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Motor Learning and Development 2nd Edition With Web Resource

Motor Learning and Development 2nd Edition With Web Resource


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    Motor Learning and Development, Second Edition With Web Resource, provides a foundation for understanding how humans acquire and continue to hone their movement skills throughout the life span. These fundamentals will give students the tools they need to create, apply, and evaluate motor skill programs for learners and clients at all skill and development levels, from elite athletes to those with severe disabilities.

    The second edition maintains the unique focus of the original, covering the basics of motor learning and development simultaneously. The text has been revised and updated with current research and examples, and it includes the following enhancements:
    • Three new chapters, Understanding Movement Control, Infant Motor Development, and Devising a Plan, provide more depth on fundamental topics.
    • A web resource for students includes videos with guiding questions, lab activities for each chapter, and printable versions of the book’s sidebars for use as assignments.
    • Reorganized content in part I allows for deeper understanding of complex topics.
    • Parts II and III are reorganized to group content by topic rather than by age group, in order to better infuse the two fields of motor learning and motor development.
    • Updated What Do You Think? and Try This sidebars engage students in applying concepts, and sample answers in the instructor guide help provide feedback on those applications.
    Motor Learning and Development, Second Edition, combines these two subdisciplines of motor behavior in an accessible and easy-to-follow manner. Part I provides an outline of the fundamental concepts of both motor learning and motor development. Part II explores movement patterns across the life span, from infancy to older adulthood, with a new chapter focusing on infant motor development. Part III examines the changing individual constraints throughout the life span, including physiological, psychological, and sociocultural factors and changes related to age. Finally, part IV prepares students to create and implement developmentally appropriate movement programs, closing with a new chapter, Devising a Plan.

    Learning aids throughout the book include chapter objectives, glossary terms, and supplemental activities to emphasize the evolution from research to practice. Revised opening vignettes in each chapter demonstrate the breadth of professions that utilize knowledge of and research in motor behavior. The significantly upgraded instructor ancillaries—an instructor guide, test package, and presentation package—are free to course adopters.

    Motor Learning and Development provides students with the fundamental understanding of movement skills that they need in order to develop, implement, and critically assess motor skill programs.


    Textbook for undergraduate courses that merge motor development and motor learning. A reference for researchers in motor behavior, coaching education, and physical education.

    Table of Contents

    Letter to Instructors
    Part I. Theory and Foundational Concepts
    Chapter 1. Perspectives in Motor Behavior
    Defining Terms in Motor Behavior
    Motor Control
    Motor Learning
    Motor Development
    Learning Aids
    Chapter 2. Understanding Movement Control
    Reaction Time
    Sensory Contributions
    Learning Aids
    Chapter 3. Theoretical Constructs in Motor Behavior
    Information-Processing Theory
    Ecological Approach
    Dynamic Systems Approach
    Learning Aids
    Chapter 4. Stages of Skill Acquisition
    Mountain of Motor Development
    Motor Learning Stages
    Link to Dynamic Systems Approach
    Practical Use of the Learning Models
    Learning Aids
    Chapter 5. Assessing Motor Learning
    Indicators of Motor Skill Learning
    Performance and Learning Tests
    Games Classification for Promoting Transfer
    Promoting Positive Transfer for Any Motor Skill
    Learning Aids

    Part II. Life Span Physical Activity and Movement
    Chapter 6. Infant Motor Development
    Prenatal Development
    Sensory Capabilities
    Early Movements
    Infants at Risk
    Learning Aids
    Chapter 7. Fundamental Skills in Childhood
    Fundamental Movement Skills
    Fundamental Locomotor and Manipulative Skills
    Learning Aids
    Chapter 8. Movement in Adulthood
    Physical Activity
    Peak Athletic Performance
    Movement Patterns
    Learning Aids

    Part III. Functional and Structural Constraints
    Chapter 9. Physical Development
    Nature and Nurture
    Physical Growth and Maturation
    Body System Constraints
    Learning Aids
    Chapter 10. Physical Aging
    Skeletal System
    Muscular System
    Aerobic Capacity
    Cardiovascular System
    Nervous System
    Endocrine System
    Body Composition
    Sensory Systems
    Learning Aids
    Chapter 11. Cognitive Development
    Intellectual Development
    Types of Knowledge
    Sport Expertise
    Learning Aids
    Chapter 12. Psychosocial and Social–Affective Development
    Psychosocial Constraints
    Social–Affective Constraints
    Learning Aids
    Chapter 13. Psychosocial and Cognitive Factors in Adulthood
    Psychosocial Factors
    Cognitive Function
    Learning Aids

    Part IV. Designing Developmentally Appropriate Programs
    Chapter 14. Physical, Affective, and Instructional Factors
    Gold Standards Versus Variability
    Physical Factors
    Affective Factors
    Instructional Factors
    Learning Aids
    Chapter 15. Prepractice Considerations
    Goal Setting
    Verbal Instruction
    Directing Attention and Providing Guidance
    Learning Aids
    Chapter 16. Practice
    Amount of Practice
    Variable Practice
    Contextual Interference Effect
    Practice Specificity
    Part and Whole Practice
    Mental Practice and Imagery
    Distribution of Practice
    Learning Aids
    Chapter 17. Feedback
    Functions of Feedback
    Types and Modalities of Feedback
    Providing Effective Feedback
    Learning Aids
    Chapter 18. Devising a Plan
    Ecological Task Analysis
    Case Studies
    Learning Aids
    About the Authors

    About the Author

    Pamela S. Haibach-Beach, PhD, is a professor in the department of kinesiology, sport studies, and physical education (KSSPE) at the College at Brockport, State University of New York. Haibach-Beach earned her doctorate in kinesiology with an emphasis in motor behavior from Pennsylvania State University under the advisement of Dr. Karl M. Newell. She is the coordinator of the kinesiology major and the study abroad program in the KSSPE department.

    Haibach-Beach's research focuses on motor learning, motor development, and balance, including those of developing individuals, individuals with disabilities, and other special populations. Haibach-Beach regularly presents and conducts workshops at national and international conferences related to motor behavior. She is founder and codirector of the Institute of Movement Studies for Individuals With Visual Impairments (IMSVI).

    Haibach-Beach serves as an elected board member for the American Kinesiology Association (AKA) and also chairs the AKA publications committee. She is a former president of the National Association for Sport and Physical Education (NASPE) Motor Development and Learning Academy and is a member of the International Federation for Adapted Physical Activity (IFAPA), the Society of Health and Physical Educators (SHAPE America), International Society of Motor Control (ISMC), and the North American Society for the Psychology of Sport and Physical Activity (NASPSPA). Active in her community, Haibach-Beach serves as a cochair for an active-community initiative called Walk! Bike! Brockport! and is a Brockport Lions Club member.

    In her free time, Haibach-Beach enjoys being physically active and spending time outdoors. She, her husband, and her two children reside in Brockport, New York. As both a researcher and a mother, she enjoys experiencing the growth and development of her two children.

    Gregory D. Reid, PhD, is a professor emeritus in the department of kinesiology and physical education at McGill University in Montreal, Quebec. A former elementary school physical education teacher and longtime youth coach in ice hockey and baseball, Reid obtained his graduate education in adapted physical activity, motor learning, and special education at the University of California (UCLA) and Pennsylvania State University. As a teacher and researcher, he maintained a strong focus on theory-to-practice applications. Reid's research covered performance, learning, and development; spanned children to older adults; and included an emphasis of individuals with and without disabilities.

    In addition to his teaching and research, Reid supervised practicum experiences of undergraduates teaching individuals with disabilities. He is a former undergraduate and graduate program director and chair of the department of kinesiology and physical education at McGill University.

    In 1997, Reid received the G. Lawrence Rarick Research Award from AAHPERD’s National Consortium for Physical Education and Recreation for Individuals with Disabilities. He was elected an international member of the American Academy of Kinesiology in 1999. He is also a fellow of the International Federation of Adapted Physical Activity (IFAPA) and the 2015 recipient of their Elly D. Friedmann Professional Contribution Award.

    Reid and his wife, Carol, reside in Sainte-Adele, Quebec. They have two grown sons, Drew and Tyler. In his free time Reid enjoys hiking, bicycling, cross-country and downhill skiing, and reading novels. And he never tires of observing the motor development and learning accomplishments of his grandchildren, Jacob, Chloe, and Ethan.

    Douglas H. Collier, PhD, is an associate professor in the department of kinesiology, sport studies, and physical education at the College at Brockport, State University of New York. Collier was a delegate to the Jasper talks (1985), a significant policy workshop that became the catalyst to Collier’s career-long interest in motor development. For the past three decades, his research agenda has examined various facets of motor development that pertain to the education of typically developing children and those with identifiable disabilities. He is also interested in positive and proactive solutions to challenging behavior in school-age learners. Collier has presented his research at multiple national and international conferences concerned with the study of motor development and pedagogy.

    Over the course of his 24-year career in higher education, Collier has served in multiple leadership positions at local, state, and national levels. He is a member of the North American Federation of Adapted Physical Activity (NAFAPA), the Society of Health and Physical Educators (SHAPE America), and the North American Society for the Psychology of Sport and Physical Activity (NASPSPA).

    Collier holds a doctorate in human performance from Indiana University, where he studied under the advisement of Drs. Dale Ulrich, Beverly Ulrich, and Esther Thelen. In his free time, Collier enjoys racket sports, photography, and canoeing. He and his wife, Christine, reside in Brockport, New York. They have two grown daughters, Robin and Shannon.


    All ancillary materials are free to course adopters and available at

    Instructor guide. Includes sample answers to the What Do You Think? sections and, as appropriate, the Try This activities. It also includes troubleshooting tips for each chapter and its labs.

    Test package. Includes 170 questions in multiple-choice, true-or-false, and essay format that instructors can use in creating or supplementing tests and quizzes.

    Presentation package. Includes presentation slides and detailed lecture notes to aid instructors in lesson preparations. Slides can be edited, reordered, incorporated into other presentations, and printed and distributed as classroom handouts.

    The presentation package is also available for purchase • ISBN 978-1-4925-4369-5

    Web Resource. Includes 33 videos with guiding questions, 17 lab activities (one for each chapter), and printable versions of the book’s sidebars for use as assignments.