to the class and invited guests (usually department faculty members) with PED 364 Professor and class

members evaluating the presentation on determined criteria. Also a paper of content of presentations is

turned in to PED 315 professor. NASPE: 6.7; KY Core Content: 2.34; KY Teacher Standards: VIII

CLASS SCHEDULE OUTLINE

Lecture & Discussion Days

Feb. 8 - Feb. 23 or March 2

Lecture and discussion over Physiological Basis of Motor Learning-Neuromuscular Function.

The first and second Tuesday lab periods will be used as lecture. Possibly the third Tuesday will

be used by some lucky student(s) for a lab experiment or the third lab period will be used for a

mastery test on Physiological Basis of Motor Learning-Neuromuscular Function. If the third lab

period is not used for the mastery test it will be on the fourth Tuesday lab. So the mastery test

will be on either Feb. 23 or March 2 will be used for the test over the Physiological Basis of

Motor Learning-Neuromuscular Function. (The exact date of the test will be announced at least

one week before the exam.) In any case only 2 lab periods are excepted for lecture/discussion

for Physiological Basis of Motor Learning-Neuromuscular Function. Only Monday, Wednesday,

and Friday will be used for lecture/discussion on that topic starting the third full week of spring

semester.

*Feb. 23 or March 2 –April 9

Discussion and lecture will concentrate on motor learning using Motor Learning and Motor

Control by Magill and various handouts.

*Apr.9- May 7

Discussion and lecture will focus on motor development.

*May 10-14

Catch up days

May 5 or 7-15

Catch up time and student class presentations

*Possibly motor learning and motor development will be intertwined from Feb-May rather than

concentrating on one for an extended period of time.

Lab Days

Tuesdays: Feb. 16, 23 or Mar. 9, 16, 30,

Apr. 6, 13,27,MAY 4,11 - Lab experiments. Thereafter, as needed for experiments

and/or lecture discussions.

FINAL EXAM: TUE. May 20, 10:00-12:00

PED 315

ACTIVITY OUTLINE FEB. 8- Feb 23 OR MARCH 2

WED., FEB. 8

. Possibly a Pre-test on Neuromuscular Physiology

Begin reading Chapters 4, from the text of Motor Learning and Control… by Magill. Complete

reading as soon as possible.

FRI. FEB. 10

Data sheet and motor learning lab experiment preference

Orientation to class and procedures, handouts

Assign lab experiment I: Acquisition of skill (juggling)

Announce tests

Distribute various handouts

Assignment of lab experiments II for Tuesday Feb. 26 – or March 4 ask for volunteers

Begin introduction to physiological basis of motor learning-neuromuscular function

See II Motor Learning in Topical outline on page one Begin lectures on Physiological Basis of

Motor Learning-Neuromuscular Function (See handout of same title)

Refer to various handouts: Illustrated physiology pages and Figures 1-8

Introduction to neuro area

I. The motorneuron and transmission of nerve impulse-Anatomy of motorneuron

A. Resting membrane potential

B. Facilitation/excitation

C. Inhibition

D. Inhibition-Facilitation

II. Transmission of impulses from nerve axon to skeletal muscle: the motor

unit,etc.

MON., TUES., WED., & FRI. FEB.:8-23, possibly through MARCH 2.

Continue with physiological basis outline.

REMINDERS

Due: Monday Feb. 11- PED 364 Information Sheet

Due: Tuesday Feb. 24-Lab experiment 1 Acquisition of Skills.

Due: Wednesday March 12-Life Span Motor Development Crossword Puzzle.

Exam 1 on Physiological Basis of Motor Learning-Neuromuscular Function. Tuesday Feb. 23

or March 2