Concord University
Division of Education
Department of Human Performance
Fall, 2008
COURSE:
PED 329 Motor Learning/Motor Development
CREDIT HOURS:
2 hours
CLASS MEETINGS:
T-R 9:30-10:20am
PREREQUISITES:
Educ. 210
COURSE DESCRIPTION: This course is designed for physical education majors as they examine the cognitive and neurophysiological processes underlying motor skill acquisition and performance. A special emphasis is placed on the application of
this knowledge as it relates to the process of teaching motor skills.
INSTRUCTOR:
Dr. Patricia Hardin Carter Center, 301B
304/384-5342 E-mail: hardinp@concord.edu
REQUIRED TESTBOOK: Motor Behavior from Learning to Performance, Darlene A. Kluka, Morton Publishing Company,
1999, ISBN: 0-89582-386-1
RECOMMENDED REFERENCE BOOK: Human Motor Development, A Lifespan Approach, Gregory Payne and Larry
Isaacs, ISBN: 978-0-07-352362-0
COURSE OBJECTIVES: By the completion of the course, the student will:
0.0
Demonstrate knowledge of individuals who incorporate a lifespan approach for active
participation in cognitive developmental processes.
1.0
Become informed of current trends and issues in motor development research through internet and magazine
readings and critiques.
2.0
Identify the role of perception in motor development.
3.0
Determine the effects of maturation and experience on motor patterns and movements.
4.0
Examine and identify biological and environmental influences on gender differences involving motor
performance.
5.0
Acquire knowledge of motor control and growth through readings and internet studies.
6.0
Identify critical elements for basic motor skills and develop appropriate sequences.
7.0
Analyze contributions the organic, skeletal and neuromuscular structures of body have on motor performance
8.0
Plan, conduct, and evaluate findings of a motor development activity for an individual of any age.
9.0
Define health-related fitness and its effect on the physiological performance of an individual.
10.0
Explain the impact of growth and development on motor pattern and motor skill acquisition.
11.0
Develop an instruction game session for the preschool/day care age group that encourages student
participation using a teaching style appropriate to the learner’s needs and safety.
12.0
Describe and apply concepts and principles of motor learning to skillful movement and physical activity.
13.0
Discuss and describe fundamental traits associated with motor performance assessment.
14.0
Conduct a movement pattern study analyzing the subject’s actions, by composing a written paper of
conclusions based on performer’s age, skill level, and limitations that might affect mobility and motor
performance.
Specific Characteristics of an Educated Person covered in this course: TC=teacher Candidate
1. Knowledge of Subject Matter:
TC understand the central concepts of inquiry, and structure of the disciplines being taught and can create
learning experiences that make these aspects of the subject matter meaningful for students.
2. Knowledge of Human Development and Learning:
The TC understands how children learn and develop, and provides learning opportunities that support their
intellectual, social, and personal development.
3. Adapting Instruction for Individual Needs:
The TC understands how students differ in their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
6. Communication skills:
The TC uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active
inquiry, collaboration and supportive interaction in the classroom.
7. Instructional Planning Skills:
The TC plans instruction based upon knowledge of the subject matter, students, the community and
curriculum goals.
8. Assessment of Student Learning:
The TC understands and uses formal and informal assessment strategies to evaluate and ensure the
continuous intellectual and social and physical development of the learner.
9. Professional Commitment and Responsibility:
The TC is a reflective practitioner who continually evaluates the effects of his/her choices and actions on
others, and who actively seeks out opportunities to grow professionally.
Health Education AAHE Curriculum Standards
Standard IV: Candidates evaluate the effectiveness of coordinated school health programs.
(Objective: 2.0, 12.0, 18.0)
Key Element A: Candidates develop plans to assess students achievement of program objectives.
Key Element B: Candidates carry out evaluation plans.
Key Element D: Candidates infer implications of evaluation findings for future program planning.
Physical Education PRAXIS Content Specialization Standards
Category 1: Fundamental Movements, Motor Development, and Motor Learning (Objective: 2.0, 3.0, 5.0, 6.0, 8.0)
1.1 Fundamental movements: loco-motor, non-loco-motor, manipulative, and falling/landing
movement skills; movement concepts such as body, space, effort, and relationship
1.2 Growth and motor development: role of perception in motor development, such as in spatial movement
relationships; neuro-physiology of motor control, effects of maturation and experience on motor patterns;
biological and environmental influences on gender differences in motor performance
1.3 Motor learning classical and current theories of motor learning; variables that affect learning and
performance, effects of individual differences on learning and performance.
Category 2: Movement Forms (Objective: 4.0, 5.0, 10.0, 14.0, 17.0)
1.4 Individual/dual./team sports: analysis of skill, injury prevention and safety rules and strategies, facilities,
and equipment lifetime activities, and recreational pursuits, adventure and outdoor pursuits and the
martial arts. The emphasis is predominately on basketball, soccer, softball, swimming tennis track
and field, and volleyball, Questions may also be based on other sports or activities commonly used
in physical education settings.
Category 4: Social Science Foundation (Objective: 1.0, 4.0, 11.0, 15.0, 18.0)
1.3 Sociological and sociopolitical issues: cultural diversity, equity, disabilities act, general educational
issues
1.4 Psychology: personality factors that affect participation, social-psychological factors that affect
participation and cooperation
Category 5: Biomechanics (Objective: 8.0, 14.0, 16.0)
1.1 Terminology: mass, force, friction
1.2 Basic principles of movement: summation of forces, center of gravity, force.-speed relations, torque
1.3 Application of basic principles of sports skills
1.4 Methods of analyzing movement
1.5 Analysis of basic movement patterns: overhand throw, underhand throw, kick
NASPE/NCATE Guidelines Matrix
Standard 1: Content Knowledge
1.1 Identify critical elements of motor skill performance, and combine motor skills into appropriate
sequences for the purpose of improving learning.
1.3 Describe performance concepts and strategies related to skillful movement and physical activity (fitness
principles, game tactics, skill improvement principle)
1.4 Describe and apply bioscience (anatomical, physiological, and biomechanical) and psychological
concepts to skillful movement, physical activity and fitness
1.5 Understand and debate current physical education/activity issues and laws based on historical philosophical and
sociological perspectives.
Standard 2: Growth and Development
2.1 Monitor individual and group performance in order to design safe instruction that meets student
developmental needs in the physical, cognitive and social/emotional domains.
2.2 Understand the biological, psychological, sociological, experimental, and environmental factors
(neurological development, physique, gender, socio-economic status) that impact developmental readiness to
learn and refine movement skills.
Standard 4: Management and Motivation
4.1 Use managerial routines that create smoothly functioning learning experiences and environments.
4.2 Organize, allocate, and manage resources (students, time, space, equipment, activities, teacher attention)
to provide active and equitable learning experiences.
Standard 6: Planning and Instruction
6.1 Identify, develop, and implement appropriate program and instructional goals.
Standard 8: Reflection
8.1 Use a reflective cycle involving description of teaching justification of teaching performance, critique of
the teaching performance the setting of the teaching goals, and the implementation of change.
8.2 Use available resources (colleagues, literature, professional associations) to develop as a reflective
professional.
Standard 9: Technology
9.1 Demonstrate knowledge of current technologies and their application in physical education.
9.2 Design, develop, and implement student learning activities that integrate information technology.
INSTRUCTIONAL STRATEGIES:
Strategies include lecture, internet assignments, small group activity cooperative learning activities, labs and an
observation project as well as class discussion, written worksheets and tests. Using technology provided by the authors,
evaluations of DVD movement patterns and video clips will be observed and discussed as well as the completion of labs. One
evaluation will include a child assessment, K-4 with observations conducted while working with the campus day care center
children. The student will be expected to conduct on their own, a visit to a rehabilitation center, nursing home, or selection of
another venue determined with instructor approval by the student to complete one reflection paper involving the movement
pattern evaluation of an older individual, 55 years or older.
GRADING SCALE:
Percentage of the total point score will be based on the following scale.
92-100
A
83-91
B
74-82
C
65-73
D
0-64
F
COURSE REQUIREMENTS:
Class Activities/Labs
Projects
Chapter quizzes
Written Exams
(10-25 pts. ea)
Four in number
5 points each
Objective test questions administered (open book, take home format)
ATTENDANCE POLICY:
Regular attendance is required with assignments being due at the beginning of the class period unless otherwise
stated. Participation in class activities is expected. Class activities and group activities cannot be made up; a student must me
present to earn assignment points.
Classes will begin promptly due to the nature of the time required for instruction, group and class lab activities as well
as projects. Tardiness is a rude behavior when someone is presenting; thus try to be on time for all sessions. If you are absent it
is your responsibility to acquire your assignments from the instructor. Late assignments will not be accepted. Athletes must
turn in work prior to your departure for your athletic event. All out of class assignments must be submitted in typed form. Lab
activities and responses may be neatly hand written.
COURSE OUTLINE:
I.
Motor Behavior Perspectives (2weeks)
A. Background and understanding of motor behavior and its meaning
B. Theories of Motor Control
C. Theories of Motor Learning
D. Basic Tenets of Motor Learning
II.
Biological Perspectives (1 weeks)
A. Central Nervous System
B. Motor Neurons
III.
Learning Perspectives (6 week)
A. Sensory Systems
B. Vision
C. Memory
D. Multidimensional Learning
IV.
V.
Social Perspectives (5 weeks)
A. Dynamics of practice environment
B. Group Dynamics and Motor Behavior
Performance Perspectives (2 weeks)
A. Scientific Measurement and Motor Behavior
B. Types of Psychological and Physiological Instrumentation
Scheduled Evaluation and Due Dates: Semester Activities
Testing Dates: (Approximate)
Test One
October 9, 2008
Test Two
November 11, 2008
Activities:
Day Care presentation and Reflection Paper
Motor Case Study
Age Processing Study
Lab Assessments: Fitts Law, Bilateral Transfer, Observational Learning