To build a body of knowledge whereby the student can interpret the theoretical basis of motor learning and control in order to undertake motor skill analysis and assessment and to implement evidence-based motor skill training programs with consideration for the unique needs of the learner, skill characteristics and the learning and performance environment.
Structure and function of the neuromuscular and sensory systems underlying control of voluntary and involuntary movement and motor learning or skill acquisition. Changes in neuromuscular function, cognitive function and motor performance that may occur as a result of motor learning, ageing or injury and disease.
Approaches to assessment of motor learning processes and motor control including motor skill classification and measurement of motor skill performance. Theoretical foundations of motor learning and control: Central representation and dynamic systems models. Theories of attention and memory in relation to learning and performance of goal directed movement. Goal directed movement planning and control characteristics.
Individual factors in motor skill learning and performance: motor abilities, stage of learning, motivation, arousal and stress. Motor skill training factors: environmental or situational contexts, instruction, feedback, practice amount and distribution, practice variability and scheduling, whole-part practice and mental practice.
Magill, R A and Anderson, D 2016, Motor learning and control: concepts and applications, 11th edn, McGraw-Hill, New York
|INTERNAL, CITY EAST
||2 hours x 12 weeks
|Self directed learning Online Activites
||3 hours x 13 weeks
||2 hours x 6 weeks
Note: These components may or may not be scheduled in every study period. Please refer to the timetable for further details.
|INTERNAL, CITY EAST
Commonwealth Supported program (Band 1)
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* Equivalent Full Time Study Load. Please note all EFTSL values are published and calculated at ten decimal places. Values are
displayed to three decimal places for ease of interpretation