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Motor Learning and Performance: From Principles to Application, Fifth Edition With Web Study Guide, describes the principles of motor performance and learning in a style that is accessible even to students with little or no knowledge of physiology, psychology, statistical methods, and other basic sciences. Constructing an easy-to-understand conceptual model of motor performance along the way, this text outlines the principles of motor skill learning, building a strong understanding of how skills are acquired and perfected with practice and showing students how to apply the concepts to a variety of real-world settings. Incorporating familiar scenarios brings the material to life for students, leading to better retention of information and greater interest in practical application of motor performance and learning in their everyday lives and future careers.
The fifth edition of Motor Learning and Performance features a more streamlined organization, with practice situations integrated directly into chapters rather than appearing at the end of the text, facilitating a stronger link between principles derived from research and practical applications. The addition of author Timothy Lee adds a fresh perspective to the text. Other key changes include the following:
An improved web study guide offers a principles-to-application exercise and multiple interactive activities for each chapter, ensuring that students will be able to transfer core content from the book to various applied settings.
A full-color interior provides a more engaging presentation.
Focus on Research and Focus on Application sidebars deliver more detailed research information and make connections to real-world applications in areas such as teaching, coaching, and therapy.
Updates to instructor ancillaries feature the addition of lab activities to the instructor guide and new chapter quizzes that assess students’ mastery of the most important concepts covered in the textbook.
Pedagogical aids such as learning objectives, glossary of terms, and Check Your Understanding questions throughout help students stay on track with learning in each chapter.
Motor Learning and Performance, Fifth Edition, provides optimal student comprehension, offering a strong conceptual understanding of skills and then building on this with the intricacies of skilled motor performance. Part I investigates the principles of human performance, progressively developing a conceptual model of human actions. The focus is mainly on human performance as based on an information-processing perspective. In part II, the text uses the conceptual model to impart an understanding of human motor learning processes. The presentation style remains simple and straightforward for those without extensive backgrounds in motor performance.
The fifth edition of Motor Learning and Performance: From Principles to Application goes beyond simply presenting research, challenging students not only to grasp but also to apply the fundamental concepts of motor performance and learning. The fifth edition is a valuable tool for anyone who appreciates high-level skilled activity or would like to learn more about how such performances occur.
Chapter 1. Introduction to Motor Learning and Performance: How Skills Are Studied
Why Study Motor Skills?
The Science of Motor Learning and Performance
Focus on Research 1.1: Franklin M. Henry, Father of Motor Behavior Research
Components of Skills
Focus on Research 1.2: Error Scores in Discrete Tasks
Focus on Research 1.3: Error Scores in Continuous Tasks
Understanding Performance and Learning
Part I: Principles of Human Skilled Performance
Chapter 2. Processing Information and Making Decisions: The Mental Side of Human Performance
The Information-Processing Approach
Reaction Time and Decision Making
Focus on Research 2.1: Donders' Stages of Processing
Focus on Research 2.2: Hick's Law
Focus on Application 2.1: Light Switches
Focus on Application 2.2: Strategies for Anticipating
Focus on Research 2.3: Assessing Anticipation Skills
Chapter 3. Attention and Performance: Limitations on Information Processing
Focus on Application 3.1: William James on Attention
What Is Attention?
Limitations in Stimulus Identification
Limitations in Response Selection
Focus on Research 3.1: Distracted-Driving Research
Limitations in Movement Programming
Focus on Research 3.2: The Double-Stimulation Paradigm
Decision Making Under Stress
Focus on Application 3.2: Automotive Panic
Chapter 4. Sensory Contributions to Skilled Performance: Feedback Processing in Motor Control
Sources of Sensory Information
Processing Sensory Information
Focus on Application 4.1: Error Correction in Batting
Principles of Visual Control
Focus on Research 4.1: “Blindsight” Reveals Dorsal and Ventral Stream Processing
Focus on Research 4.2: Gaze Control
Focus on Application 4.2: Visibility in Nighttime Car–Truck Accidents
Audition and Motor Control
Focus on Application 4.3: When Vision Degrades Performance
Chapter 5. Motor Programs: Motor Control of Brief Actions
Motor Program Theory
Evidence for Motor Programs
Focus on Research 5.1: The Henry–Rogers Experiment
Focus on Application 5.1: Checked Swings in Baseball
Focus on Research 5.2: Initiating a Motor Program
Motor Programs and the Conceptual Model
Problems in Motor-Program Theory: Novelty and Storage Problems
Generalized Motor-Program Theory
Focus on Research 5.3: Invariances and Parameters
Focus on Research 5.4: Relative Timing in Locomotion
Focus on Application 5.2: Relative-Timing Fingerprints
Focus on Application 5.3: The Stereo-System Analogy
Chapter 6. Principles of Speed, Accuracy, and Coordination: Controlling and Timing Movements
Focus on Research 6.1: Fitts Tasks
Focus on Application 6.1: Fitts' Law in Everyday Actions
Sources of Error in Rapid Movements
Exceptions to the Speed–Accuracy Trade-Off
Analyzing a Rapid Movement: Baseball Batting
Accuracy in Coordinated Actions
Focus on Application 6.2: Coordination in Golf Putting
Focus on Research 6.2: Coordination as a Self-Organization Process
Chapter 7. Individual Differences: How People Differ in Their Performance Capabilities
The Study of Individual Differences
Abilities versus Skills
Is There a General Motor Ability?
Focus on Application 7.1: The Babe (Mildred “Babe” Zaharias)
Focus on Research 7.1: Correlation: The Statistic of Individual Differences
Abilities and the Production of Skills
Prediction and Selection Based on Ability
Focus on Application 7.2: Moneyball
Focus on Research 7.2: The Relative-Age Effect
Part II: Principles of Skill Learning
Chapter 8. Introduction to Motor Learning: Concepts and Methods in Research and Application
Motor Learning Defined
How is Motor Learning Measured?
Focus on Research 8.1: Learning Curves: Facts or Artifacts?
Distinguishing Learning from Performance
Focus on Application 8.1: Self-Assessments of Learning
Transfer of Learning
Chapter 9. Skill Acquisition, Retention, and Transfer: How Expertise is Gained
Focus on Application 9.1: Principles of Golf Practice
Focus on Research 9.1: Learning Never Ends
Focus on Application 9.2: Fitts and Bernstein Learn to Play Ice Hockey
Focus on Application 9.3: Teaching for Transfer of Learning
Focus on Research 9.2: Game Systems for Virtual Training
Chapter 10. Organizing and Scheduling Practice: How the Structure of Practice Influences Learning
Off-Task Practice Considerations
Focus on Application 10.1: Mental Practice in Stroke Rehabilitation
Organizing Practice and Rest
Variable Versus Constant Practice
Focus on Research 10.1: Especial Skills: An Exception to Variable Practice?
Blocked Versus Random Practice
Chapter 11. Augmented Feedback: How Providing Extra Information Influences Learning
Functions of Augmented Feedback
Focus on Research 11.1: Revising Ideas About How Feedback Works
How Much Feedback Should Be Given?
Focus on Research 11.2: Augmented Feedback From Video Replays
When to Give Feedback
Focus on Application 11.1: Physical Guidance in Stroke Rehabilitation
Focus on Application 11.2: Physical Guidance in Learning to Swim
About the Authors
Introductory textbook for courses in motor learning, motor performance, and motor behavior; reference for movement practitioners including coaches, teachers, therapists, athletic trainers, and human-factors experts.
Richard A. Schmidt, PhD, is professor emeritus in the department of psychology at UCLA. He currently runs his own consulting firm, Human Performance Research, working in the area of human factors and human performance. Known as one of the leaders in research on motor behavior, Dr. Schmidt has more than 35 years of experience in this area and has published widely.
The originator of schema theory, Schmidt founded the Journal of Motor Behavior in 1969 and was editor for 11 years. He authored the first edition of Motor Control and Learning in 1982 and the first edition of Motor Learning and Performance in 1991, and he has since followed up with new editions of both texts.
Schmidt received an honorary doctorate from Catholic University of Leuven, Belgium, in recognition of his work. He is a member of the North American Society for the Psychology of Sport and Physical Activity (NASPSPA), where he served as president in 1982 and received the organization’s two highest honors: the Distinguished Scholar Award for lifetime contributions to research in motor control and learning (in 1992) and the President’s Award for significant contributions to the development and growth of NASPSPA (in 2013). He is also a member of the Human Factors and Ergonomics Society and the Psychonomic Society and received the C.H. McCloy Research Lectureship from the American Alliance for Health, Physical Education, Recreation and Dance. His leisure-time activities include sailboat racing, amateur Porsche racing, and skiing.
Timothy D. Lee, PhD, is a professor in the department of kinesiology at McMaster University in Hamilton, Ontario, Canada. He has published extensively in motor behavior and psychology journals since 1979. More recently, he has contributed as an editor to both Journal of Motor Behavior and Research Quarterly for Exercise and Sport and as an editorial board member for Psychological Review. Since 1984 his research has been supported by grants from the Natural Sciences and Engineering Research Council of Canada.
Lee is a member and past president of the Canadian Society for Psychomotor Learning and Sport Psychology (SCAPPS) and a member of the North American Society for the Psychology of Sport and Physical Activity (NASPSPA), the Psychonomic Society, and the Human Factors and Ergonomics Society. In 1980 Lee received the inaugural Young Scientist Award from SCAPPS, and in 2011 he was named a fellow of the society—its highest honor. In 1991-92 he received a senior research fellowship from the Dienst Onderzoekscoordinatie, Catholic University in Leuven, Belgium, and in 2005 he presented a prestigious senior scientist lecture at NASPSPA.
In his leisure time, Lee enjoys playing hockey and golf. He has maintained a lifelong fascination with blues music and is currently putting years of research into practice by learning to play blues guitar.
Web study guide. The web study guide will help students understand and apply concepts and research findings. It includes principles-to-application exercises and two to four interactive activities per chapter.
The web study guide is also available for purchase • ISBN 978-1-4504-6585-4
Instructor guide. Includes chapter summary notes for preparing lectures and ideas for presenting topics and engaging students in class discussions. Practical laboratory activities with chapter-related questions, examples, tables, and other relevant learning scenarios may be printed out and handed in. Sample essay questions are provided for potential testing or student assignments.
Test package. Includes more than 230 true-or-false, multiple-choice, fill-in-the-blank, and short-answer questions.
Chapter quizzes. A 10-question quiz at the conclusion of each chapter helps instructors assess students’ comprehension of the most important concepts in the chapter. Chapter quizzes can be imported into learning management systems or be used in RTF format by instructors who prefer to offer a written quiz.
Presentation package plus image bank. Includes more than 230 PowerPoint text slides that highlight material from the text and instructors can use for class discussion and demonstration. Plus, the image bank includes most of the figures, content photos, and tables from the text, sorted by chapter, that can be used to develop a customized presentation based on specific course requirements.
The slides in the presentation package can be used directly in PowerPoint or can be printed to make transparencies or handouts for distribution to students. Instructors can easily add, modify, and rearrange the order of the slides as well as search for images based on key words.
The presentation package plus image bank is also available for purchase • ISBN 978-1-4504-6584-7