Motor Control & Learning
Run by School of Sport, Health and Exercise Sciences
10 Credits or 5 ECTS Credits
Organiser: Dr Vicky Gottwald
Overall aims and purpose
The purpose of the module is to provide students with an understanding of the processes underlying the control and learning of human movement from a behavioural perspective.
The purpose of the module is to provide students with an understanding of the processes undelying the control and learning of human movement from a behavioural perspective. This module will cover research and theoretical issues on various topics in motor control and learning such as information processing and factors affecting reaction time; attention and movement control; central and sensory contributions in motor control; multi-limb coordination; stages of learning; organization of practice sessions; and the frequency and form of augmented feedback. The application of research findings and theoretical constructs to practical situations will be discussed.
To be awarded a mark above D-, you must have a clear understanding of the paradigms and empirical findings in the motor control and learning literature. You should be able to explain how theoretical concepts have evolved from the empirical evidence and how these theories can be applied to practical situations.
To be awarded a mark of higher than B- , in addition to the above, you must be able to integrate the various theoretical concepts. In particular, you should be able to explain how the various processes involved in the control of movement change at the different stages of learning and how the learning process changes throughout skill acquisition. The ability to interpret empirical data should be demonstrated.
To be awarded a mark of over A-, in addition to the above, an in depth interpretation of empirical data which incorporates evidence from your additional reading will be expected.
Recognize the various processes involved in the control of movement;
Identify the processes involved in the different stages of motor learning;
Describe how these processes interact;
Extend research and theory to practical situations;
Critically evaluate research papers and theories.
|SUMMATIVE THEORETICAL ASSMT||mcq 1||5|
|EXAM||exam part a||30|
|EXAM||exam part b||45|
|SUMMATIVE THEORETICAL ASSMT||mcq 2||5|
Teaching and Learning Strategy
- Literacy - Proficiency in reading and writing through a variety of media
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
Subject specific skills
- research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
- critically assess and evaluate data and evidence in the context of research methodologies and data sources
- describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
- plan, design, execute and communicate a sustained piece of independent intellectual work, which provides evidence of critical engagement with, and interpretation of, appropriate data
- apply knowledge to the solution of familiar and unfamiliar problems
- develop a sustained reasoned argument, perhaps challenging previously held assumptions
- demonstrate effective written and/or oral communication and presentation skills
- work effectively independently and with others
- take and demonstrate responsibility for their own learning and continuing personal and professional development
- demonstrate evidence of competence in the scientific methods of enquiry, and interpretation and analysis of relevant data and statistical outputs.
- develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
- develop effective learning aids
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/jxh-2020.html
Courses including this module
Compulsory in courses:
- C680: BSc Sport and Exercise Psychology year 2 (BSC/SEXP)
- CB69: BSC Sport, Health & Exercise Sci. year 2 (BSC/SHES)
- C600: BSC Sports Science year 2 (BSC/SPS)
- C604: BSc Sports Science (with International Experience) year 2 (BSC/SSIE)
- C608: MSci Sport, Health and Exercise Sciences year 2 (MSCI/SHS)
- C607: MSci Sport Science year 2 (MSCI/SS)
Optional in courses:
- CR6H: BA Italian/Sports Science year 2 (BA/ITSSC)
- CR61: BA Sports Science/French year 2 (BA/SPSFR)
- CR62: BA Sports Science/German year 2 (BA/SPSG)
- CR6K: BA Spanish/Sports Science year 2 (BA/SPSSC)
- CQ65: BA Cymraeg/Sports Science year 2 (BA/SPSW)
- C651: BSC Sport- Health & Physical Educ year 2 (BSC/SHPE)
- C602: BSC Sport Science (ODA) year 2 (BSC/SSOA)
- 2W68: BSc Sports Science (Outdoor Activities) (with Int Exp) year 2 (BSC/SSOIE)
- C609: MSci Sport Science (Outdoor Activities) year 2 (MSCI/SSOA)