undergraduate motor learning emily h. wughalter, ed.d. revised for fall 2008

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Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

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Page 1: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

Undergraduate Motor Learning

Emily H. Wughalter, Ed.D.Revised for Fall 2008

Page 2: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

A taxonomy is a classification system. In our class we learned a system for classifying motor tasks proposed by Ann Gentile (1972, 1975, 1987, 2001).

Page 3: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

A variable is something defined by an experimenter and is measured along some dimension, including: nominal, ordinal, interval, and ratio measurement.

Page 4: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

Open skills Closed skills Manipulation of objects Adaptive movements Intertrial variability Motor patterns

Page 5: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

Weave in known information with the information contained in the literature available

Summarize the work of the researchers, including: hypotheses, methods, results, and conclusions

Omit quotes as much as possible Use the word participants instead of subjects Do not use text messaging terms in formal

writing

Page 6: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

Do not state an article title in the context of an essay

Use spell-check and a grammar checker if available

Omit the verb to prove in scholarly writing Omit contractions in scholarly writing Attempt to omit passive writing styles Omit personal pronouns in formal writing

Page 7: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

Attempt to reduce reliance on secondary reference materials

Affect is ordinarily used as a verb and effect is ordinarily used as a noun

Paragraphs???? Introduction and conclusion paragraphs Use past tense when referring to the

literature

Page 8: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

USE NEUTRAL LANGUAGE PLEASE

No gender bias No race bias

No ethnic bias No bias at all!

Page 9: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

Format and Grammatical Format and Grammatical IssuesIssues

““The first article I read dealt with The first article I read dealt with …”.…”.

““The second of my articles dealt The second of my articles dealt with…”.with…”.

““Darden did some research…”.Darden did some research…”.– Why not use Why not use – Darden conducted research….Darden conducted research….

Eliminate words like believe and Eliminate words like believe and feelfeel

Agreement of Subject/Object and Agreement of Subject/Object and Subject/VerbSubject/Verb

Page 10: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

APA stands for the American Psychological Association. The APA is now up to Version 5 of its format manual. Please be sure to use the most current manual for developing papers.

Page 11: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

Example 1 - Reference in textIn their study, Cooper and Rothstein (1982) found videotape replay was an effective source of external feedback for open and closed environments.

Example 2 - Reference in parenthesesVideotape replay has been found to be an effective source of external feedback

(Cooper & Rothstein, 1982).

Page 12: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

For direct quotes:Cooper and Rothstein (1982) found “…

that both the groundstrokes and the serve were learned best under PEIF” (p. 198).

“… Both the groundstrokes and the serve were learned best under PEIF” (Cooper & Rothstein, 1982, p. 198).

Page 13: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

Format and Grammatical Format and Grammatical IssuesIssues

Eliminate the adjective “HUGE”Eliminate the adjective “HUGE” Beware of plagiarismBeware of plagiarism

Page 14: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

Should open skills be changed to closed skills during practice?

Page 15: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

Brady, F. (1996). Anticipation of coincidence, gender, and sports classification. Perceptual and Motor Skills, 82, 227-239.

Cooper, L. K., & Rothstein, A. L. (1982). Video replay and the learning skills in open and closed environments. Research Quarterly for Exercise

and Sport, 52, 191-199.

Darling, W. G., & Cooke, J. D. (1987). Changes in the variability of movement trajectories with practice. Journal of Motor Behavior, 19, 3.

Eidson, T. A., & Stadulis, R. E. (1991). Effects of variability of practice on the transfer

and performance of open and closed skills. Adapted Physical Activity Quarterly,

8, 342-356.

Gentile, A. M. (1972). A working model of skill acquisition with application to teaching. Quest, 17, 3-23.

Page 16: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

Hautala, R. M., Conn, J. H. (1993). A test of Magill’s closed to open continuum for skill development. Perceptual and Motor Skills, 77, 219-226.

Highlen, P., & Bennett, B. (1983). Elite divers and wrestlers: A comparison between open- and closed-skill athletes. Journal of Sport Psychology, 5, 390-409.

Jarus, T., Wughalter, E. H., & Gianutsos, J. (1997). Effects of contextual interference and conditions of movement task on acquisition, retention, and transfer of motor skills by women. Perceptual and Motor Skills, 84, 179-183.

Liu, W.H. (1996). Review of recent Chinese research on field dependence- independence in high-level athletes. Perceptual and Motor Skills, 83, 1187- 1193.

Page 17: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

Mc Loed, B. (1983). Field dependence as a factor in sports with preponderance of open or closed skills. Perceptual and Motor Skills, 60, 369-370.

Mount, J. (1996). Effect of practice of a throwing skill in one body position on performance of the skill in an alternate position. Perceptual and Motor Skills, , 723-732.

Mulholland, R., & McNeill, A. (1989). Heart rate responses of profoundly retarded, multiply handicapped children during closed-skill fine motor and open-

skill gross motor activities. Adapted Physical Activity Quarterly, 6 (1), 68-78.

Poulton, E. G. (1957). Range effects in experiments on people. American Journal of

Psychology, 88, 3-32.

Page 18: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

Riach, C. L., & Hayes, K. C. (1990). Anticipatory postural control in children. Journal of Motor Behavior, 22, 250-266.

Rothstein, A., & Wughalter, E. H. (1987). Basic stuff series 1: Motor Learning. Reston, VA: AAHPERD.

Sherwood, D. E., & Weeks, D. L. (1994). A comparison of knowledge of results

scheduling methods for promoting motor skill acquisition and retention.

Research Quarterly for Exercise and Sport, 65, 136-142.

Wrisberg, C. A., & Anshel, M. H. (1993). A field test of the activity set hypothesis for warm-up decrement in an open skill. Research Quarterly for Exercise and Sport, ,

Page 19: Undergraduate Motor Learning Emily H. Wughalter, Ed.D. Revised for Fall 2008

Yazdy. O. (1998). Speed of information in sport: closed vs open skills. International Journal of Sport Psychology, 19, 281-

295.