Different from any other motor behavior text on the market, Motor Learning and Development, Third Edition With HKPropel Access, combines two subdisciplines of motor behavior in an accessible and easy-to-follow manner. By uniting these two disciplines under the same cover, the text prepares students to create, apply, and evaluate motor skill programs for people of all skill and development levels. Motor Learning and Development, Third Edition, outlines the fundamental concepts of both motor learning and motor development. It explores movement patterns across all ages throughout the human life span, including the influences of life transitions and individual and sociocultural constraints. The text provides a complete framework for students to consider the many variables for each individual and then create and implement developmentally appropriate movement programs. The third edition has been revised and updated with current research and examples, and it includes the following enhancements: Expanded coverage of fundamental movement skills and skill classification Four new chapters exploring the assessment of gross motor development, sociocultural constraints, developmental models for instruction, and program design Additional videos illustrating fundamental motor skills, motor milestones, and infant reflexes New supplemental activities at the end of each chapter prompting students to apply concepts from the text to their own life experience Motor Learning and Development, Third Edition, also has related online activities and video clips designed to encourage critical thinking and application of concepts. Lab activities, which can be assigned by instructors in HKPropel, require students to complete hands-on assignments and draw conclusions. Over 90 videos demonstrate people of various ages, including infants, completing motor tasks so students can observe and assess movements throughout the life span firsthand. Other learning aids within the book include chapter objectives, glossary terms, sidebars, and supplemental activities to emphasize the evolution from research to practice. Opening vignettes in each chapter demonstrate the breadth of professions that use research in motor behavior. Motor Learning and Development, Third Edition, offers a foundation for understanding how humans acquire and continue to develop their movement skills throughout the life span. Note: A code for accessing HKPropel is included with all new print books.
Pamela S. Beach, PhD, is a professor of motor behavior at State University of New York at Brockport (SUNY Brockport), where she serves as the associate director of the honors college. She is the cofounder and codirector of the Institute of Movement Studies for Individuals with Visual Impairments (IMSVI). Dr. Beach regularly publishes and presents nationally and internationally. Her research focuses on motor competence and balance in individuals with and without sensory impairments. Dr. Beach is the author of over 65 peer-reviewed publications and has presented at over 125 national and international conferences. She has also organized the International Symposium on Physical Activity and Individuals With Visual Impairments or Deafblindness. She has authored two previous editions of the textbook Motor Learning and Development, published by Human Kinetics, which has been widely adopted in university courses. Dr. Beach serves as the vice president of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) and has served as chair of the National Association for Sport and Physical Education (NASPE) Motor Development and Learning Academy and as a board member of the American Kinesiology Association (AKA). She has earned the Chancellor's Award for Excellence in Teaching and the Roland Fontaine Award for Student Engagement from SUNY Brockport as well as the Corinne Kirchner Research Award from the American Federation for the Blind. She resides in western New York with her husband, three children, and two dogs. Melanie Perreault, PhD, is an associate professor of motor behavior and the coordinator of the kinesiology program in the department of kinesiology, sport studies, and physical education at State University of New York at Brockport (SUNY Brockport). She is also the communications director for the Institute of Movement Studies for Individuals with Visual Impairments (IMSVI). Dr. Perreault teaches undergraduate courses on motor development and motor learning and graduate courses on research. She received SUNY Brockport's Honors Mentor Award and Faculty-Student Engagement Award in 2022 for her work with undergraduate student research. Dr. Perreault's main area of research focuses on motor development in children with sensory impairments. She has published over 25 peer-reviewed articles and contributed to four books, including Lesson Planning for High School Physical Education and Motor Learning and Development, Second Edition, published by Human Kinetics. Dr. Perreault and her research team received the Corinne Kirchner Research Award from the American Federation for the Blind in 2020 and the Recognition Award from the CHARGE Syndrome Foundation in 2021 for their contributions to the field. She currently serves on the board of the American Kinesiology Association (AKA) and as a member-at-large for the International Motor Development Research Consortium. Ali Brian, PhD, CAPE, is an associate professor in the department of physical education at the University of South Carolina, where she serves as the founder and director of the Physical and Developmental Disabilities Research Lab as well as the founder and coordinator of the new adapted physical education master's degree program. Dr. Brian has served as the chair of the Research Council for SHAPE America and as the vice president elect for the National Consortium for Physical Education for Individuals with Disabilities (NCPEID). She is also an associate editor for Research Quarterly for Exercise and Sport and serves on the editorial boards for Research Quarterly for Exercise and Sport and Physical Education and Sports Pedagogy. Dr. Brian was given the G. Lawrence Rarick Research Award by the NCPEID in 2021 as well as the Corinne Kirchner Research Award by the American Federation for the Blind in 2020. Dr. Brian is the author of over 50 peer-reviewed publications and has presented at over 150 national and international conferences. Her research focuses on establishing underlying mechanisms (e.g., gross motor, psychological, and social-cognitive development) that drive positive developmental trajectories for the health of children and youth with and without disabilities. Douglas H. Collier, PhD, is an associate professor in the department of kinesiology, sport studies, and physical education at State University of New York at Brockport (SUNY Brockport). 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).
Theory and Foundational Concepts Chapter 1. Perspectives in Motor Behavior Defining the Fields of Motor Behavior Motor Control Motor Learning Motor Development History of Motor Competence Research Summary Chapter 2. Theoretical Constructs in Motor Behavior Information-Processing Theory Ecological Approach Dynamic Systems Approach Summary Chapter 3. Understanding Movement Control Reaction Time Attention Arousal Sensory Contributions Memory Summary Chapter 4. Skill Classification Skill Classification Skill Versus Ability Summary Chapter 5. Stages of Skill Acquisition Motor Learning Stages Link to Dynamic Systems Approach Practical Use of Learning Models Summary Chapter 6. Assessing Motor Learning Indicators of Motor Skill Learning Performance and Learning Tests Games Classification for Promoting Transfer Promoting Positive Transfer for Any Motor Skill Summary Life Span Physical Activity and Movement Chapter 7. Infant Motor Development Prenatal Development Sensory Capabilities Early Movements Infants at Risk Summary Chapter 8. Locomotor and Stability Skills in Childhood Fundamental Motor Skills Locomotor Skills Summary Chapter 9. Object Control Skills in Childhood Development of Object Control Skills Summary Chapter 10. Movement in Adulthood Aging Physical Activity Self-Regulation in Physical Activity Peak Athletic Performance Movement Patterns Summary Chapter 11. Assessment of Gross Motor Development Motor Performance Versus Development Categories of Assessment Summary Individual and Environmental Constraints Chapter 12. Physical Development Nature and Nurture Physical Growth and Maturation Body System Constraints Summary Chapter 13. Physical Aging Skeletal System Muscular System Aerobic Capacity Cardiovascular System Nervous System Endocrine System Body Composition Sensory System Summary Chapter 14. Knowledge and Cognitive Constraints Knowledge Constraints Cognitive Constraints Summary Chapter 15. Psychosocial and Affective Constraints Psychosocial Constraints Affective Constraints Self-Regulation Summary Chapter 16. Sociocultural Constraints Gender Race Cultural Background Disability Aging Summary Designing Developmentally Appropriate Programs Chapter 17. Developmental Models for Instruction Motor Development Models Sport Development Models Summary Chapter 18. Prepractice Considerations Goal Setting Demonstrations Verbal Instruction Directing Attention and Providing Guidance Summary Chapter 19. Practice Variable Practice Contextual Interference Effect Practice Specificity Part and Whole Practice Distribution of Practice Mental Practice and Imagery Summary Chapter 20. Feedback Functions of Feedback Types and Modalities of Feedback Providing Effective Feedback Summary Chapter 21. Program Design Gold Standards Versus Variability Ecological Task Analysis Summary
