HUNTINGDON COLLEGE
SSPE 220 Motor Behavior
Instructor: Mike Bamman, PhD
Office: Weil Center 104
Telephone No.: 833-4006
mbamman@huntingdon.edu
This course is designed to provide students with an understanding of lifespan motor
development, key concepts in motor control, and issues and factors-related to motor
learning. Emphasis will be placed on practical applications to physical educators.
Phases of motor skill development, individual and gender differences in motor skill
performance, theories and laws of movement, and feedback and practice are major
topics of the course.
Credits: 3 hours
TR 8:00 – 9:15 Weil 105
Gabbard, C. (2007). Lifelong Motor Development, 6th edition. San Francisco: Benjamin
Cummings
COURSE OBJECTIVES – Upon completion of the course, students will:
1. Have knowledge of biomechanical principles of physical activity for analyzing
movement, motor behavior, and motor learning, including life-span motor
development and psycho-social dimensions of physical activity. ALSDE
.33(1)(a)3.
2. Discuss growth vs maturation, nature vs. nurture, gross motor vs fine motor
skills.
3. Discuss and identify age/stages of development
4. Discuss social, emotional, language and cognitive development as it relates to
physical development. Have knowledge of the role of language in learning.
ALSDE .04(2)(c)1.(ii)
5. Identify the concepts of perceptual motor development
6. Identify sequence of movements and critical environmental demands of a motor
task to determine readiness to learn a skill including the application of the
knowledge of developmentally appropriate instructional and management
strategies. ALSDE .04(2)(c)1.(iv)
7. Develop instruction and practice opportunities that enhance the learning of motor
skills based on developmental readiness.
8. Analyze motor performance in relation to development of individual body
structures and systems.
9. Recognize how maturation can affect readiness and success.
10. Identify individuals encountering developmental problems: eye-hand
coordination, perceptual coordination, foot-eye coordination, growth or
maturational issues and provide support for additional instruction or referral.
11. Demonstrate the knowledge of research and theory underpinning effective
teaching and learning. ALSDE .04(2)(c)4.(i) including:
a. Modify techniques when warranted by medical, physical, and emotional
needs
b. Identify issues of motor development and youth sport.
c. Describe Fitts’ Law: speed accuracy trade off
d. Describe Hick’s Law: Reaction time
e. Describe Fitts’ and Posner’s Stages of Learning-related characteristics of
each stage.
12. Provide effective methods for providing instruction to motor
learners/performers/athletes.
13. Identify the importance of practice variability, amount, spacing, and distribution of
practice and the influence on the learning of motor skills.
14. Apply the concept of practicing skills as part vs. whole.
15. Have knowledge of a wide range of research-based instructional strategies and
the advantages and disadvantages associated with each such as the concept of
practicing part vs. whole. ALSDE .04(2)(c)4.(ii)
16. Have knowledge of strategies that promote retention as well as transfer of
learning and the relationship between these two learning outcomes. ALSDE
.04(2)(c)4.(iii)
17. Have knowledge of research and theory related to learning styles and multiple
intelligences. ALSDE .04(4)(c)4.(i)
COURSE CONTENT:
Unit I: Introduction to Motor Behavior
1. General terminology
2. History of motor behavior research
Unit II: Motor Development
1. Lifespan Development
2. Physical and Physiological Dev
3. Phases of Motor Dev
Unit III: Motor Control
1. The Nervous System
2. Information Processing
3. Motor control Theories and Laws
Unit IV: Motor Learning
1. Classifying Motor Skills
2. Motor Learning Theories
3. Feedback and Practice
Assessment
Tests/Exams
Research Articles
Labs/Quizzes
600 points
250 points
150 points
Grading
A 1000 – 900
B 899 – 800
C 799 – 700
D 699 – 600
F <600
Research Articles:
You will read and critique research articles during the semester. I will provide the
research article for you to read and summarize. The article will be on some aspect of
motor learning that will be/has been discussed in class.
You need to use the proper reference format for your critiques. Our department uses
APA format, which is different than what most of you have used before.
Each submission is be typed and include:
 A summary of the article in your own words
 Application of the information learned - how can you use it?
 The reference of the article
Quizzes/Labs:
At least 5 quizzes will be taken throughout the semester. The quizzes will not be
announced and they may relate to materials previously covered in class or materials
assigned for class.
Over the course of the semester, a variety of lab sessions may be conducted. The
purpose of these lab sessions will be to expose the student to relative topics in the
study of motor behavior. Grading of this assignment will be based on format, content of
information, and attention to details. Additional information relative to this project will be
issued to the student as the semester progresses.
Classroom Policies:
 Students are expected to be on time for the start of class. If the student is not
present when the instructor checks role, then the student will be considered
absent for the class.
 Quizzes missed due to tardiness cannot be made up.
 Students may not make up assignments, nor submit late assignments, in the
case of an unexcused absence. The student will receive a zero (0) for the
assignment.
 No hats, no tobacco
 NEW Cell Phone Policy - confiscation until the end of the week (Thursday/Friday
until Monday), further offenses will result in expulsion from class until written
permission from Dean Dudley, phone in my possession during each subsequent
class, and/or the student will be asked to drop the class. Any refusals to the
above policy, the student will be permanently dismissed from the class and
asked to withdraw from the course. If drop date has passed, the student will
receive and F for the course.
There will be no exceptions to these policies.
Attendance Policy
 Attending all classes at Huntingdon College is mandatory. Repeated unexcused
absences shall be penalized.
 It is my policy that any student with more than five (5) unexcused absences will
result in a final grade of F for the course.
 It is the Huntingdon College policy that any absence is considered unexcused
unless it meets one of the following criterion:
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School sanctioned event at which the student functions as a representative of
the College (e.g. athletics, choir, field trip, etc.). Faculty member must be
notified in advance.
Medical reasons. Must be documented by school nurse or physician, and signed
form is due to the instructor by the 2nd class after the absence.
Family emergency. Student must fill out an “Excused Absence Form” with the
Office of Academic Affairs.
Graduate school or job interview. Student must fill out an “Excused Absence
Form” with the Office of Academic Affairs in advance.
Exceptional cases approved by the Office of Academic Affairs. Student must fill
out and “Excused Absence Form” with the Office of Academic Affairs.
Students are expected to arrive for class on time. Attendance will be taken at the
beginning of the class. If you are late, it is your responsibility to tell me, after class, that
you were in attendance. Three late arrivals will be counted as a class absence, and
habitual tardiness will result in your being asked to leave the class. You will of course
be responsible for any material missed.
Code of Classroom Conduct
Huntingdon College seeks to nurture wisdom, service, and faith. As a community of
learners, we hold one another to a high level of conduct. Learning cannot take place in
an environment of disrespect or disorder. In order to facilitate learning and discovery,
Huntingdon students and faculty are expected to conduct themselves in a way befitting
the 155 year-old tradition of Huntingdon College. What faculty can expect from
students:
1. Students are expected to treat their peers and professors with respect.
Students shall not interrupt their fellow students or professor. Derogatory or
sarcastic comments directed at students or professors are never acceptable.
2. Students shall attend all scheduled classes.
3. Students shall bring all necessary books and other materials to every class.
4. Students shall arrive for class on time.
5. Students shall not leave class early or gather materials together until the
class has ended.
6. Students shall not engage in text messaging (receiving or sending) during
class or talking on cell phones during class. If students have an emergency
and must receive a message or call, they shall alert their professor at the
beginning of class and then step out of the class to take the emergency call
or message.
7. Students shall refrain from Internet surfing during class. If a faculty member
believes that a student is using his or her electronic device in ways unrelated
to class, the professor may prohibit the student from bringing his or her
computer to class.
8. Students shall not talk with fellow students during class about topics unrelated
to the course. Side conversations are distracting to one's colleagues and the
professor.
9. Students shall uphold the standards of academic integrity and the Student
Honor Code.
Failure to adhere to these standards represents a violation of the Huntingdon College
Student Code of Classroom Conduct and may result in students being asked to leave
the class. Repeated violations that cause disruption to the learning environment may
result in additional sanctions, including removal from the course or, in extreme
circumstances, dismissal from the College.
What students can expect from faculty:
10. Faculty shall treat all students with respect, regardless of differences of
opinion or program of study.
11. Faculty shall be well prepared for classes.
12. Faculty shall grade students fairly based on the policies in the syllabus.
13. Faculty shall return graded materials in a timely fashion.
14. Faculty shall provide students with their current grade when asked.
15. Faculty shall keep regular and consistent office hours.
16. Faculty shall keep student information confidential.
17. Faculty shall make every effort to alert students ahead of time if he or she
must cancel a class.
18. Faculty shall work with students to make reasonable accommodations to
make up work missed as a result of a documented, excused absence.
Accommodation of Students With Disabilities:
Faculty at Huntingdon College make every effort to accommodate unique and special
needs of students with respect to speech, hearing, vision, seating, or other possible
adaptations. Please notify the Disability Services Intake Coordinator, Ms. Camilla Irvin,
at disabilityservices@huntingdon.edu, as soon as possible of requested
accommodations.
SSPE 220 Motor Behavior – Course Calendar
Week 1 – Part I, Overview
Week 2 – Part II, Biological Growth and Development
Week 3 – Part II, cont..... Exam
Article 1 Due 9/8
Week 4 – Part II, cont
Week 5 – Part II, cont
Week 6 – Part III, Perception and Information Processing..... Exam
Week 7 – Part III, cont
Week 8 – Part IV, Motor Behavior Across the Lifespan
Week 9 – Part IV, cont.... Exam
Article 2 Due 10/20
Week 10 – Part IV, cont
Week 11 – Part IV, cont
Article 3 Due 11/4
Week 12 – Part IV, cont...... Exam
Week 13 – Part V, Assessment
Week 14 Break
Week 15 – Part VI, Sociocultural Influences on Motor Development
Article 4 Due 12/2
Final Exam – Monday, December 5th 8:30-10:30am Weil 105
All articles are due by Noon on the Thursday of the assigned week. No late work will be
accepted.