KPE 270 - MOTOR DEVELOPMENT AND LEARNING Course Information Sheet COURSE KPE 270 - Motor Development and Learning The study of human motor skills/actions across the lifespan is the principal focus of this course. Format is lecture-discussion/lab. INSTRUCTOR Stephen A. Butterfield, Ph. D., CAPE 581-2469 Office Hours: 9:00 - 10:00, M - W - F and by arrangement. TEXTS Payne, G.V. & Isaacs, L. D.: Human Motor Development. Toronto: Mayfield. Coker, C, A.: Motor Learning and Control for Practitioners, New York: Mc GrawHill. STUDENT GOALS The student will acquire an understanding of human motor development from a lifespan perspective. The student will understand the processes by which humans develop skillful motor performance. STUDENT OBJECTIVES The student will: 1. Demonstrate an understanding of the nature and direction of motor skill development in humans. 2. Be able to recognize and assess levels of fundamental motor skill development (NCATE Proficiency 16). 3. Demonstrate knowledge regarding current theories of motor development, motor learning and motor control. 4. Demonstrate knowledge about factors influencing motor development, motor learning, and motor control. 5. Understand relationships among cognitive, affective and motor development. 6. Understand motivational techniques applied to physical education and sport and the relationship between anxiety and performance. STUDENT OUTCOME The student will be able to apply motor learning and motor development principles to their academic specialty (physical education, athletic training, and exercise science). Academic Honesty Academic dishonesty including cheating, plagiarism, and all forms of misrepresentation in academic work, is unacceptable at the University of Maine. Maine Common Core Teaching Standards (comprised of the InTasc Standards) KPE 270 will address the following standards: S#1 Learner Development—The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. S#3 Learning Environments—The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. S#6 Assessment—The teacher understands and uses multiple methods of assessment to engage learners in their won growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. EVALUATION *1. 2. 3. 4. **5. Five hourly exams @ 50 points each Film Analysis of 10 Motor Skills (Proficiency #16) 4 Lab reports @ 20 Points Task analysis Participation TOTAL POINTS GRADING A B C D = = = = 387 344 301 258 250 30 80 20 50 430 430 386 343 300 NB Students with disabilities may feel free to request appropriate accommodations. Contact Ann Smith (Coordinator of Services for Students with Disabilities—581 2319) and/or me. **Class attendance is expected; if you're not in class, you can't participate. Class begins at 8:00. The door will be closed and locked at that time. Exceptions will be made in the event of extreme weather conditions and on exam days. Contact me ASAP if you are unable make class. Food or snacks are not permitted in this class. Tk-20 Online Data Management System Electronic Submission: Your requirements in this course may include the electronic submission of specific key assignment artifacts using theTk-20 system. All students enrolled in degree programs that receive accreditation from NCATE are required to have a TK20 account and upload key assessments. Student grades will be withheld until key assessment data is uploaded. Additional information will be provided in classes that have assessments as well as on the Tk-20 link on the College of Education and Human Development Website. "Failure to upload the key assessment to Tk-20 could result in an incomplete or unsatisfactory grade, which in turn could result in removal from teacher candidacy." COURSE OUTLINE TEXT 1. Introduction to Human Development 2. Reflexive Development. 3. Development of Rudimentary Movements EXAM #1 4. Motor Behavior: Childhood/Adolescence/Youth Sports Motor Behavior: Adulthood 5. Perceptual Motor Development 6. Growth and Maturation EXAM #2 7. Prenatal factors that Affect Development 8. Socio-‐cultural Influences on Motor Development 9. Physiological Changes EXAM #3 10. Theories of Motor Control/Action Preparation 11. Neural Mechanisms/memory 12. Stages of Motor Learning EXAM #4 13. Diagnosing and Correcting Errors 14. Practice Design and Organization 15. Learning Styles, Transfer and Motivation 16. Abilities and Individual Differences 17. Pain Perception EXAM #5 Payne & Isaacs, Chapter 1 Payne & Isaacs, Chapter 10 Payne & Isaacs, Chapter 11 Payne & Isaacs, Chapters 13, 14, 17 Payne & Isaacs, Chapters 9 Payne & Isaacs, Chapter 7 Payne & Isaacs, Chapter 5 Payne & Isaacs, Chapter 3 Payne & Isaacs, Chapter 8 Coker, Chapters 2, 3 Coker, Chapter 4 Coker, Chapter 5 Coker, Chapters 10 and 11 Coker, Chapters 7, 8 and 9 Coker, Chapter 6 Coker, Chapter 1 COURSE SCHEDULE In the event of an extended disruption of normal classroom activities, the format for this course may be modified to enable its completion within its programmed time frame. In that event, you will be provided an addendum to the syllabus that will supersede this version
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