Course

Unit I

Unit I: Introduction to Motor Learning and Movement Preparation
Skill taxonomy – what is a skill?, Fine versus gross motor skills, discrete, serial, or continuous skills, closed-open skills, Gentile’s taxonomy, Fleishman’s taxonomy, approaches to perception – information processing model and ecological approach, reaction time, Hick’s law, attentional capacity, arousal, selective attention, attentional focus, visual search

Unit II

Unit II: Theories of Motor Control
Degrees of freedom, motor program theory, dynamic systems theory, generalized motor program, parameters, constraints-led approach

Unit III

Unit III: Stages of Learning, Preparation for Learning and Skill Presentation
Fitts and Posner’s three-stage model, Gentile’s two-stage model, performance Improvements, learning styles, positive transfer, negative transfer, motivation for learning, hands-on instruction, hands-off instruction

Unit IV

Unit IV: Motor Skill Practice Design
Whole versus part practice, part practice methods – segmentation, fractionization, simplification, attention cueing, goal setting, cognitive rehearsal of a movement, constant practice versus variable practice, contextual interference, blocked and random practice, massed and distributed practice, rest intervals

Unit V

Unit V: Errors and Feedback
Conducting an observation of learner’s performance, diagnosing errors, comprehension errors, errors in selection, execution errors, errors in decision making. Feedback – intrinsic feedback, augmented feedback, knowledge of results, knowledge of performance, sandwich approach to providing feedback, feedback frequency.

This course aims to equip students with a comprehensive understanding of the essential mechanisms underlying the acquisition of motor skills. It will cover a wide range of principles, facts, and theories related to physical, cognitive, behavioral, and social aspects of motor learning and performance. Participants will engage in critical thinking through an array of laboratory exercises and project work. The curriculum is designed to foster a deep analytical understanding of motor skill learning and its application in a variety of contexts.

Course Objectives:

1. To gain a basic understanding of the term “skill” and classify various types of skills within the context of motor learning.
2. To describe Information Processing in Motor Learning by utilizing the “Stages of processing” concept to explain how information is processed during motor learning and performance.
3. To illustrate the purpose and attributes of motor programs in motor skill acquisition.
4. To examine how individual variances contribute to the nature of motor abilities.
5. To apply principles of motor learning, along with behavioral and social theories, in teaching and learning novel motor skills.
6. To elucidate the relationship between structured learning experiences and the enhancement of skilful movement for all learners.
7. To utilize a range of feedback methods to indicate progress in the development of skilful movement.
8. To apply different methods to augment self-motivation and the motivation of learners in acquiring new motor skills.
9. To administer time, space, and equipment efficiently to facilitate the instruction of a new skill to novice learners

Course Outcomes:

CO1: Understand and classify motor skills for effective learning. CO2: Explain information processing in motor learning.
CO3: Illustrate the role of motor programs in skill acquisition. CO4: Analyze individual differences in motor abilities.
CO5: Apply motor learning principles to teach and learn new skills efficiently.

Skills:

• Ability to classify various types of motor skills within the context of motor learning.
• Understanding of how information is processed during motor learning and performance using the stages of processing concept.
• Ability to describe the purpose and attributes of motor programs in motor skill acquisition.
• Capability to examine how individual differences contribute to motor abilities.
• Proficiency in applying motor learning principles, along with behavioral and social theories, in teaching and learning novel motor skills.
• Understanding of how structured learning experiences enhance skillful movement for all learners.
• Competence in utilizing a range of feedback methods to indicate progress in skillful movement development.
• Skill in applying different methods to augment self-motivation and motivation of learners in acquiring new motor skills.
• Ability to administer time, space, and equipment efficiently to facilitate the instruction of new skills to novice learners.

Course outcomes CO – Program outcome PO – Mappings

Evaluation Pattern`

• Coker, C. (2017). Motor learning and control for practitioners. Routledge.
• Schmidt, R. A., Lee, T. D., Winstein, C., Wulf, G., & Zelaznik, H. N. (2018). Motor control and learning: A behavioral emphasis. Human Kinetics.

• Magill, R., & Anderson, D. I. (2010). Motor learning and control. New York: McGraw-Hill Publishing.
• Adams, J. A. (1987). Historical review and appraisal of research on the learning, retention, and transfer of human motor skills. Psychological Bulletin, 101(1), 41–74. https://doi.org/10.1037/0033-2909.101.1.41
• Madhavan, S., & Shah, B. (2017). Enhancing motor skill learning with transcranial direct current stimulation—A concise review with applications to stroke. Frontiers in Psychiatry, 8, 1–12. https://doi.org/10.3389/fpsyt.2012.00066