{"product_id":"motor-learning-and-performance-7th-edition-with-hkpropel-access","title":"Motor Learning and Performance 7th Edition","description":"\u003c!-- split --\u003e\u003cul class=\"tabs\"\u003e \u003cli\u003e\u003ca href=\"#tab-description\" id=\"display-description\"\u003eDescription\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-tableofcontents\" id=\"display-tableofcontents\"\u003eTable of Contents\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-author\" id=\"display-author\"\u003eAuthor\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-ancillaries\" id=\"display-ancillaries\"\u003eAncillaries\u003c\/a\u003e\u003c\/li\u003e \u003cli\u003e\u003ca href=\"#tab-excerpt\" id=\"display-excerpt\"\u003eExcerpts\u003c\/a\u003e\u003c\/li\u003e \u003c\/ul\u003e\u003cdiv id=\"tab-description\" class=\"tab-content\"\u003e \u003cp\u003e\u003ci\u003eMotor Learning and Performance: From Principles to Application, Seventh Edition,\u003c\/i\u003e constructs a conceptual model of factors that influence motor performance, outlines how motor skills are acquired and retained with practice, and shows students how to apply the concepts to a variety of real-world settings. Written in a style that is accessible even to students with little or no knowledge of physiology, psychology, statistical methods, or other basic sciences, this text enables students to appreciate high-level skilled activity and understand how such incredible performances occur.\u003cbr\u003e\u003cbr\u003eThe seventh edition of \u003ci\u003eMotor Learning and Performance\u003c\/i\u003e offers a new chapter that invites students to expand their thinking about the learning process by considering various theoretical explanations for how motor learning occurs. This latest edition has been carefully revised to incorporate the most recent and important research findings in the field, and it is supplemented with practice situations to facilitate a stronger link between research-based principles and practical applications.\u003cbr\u003e\u003cbr\u003eRelated multimedia components delivered through HK\u003ci\u003ePropel\u003c\/i\u003e further enrich the learning experience with 12 principles-to-application exercises, 53 interactive activities, and 27 lab activities that can be filled in online and printed or emailed. The 47 narratives from \u003ci\u003eMotor Control in Everyday Actions\u003c\/i\u003e that are referenced in the book have been updated and are provided in their entirety to illustrate how motor behavior is applicable to real life. Key term quizzes and flash cards offer students interactive opportunities to engage with the content—all of which can be assigned, and progress tracked, by instructors directly through HK\u003ci\u003ePropel\u003c\/i\u003e. In addition, chapter quizzes that test comprehension of critical concepts may be assigned and are automatically graded.\u003cbr\u003e\u003cbr\u003eAs the text investigates the principles of human performance, pedagogical aids such as learning objectives, key terms, and Check Your Understanding questions help students stay on track with learning in each chapter. Focus on Research and Focus on Application sidebars deliver more detailed research information and make connections to real-world applications in areas such as teaching, coaching, and therapy. Photo learning activities challenge students with visual exercises, and 48 figures with enlightening audio descriptions can be accessed via QR code.\u003cbr\u003e\u003cbr\u003eThe seventh edition of \u003ci\u003eMotor Learning and Performance\u003c\/i\u003e goes beyond simply presenting research—it challenges students to grasp the fundamental concepts of motor performance and learning and then go a step further by applying the concepts. Incorporating familiar scenarios brings real-world context to the material for students, leading to better retention and greater interest in practical application of motor performance and learning in their everyday lives and future.\u003cbr\u003e\u003cbr\u003eNote: A code for accessing HK\u003ci\u003ePropel\u003c\/i\u003e is included with all new print books.\u003c\/p\u003e\n\u003ch4\u003eAudience\u003c\/h4\u003eIntroductory textbook for courses in motor learning, motor performance, and motor behavior; reference for movement practitioners, including coaches, teachers, therapists, athletic trainers, and human-factor experts.\u003c\/div\u003e\u003c!--end tabDescription--\u003e\u003cdiv id=\"tab-tableofcontents\" class=\"tab-content\"\u003e \u003cb\u003eChapter 1.\u003c\/b\u003e Introduction to Motor Learning and Performance\u003cbr\u003e How Skills Are Studied\u003cbr\u003e Why Study Motor Skills?\u003cbr\u003e The Science of Motor Learning and Performance\u003cbr\u003e Focus on Research 1.1 Paul M. Fitts\u003cbr\u003e Focus on Research 1.2 Franklin M. Henry\u003cbr\u003e Defining Skills\u003cbr\u003e Components of Skills\u003cbr\u003e Classifying Skills\u003cbr\u003e Measuring Skilled Performance\u003cbr\u003e Understanding Performance and Learning\u003cbr\u003e Summary\u003cbr\u003e HK\u003ci\u003ePropel\u003c\/i\u003e Activities\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart I. Principles of Skilled Performance\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Processing Information and Making Decisions\u003cbr\u003e The Mental Side of Human Performance\u003cbr\u003e The Information-Processing Approach\u003cbr\u003e Focus on Application 2.1 Intent to Blow Whistle Rule in the NHL\u003cbr\u003e Reaction Time and Decision-Making\u003cbr\u003e Focus on Research 2.1 Hick’s Law\u003cbr\u003e Focus on Application 2.2 Population Stereotypes\u003cbr\u003e Focus on Research 2.2 Studying the Expert Advantage\u003cbr\u003e Focus on Application 2.3 Cost–Benefit of Anticipating in Sprint Starting\u003cbr\u003e Errors in Decision-Making\u003cbr\u003e Memory\u003cbr\u003e Summary\u003cbr\u003e HK\u003ci\u003ePropel\u003c\/i\u003e Activities\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 3.\u003c\/b\u003e Attention and Performance\u003cbr\u003e Information-Processing Limitations\u003cbr\u003e Focus on Application 3.1 William James on Attention\u003cbr\u003e What Is Attention?\u003cbr\u003e Attentional Limitations in Stimulus Identification\u003cbr\u003e Focus on Research 3.1 A Stroop-Like Effect in Basketball\u003cbr\u003e Attentional Limitations in Response Selection\u003cbr\u003e Focus on Research 3.2 Distracted-Driving Research\u003cbr\u003e Attentional Limitations in Movement Programming\u003cbr\u003e Focus on Research 3.3 The Double-Stimulation Paradigm\u003cbr\u003e Attentional Focus During Action\u003cbr\u003e Decision-Making Under Stress\u003cbr\u003e Focus on Application 3.2 Driver Panic and Unintended Acceleration\u003cbr\u003e Summary\u003cbr\u003e HK\u003ci\u003ePropel\u003c\/i\u003e Activities\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Sensory Contributions to Skilled Performance\u003cbr\u003e Feedback Processing in Motor Control\u003cbr\u003e Sources of Sensory Information\u003cbr\u003e Focus on Application 4.1 When Vision Distorts Performance\u003cbr\u003e Processing Sensory Information\u003cbr\u003e Focus on Application 4.2 Force Escalation Between Siblings\u003cbr\u003e Vision and Motor Control\u003cbr\u003e Focus on Research 4.1 Blindsight Reveals Dorsal and Ventral Stream Processing\u003cbr\u003e Focus on Research 4.2 Gaze Control and the Quiet Eye\u003cbr\u003e Audition and Motor Control\u003cbr\u003e Summary\u003cbr\u003e HK\u003ci\u003ePropel\u003c\/i\u003e Activities\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Motor Programs\u003cbr\u003e Motor Control of Brief Actions\u003cbr\u003e Motor Program Theory\u003cbr\u003e Evidence for Motor Programs\u003cbr\u003e Focus on Research 5.1 The Henry–Rogers Experiment\u003cbr\u003e Focus on Application 5.1 Checked Swings in Baseball\u003cbr\u003e Focus on Research 5.2 Initiating a Motor Program\u003cbr\u003e Motor Programs and the Conceptual Model\u003cbr\u003e Problems in Motor Program Theory: Novelty and Storage\u003cbr\u003e Generalized Motor Program Theory\u003cbr\u003e Focus on Research 5.3 Invariances and Parameters\u003cbr\u003e Focus on Application 5.2 Relative-Timing Biometrics\u003cbr\u003e Focus on Application 5.3 The Stereo System Analogy\u003cbr\u003e Summary\u003cbr\u003e HK\u003ci\u003ePropel\u003c\/i\u003e Activities\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Principles of Speed, Accuracy, and Timing\u003cbr\u003e Controlling Simple Movements\u003cbr\u003e Fitts’ Law\u003cbr\u003e Focus on Research 6.1 Fitts’ Tasks\u003cbr\u003e Focus on Application 6.1 Trading Off Speed and Accuracy\u003cbr\u003e Focus on Application 6.2 Fitts’ Law in Daily Activities\u003cbr\u003e Schmidt’s Law\u003cbr\u003e Exceptions to Fitts’ and Schmidt’s Laws\u003cbr\u003e Applying the Principles: Baseball Batting\u003cbr\u003e Summary\u003cbr\u003e HK\u003ci\u003ePropel\u003c\/i\u003e Activities\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Performance of Complex Movements\u003cbr\u003e Differing Approaches to Understanding Coordination\u003cbr\u003e The Differential Approach\u003cbr\u003e Focus on Application 7.1 The Relative-Age Effect\u003cbr\u003e The Ecological Approach\u003cbr\u003e Focus on Research 7.1 Head–Arm Coordination in Golf Putting\u003cbr\u003e Focus on Application 7.2 Usain Bolt Versus Tyson Gay\u003cbr\u003e Focus on Research 7.2 Relative Phase: An Index of Coordination\u003cbr\u003e Summary\u003cbr\u003e HK\u003ci\u003ePropel\u003c\/i\u003e Activities\u003cbr\u003e\u003cbr\u003e\u003ci\u003e\u003cb\u003ePart II. Principles of Skill Learning\u003c\/b\u003e\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Introduction to Motor Learning\u003cbr\u003e Concepts and Methods in Research and Application\u003cbr\u003e Motor Learning Defined\u003cbr\u003e How Is Motor Learning Measured?\u003cbr\u003e Focus on Research 8.1 Learning Curves: Facts or Artifacts?\u003cbr\u003e Distinguishing Learning From Performance\u003cbr\u003e Focus on Application 8.1 Self-Assessments of Learning\u003cbr\u003e Transfer of Learning\u003cbr\u003e Summary\u003cbr\u003e HK\u003ci\u003ePropel\u003c\/i\u003e Activities\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e The Motor Learning Process\u003cbr\u003e Practice, Retention, and Transfer\u003cbr\u003e Two Principles of Practice\u003cbr\u003e Focus on Research 9.1 The 10,000-Hour Rule Myth\u003cbr\u003e Focus on Application 9.1 Learning Versus Performance During Practice\u003cbr\u003e Benefits of Practice\u003cbr\u003e Retention of Skill\u003cbr\u003e Transfer of Skill\u003cbr\u003e Focus on Application 9.2 From Esport to Real Sport\u003cbr\u003e Summary\u003cbr\u003e HK\u003ci\u003ePropel\u003c\/i\u003e Activities\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Organizing and Scheduling Practice\u003cbr\u003e How the Structure of Practice Influences Learning\u003cbr\u003e Distribution of Practice\u003cbr\u003e Variability in Practice\u003cbr\u003e Focus on Research 10.1 Especial Skills: An Exception to Variable Practice?\u003cbr\u003e Focus on Research 10.2 Impact of Shea and Morgan\u003cbr\u003e Motivation for Learning\u003cbr\u003e Observational Learning and Mental Practice\u003cbr\u003e Focus on Application 10.1 Mental Practice in Stroke Rehabilitation\u003cbr\u003e Focus on Application 10.2 Practice Distribution Revisited\u003cbr\u003e Summary\u003cbr\u003e HK\u003ci\u003ePropel\u003c\/i\u003e Activities\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 11.\u003c\/b\u003e Augmented Feedback\u003cbr\u003e How Supplemental Feedback Influences Learning\u003cbr\u003e Feedback Classifications\u003cbr\u003e Functions of Augmented Feedback\u003cbr\u003e Focus on Research 11.1 Early Views on How Augmented Feedback Works\u003cbr\u003e What Feedback to Give\u003cbr\u003e How Much Feedback to Give\u003cbr\u003e Feedback Timing\u003cbr\u003e Focus on Application 11.1 Physical Guidance in Stroke Rehabilitation\u003cbr\u003e Focus on Application 11.2 Physical Guidance in Learning to Swim\u003cbr\u003e Summary\u003cbr\u003e HK\u003ci\u003ePropel\u003c\/i\u003e Activities\u003cbr\u003e\u003cbr\u003e\u003cb\u003eChapter 12.\u003c\/b\u003e Theoretical Perspectives on Motor Learning\u003cbr\u003e Understanding How Learning Occurs\u003cbr\u003e Stage Theories\u003cbr\u003e Adams’ Closed-Loop Theory\u003cbr\u003e Schema Theory\u003cbr\u003e Challenge Point Framework\u003cbr\u003e Dynamic Pattern Theory\u003cbr\u003e Constraints-Based Framework\u003cbr\u003e OPTIMAL Theory\u003cbr\u003e Summary\u003cbr\u003e HK\u003ci\u003ePropel\u003c\/i\u003e Activities\u003c\/div\u003e\u003c!--end tabTableOfContents--\u003e\u003cdiv id=\"tab-author\" class=\"tab-content\"\u003e \u003cb\u003eTimothy D. Lee, PhD,\u003c\/b\u003e is a professor emeritus in the department of kinesiology at McMaster University in Hamilton, Ontario. He has published extensively in motor behavior and psychology journals since 1980, has served as an editor for the \u003ci\u003eJournal of Motor Behavior\u003c\/i\u003e and \u003ci\u003eResearch Quarterly for Exercise and Sport\u003c\/i\u003e, and has been an editorial board member for \u003ci\u003ePsychological Review\u003c\/i\u003e. Before his retirement, his research was supported primarily by grants from the Natural Sciences and Engineering Research Council of Canada.\u003cbr\u003e\u003cbr\u003e Lee has been a member, secretary-treasurer, and president of the Canadian Society for Psychomotor Learning and Sport Psychology (SCAPPS) and a member of the North American Society for the Psychology of Sport and Physical Activity (NASPSPA), the Psychonomic Society, and the Human Factors and Ergonomics Society. In 1980, he received the inaugural Young Scientist Award from SCAPPS, and in 2011 he was named a fellow of the society—its highest honor. He was named an international fellow by the National Academy of Kinesiology in 1999 and awarded the Distinguished Scholar Award by NASPSPA in 2017. His leisure-time passions include golf and music.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eRichard A. Schmidt, PhD\u003c\/b\u003e (1941-2015) was a professor emeritus in the department of psychology at UCLA. At the time of his death, Schmidt ran his own business, Human Performance Research, conducting research and consulting in the area of human factors and human performance. Widely acknowledged as one of the leaders in research on motor behavior, he had more than 40 years of experience in motor learning and performance.\u003cbr\u003e\u003cbr\u003e The originator of both schema theory and impulse-variability theory (also called \u003ci\u003eSchmidt’s law\u003c\/i\u003e), he founded the \u003ci\u003eJournal of Motor Behavior\u003c\/i\u003e in 1969 and was editor for 11 years. He authored the first edition of \u003ci\u003eMotor Control and Learning\u003c\/i\u003e in 1982 and the first edition of this book, \u003ci\u003eMotor Learning and Performance\u003c\/i\u003e, in 1991.\u003cbr\u003e\u003cbr\u003e Schmidt was highly recognized for his contribution of a lifetime of research and writing. He received honorary doctorates from the Catholic University of Leuven in Belgium in 1992 and the Université Joseph Fourier in France in 1998. He was a longtime member of the North American Society for the Psychology of Sport and Physical Activity (NASPSPA), where he served as president in 1982 and received the organization’s two highest honors: the Distinguished Scholar Award (for lifetime contributions to research in motor control and learning) in 1992 and the President’s Award (for significant contributions to the development and growth of NASPSPA) in 2013. He was also a member of the Human Factors and Ergonomics Society and the Psychonomic Society and received the C.H. McCloy Research Lectureship from the American Alliance for Health, Physical Education, Recreation and Dance. His leisure-time passions included sailboat and Porsche racing.\u003c\/div\u003e\u003c!--end tabAuthor--\u003e\u003cdiv id=\"tab-excerpt\" class=\"tab-content\"\u003e \u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/applying-the-principles-baseball-batting\"\u003eApplying the Principles: Baseball Batting\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/try-the-y-v-experiment\"\u003eTry the y-V experiment\u003c\/a\u003e\u003cbr\u003e\u003ca class=\"alsoAvailableAs\" href=\"\/blogs\/excerpt\/understanding-fitts-law\"\u003eUnderstanding Fitts' Law\u003c\/a\u003e\u003cbr\u003e\u003cbr\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Stimulus_response_compatibility_28848ccd-0984-4103-a7a3-8833709a9218.jpg?v=1741415624\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Stimulus_response_compatibility_28848ccd-0984-4103-a7a3-8833709a9218.jpg?v=1741415624\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Ventral_stream_in_movement_control_40ec4973-7d9d-46f6-927c-24fd2ea23af1.jpg?v=1741415659\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Ventral_stream_in_movement_control_40ec4973-7d9d-46f6-927c-24fd2ea23af1.jpg?v=1741415659\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Skill_retention_dc802175-26aa-4324-8724-78b515460082.jpg?v=1741415693\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Skill_retention_dc802175-26aa-4324-8724-78b515460082.jpg?v=1741415693\" alt=\"\"\u003e\u003c\/a\u003e\u003ca data-fancybox class=\"fancybox\" data-fancybox-group=\"gallery\" href=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Novel_motor_learning_tasks_and_simulators_4be41e9a-a3dc-4158-b8b0-d7db16dd01ed.jpg?v=1741415728\" alt=\"\"\u003e\u003cimg class=\"sample-content-thumbnail img-responsive\" src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/Novel_motor_learning_tasks_and_simulators_4be41e9a-a3dc-4158-b8b0-d7db16dd01ed.jpg?v=1741415728\" alt=\"\"\u003e\u003c\/a\u003e\n\u003c\/div\u003e\u003c!--end tabExcerpt--\u003e\u003cdiv id=\"tab-ancillaries\" class=\"tab-content\"\u003e \u003cp\u003eAll ancillaries are free to adopting instructors through \u003ca href=\"\/pages\/ancillary-materials\" target=\"_blank\"\u003eHK\u003ci\u003ePropel\u003c\/i\u003e\u003c\/a\u003e.\u003cbr\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructor guide\u003c\/b\u003e. Includes sample syllabi, chapter objectives, outlines, teaching ideas, supplemental readings, and solutions to the photo learning activities presented in the book. Also provided is an overview of the chapter activities, labs, and \u003ci\u003eMotor Control in Everyday Actions\u003c\/i\u003e narratives that are available to students.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eTest package.\u003c\/b\u003e Contains 389 questions in true-false, matching, fill-in-the-blank, essay and short-answer, and multiple-choice formats. The files may be downloaded for integration with a learning management system or printed for use as paper-based tests. Instructors may also create their own customized quizzes or tests from the test bank questions to assign to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. Multiple-choice and true-false questions are automatically graded, and instructors can review student scores in the platform.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter quizzes. \u003c\/b\u003eContains ready-made quizzes (10 questions each) to assess student comprehension of the most important concepts in each chapter. Each quiz may be downloaded or assigned to students directly through HK\u003ci\u003ePropel\u003c\/i\u003e. The chapter quizzes are automatically graded, and instructors can review student scores in the platform.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003ePresentation package\u003c\/b\u003e. Features more than 284 PowerPoint slides of text, artwork, and tables from the book that can be used for class discussion and presentation. The slides in the presentation package can be used directly within PowerPoint or printed to make handouts for students. Instructors can easily add, modify, and rearrange the order of the slides.\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eImage bank.\u003c\/b\u003e Includes most of the figures and tables from the text, sorted by chapter. These can be used in developing a customized presentation based on specific course requirements.\u003cbr\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eInstructors also receive access to all student materials in HK\u003ci\u003ePropel\u003c\/i\u003e.\u003c\/b\u003e For \u003ci\u003eMotor Learning and Performance, Seventh Edition\u003c\/i\u003e, this includes 12 principles-to-application exercises, 53 interactive activities, 27 lab activities, 47 narratives from \u003ci\u003eMotor Control in Everyday Actions\u003c\/i\u003e, key term quizzes, and flash cards—many of which can be assigned, and progress tracked, by instructors directly through HK\u003ci\u003ePropel\u003c\/i\u003e. In addition, chapter quizzes that test comprehension of critical concepts may be assigned and are automatically graded.\u003cbr\u003e\u003c\/p\u003e\n\u003c\/div\u003e\u003c!--end tabAncillaries--\u003e","brand":"Timothy D. Lee,Richard A. Schmidt","offers":[{"title":"Paperback With Online Resource","offer_id":41683694420042,"sku":"","price":149.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1281\/4359\/files\/9781718221093.jpg?v=1777474940","url":"https:\/\/us.humankinetics.com\/products\/motor-learning-and-performance-7th-edition-with-hkpropel-access","provider":"Human Kinetics","version":"1.0","type":"link"}