Motor Learning and Development

Pamela S. Beach, PhD, is a professor of motor behavior at State University of New York at Brockport (SUNY Brockport), where she serves as the associate director of the honors college. She is the cofounder and codirector of the Institute of Movement Studies for Individuals with Visual Impairments (IMSVI). Dr. Beach regularly publishes and presents nationally and internationally. Her research focuses on motor competence and balance in individuals with and without sensory impairments. Dr. Beach is the author of over 65 peer-reviewed publications and has presented at over 125 national and international conferences. She has also organized the International Symposium on Physical Activity and Individuals With Visual Impairments or Deafblindness. She has authored two previous editions of the textbook Motor Learning and Development, published by Human Kinetics, which has been widely adopted in university courses. Dr. Beach serves as the vice president of the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) and has served as chair of the National Association for Sport and Physical Education (NASPE) Motor Development and Learning Academy and as a board member of the American Kinesiology Association (AKA). She has earned the Chancellors Award for Excellence in Teaching and the Roland Fontaine Award for Student Engagement from SUNY Brockport as well as the Corinne Kirchner Research Award from the American Federation for the Blind. She resides in western New York with her husband, three children, and two dogs. Melanie Perreault, PhD, is an associate professor of motor behavior and the coordinator of the kinesiology program in the department of kinesiology, sport studies, and physical education at State University of New York at Brockport (SUNY Brockport). She is also the communications director for the Institute of Movement Studies for Individuals with Visual Impairments (IMSVI). Dr. Perreault teaches undergraduate courses on motor development and motor learning and graduate courses on research. She received SUNY Brockports Honors Mentor Award and Faculty-Student Engagement Award in 2022 for her work with undergraduate student research. Dr. Perreaults main area of research focuses on motor development in children with sensory impairments. She has published over 25 peer-reviewed articles and contributed to four books, including Lesson Planning for High School Physical Education and Motor Learning and Development, Second Edition, published by Human Kinetics. Dr. Perreault and her research team received the Corinne Kirchner Research Award from the American Federation for the Blind in 2020 and the Recognition Award from the CHARGE Syndrome Foundation in 2021 for their contributions to the field. She currently serves on the board of the American Kinesiology Association (AKA) and as a member-at-large for the International Motor Development Research Consortium. Ali Brian, PhD, CAPE, is an associate professor in the department of physical education at the University of South Carolina, where she serves as the founder and director of the Physical and Developmental Disabilities Research Lab as well as the founder and coordinator of the new adapted physical education masters degree program. Dr. Brian has served as the chair of the Research Council for SHAPE America and as the vice president elect for the National Consortium for Physical Education for Individuals with Disabilities (NCPEID). She is also an associate editor for Research Quarterly for Exercise and Sport and serves on the editorial boards for Research Quarterly for Exercise and Sport and Physical Education and Sports Pedagogy. Dr. Brian was given the G. Lawrence Rarick Research Award by the NCPEID in 2021 as well as the Corinne Kirchner Research Award by the American Federation for the Blind in 2020. Dr. Brian is the author of over 50 peer-reviewed publications and has presented at over 150 national and international conferences. Her rese

Theory and Foundational Concepts Chapter 1. Perspectives in Motor Behavior Defining the Fields of Motor Behavior Motor Control Motor Learning Motor Development History of Motor Competence Research Summary Chapter 2. Theoretical Constructs in Motor Behavior Information-Processing Theory Ecological Approach Dynamic Systems Approach Summary Chapter 3. Understanding Movement Control Reaction Time Attention Arousal Sensory Contributions Memory Summary Chapter 4. Skill Classification Skill Classification Skill Versus Ability Summary Chapter 5. Stages of Skill Acquisition Motor Learning Stages Link to Dynamic Systems Approach Practical Use of Learning Models Summary Chapter 6. Assessing Motor Learning Indicators of Motor Skill Learning Performance and Learning Tests Games Classification for Promoting Transfer Promoting Positive Transfer for Any Motor Skill Summary Life Span Physical Activity and Movement Chapter 7. Infant Motor Development Prenatal Development Sensory Capabilities Early Movements Infants at Risk Summary Chapter 8. Locomotor and Stability Skills in Childhood Fundamental Motor Skills Locomotor Skills Summary Chapter 9. Object Control Skills in Childhood Development of Object Control Skills Summary Chapter 10. Movement in Adulthood Aging Physical Activity Self-Regulation in Physical Activity Peak Athletic Performance Movement Patterns Summary Chapter 11. Assessment of Gross Motor Development Motor Performance Versus Development Categories of Assessment Summary Individual and Environmental Constraints Chapter 12. Physical Development Nature and Nurture Physical Growth and Maturation Body System Constraints Summary Chapter 13. Physical Aging Skeletal System Muscular System Aerobic Capacity Cardiovascular System Nervous System Endocrine System Body Composition Sensory System Summary Chapter 14. Knowledge and Cognitive Constraints Knowledge Constraints Cognitive Constraints Summary Chapter 15. Psychosocial and Affective Constraints Psychosocial Constraints Affective Constraints Self-Regulation Summary Chapter 16. Sociocultural Constraints Gender Race Cultural Background Disability Aging Summary Designing Developmentally Appropriate Programs Chapter 17. Developmental Models for Instruction Motor Development Models Sport Development Models Summary Chapter 18. Prepractice Considerations Goal Setting Demonstrations Verbal Instruction Directing Attention and Providing Guidance Summary Chapter 19. Practice Variable Practice Contextual Interference Effect Practice Specificity Part and Whole Practice Distribution of Practice Mental Practice and Imagery Summary Chapter 20. Feedback Functions of Feedback Types and Modalities of Feedback Providing Effective Feedback Summary Chapter 21. Program Design Gold Standards Versus Variability Ecological Task Analysis Summary