Motor control, learning and development / Andrea Utley, Sarah Astill.

Includes bibliographical references and index.

Abbreviations -- Preface -- Section A : What is motor control? -- Definition of terms -- Origins of the field -- Key players and motor control landmarks -- Why study motor control? -- Section B : Classification of skill -- Definition of terms -- Task perspective skill classifications -- Classification from a performance-proficiency perspective -- Movement terminology -- Section C : Measurement in motor control -- Outcome measures -- Performance measures -- Measuring learning -- Validity and reliability -- Section D : Theories of control -- Reflex theories -- Hierarchical theories -- Dynamical systems theories -- Ecological theories -- Coordinative structure hypothesis --

Section E : Information processing -- Basic concepts -- Reaction time and movement time -- Simple, discriminative, choice reaction, and recognition reaction time -- Factors affecting reaction time -- Movement time and Fitts' law -- Anticipation -- Section F : Neurological issues -- The nervous system -- The neuron -- The central nervous system -- Control of movement by the brain -- The peripheral nervous system -- Section G : Sensory contributions to control -- Proprioception and movement -- The role of proprioception -- Section G : Sensory contributions to control -- Proprioception and movement -- The role of proprioception -- Exteroceptive information -- Section H : Theories of motor learning -- Theories of motor learning -- Adams' closed-loop theory -- Schmidt's schema theory -- Ecological theory -- Constraints theory (Newell, 1986) -- Ecological perspective --

Section I : Stages of motor learning -- The Fitts and Posner three-stage model -- Bernstein's stage theory of motor learning -- Gentile's two-stage model -- Indicators of learning -- Section J : Memory -- Atkinson and Shiffrin's multistore model -- Craik and Lockhart's levels-of-processing model -- Forgetting -- Disorders of memory -- Enhancing memory -- Section K : Implications for practice -- Task analysis : breaking the task down into its component parts -- Conditions of practice -- Implementing practice variability : contextual interference -- Section L : The role and function of feedback -- Augmented feedback : what is it, what does it do and do we really need it? -- Types of augmented feedback -- Different forms of knowledge of results and knowledge of performance -- Important considerations for giving augmented feedback --

Section M : Motor development -- Maturational perspective -- Reflexes -- The process underlying development -- Deficiencies of maturationalist explanations -- Cognitive approaches to development -- Spontaneous movements -- A dynamical systems approach to motor development -- Exploration and selection -- Perception and action -- Section N : Development of fundamental movement skills -- The first two years -- Two to seven years of age -- Seven to puberty -- Puberty onwards -- Postural development -- Development of locomotion : crawling, cruising, walking, and running -- Development of manual skills : grasping, reaching and grasping, catching, and throwing -- Index.

Machine converted from AACR2 source record.