General Information
This subject introduces the primary theories and applications of motor control and learning. Various motor control theories will be examined concerning the role of sensory and motor function and how this interaction may impact our health and ability to perform activities of daily living, exercise, and play sport. Students will examine a range of factors that influence the assessment of motor function and how best to assist clients in improving their motor learning and skill acquisition.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: SPEX12-311 Subject title: Motor Control and Learning in Exercise and Sport Subject level: Undergraduate Semester/Year: September 2023 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly Forums
- Forum: x12 (Total hours: 12) - Weekly Forums
- Seminar: x12 (Total hours: 24) - Weekly Seminar
- Sports Lab: x10 (Total hours: 20) - Sports Lab
- Personal Study Hours: x12 (Total hours: 40) - Recommended Study Hours
Attendance and learning activities: The subject is designed to integrate the material presented in forums, seminars, and practical laboratory classes to understand the basics of learning and relearning motor skills. Therefore, attendance at all lectures, seminars, and practical laboratory classes is required. -
Resources
Prescribed resources: Books
- Spittle, M. (2021). Motor learning and skill acquisition¿: Applications for physical education and sport. 2nd ed., Palgrave Macmillan UK
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | SPEX12-311 |
| Subject title: | Motor Control and Learning in Exercise and Sport |
| Subject level: | Undergraduate |
| Semester/Year: | September 2023 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | The subject is designed to integrate the material presented in forums, seminars, and practical laboratory classes to understand the basics of learning and relearning motor skills. Therefore, attendance at all lectures, seminars, and practical laboratory classes is required. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Identify the strengths and limitations of techniques to assess processes of motor learning and control.
- Explain the changes in motor function or motor performance that may occur with motor learning and development across the lifespan.
- Discuss the common theoretical models proposed to explain motor control and the processes of motor learning.
- Assess aspects of an individual’s motor function in physical activity and exercise contexts including applying risk management and risk assessment concepts associated with the motor learning and control of exercise science.
- Describe the structure and function of the neuromuscular and sensory systems as they relate to the control of voluntary and involuntary movement and motor learning.
- Design motor learning environments and protocols to maximise specific motor learning and control outcomes in a range of physical activity and exercise contexts.
- Apply motor learning principles and skill acquisition principles, including the effective use of learning cues and movement progressions, for teaching and correcting movement and exercise technique.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Computer-Aided Examination (Closed) Exam, in which some videos of human movement/coaching will be provided to assist you with some questions. 40.00% Final Examination Period 1,2,3,5,6,7 Essay Essay: Written proposal (skill acquisition project) report (maximum 5 pages plus additional references) including proposed methods of theoretical underpinnings - individual 20.00% Week 8 1,3,6,7 Essay Essay: Results (skill acquisition project) A MS Word document of up to 3 pages long, summarising the results of your skill acquisition project, including risk assessment and management - individual 10.00% Week 11 2,4 Presentation Presentation (10 minute) critical coaching reflection presentation with two questions - individual 20.00% Week 12 3,6,7 Activity Class participation in laboratory classes. You will need to attend the entire class laboratory class time and actively participate in the class in order to gain full marks. Actively participating means including being an active participant in all class activities and completing the data entry and activities in your lab manual. Individual. 10.00% Progressive 1,2,3,4,5,6,7 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Computer-Aided Examination (Closed) | Exam, in which some videos of human movement/coaching will be provided to assist you with some questions. | 40.00% | Final Examination Period | 1,2,3,5,6,7 |
| Essay | Essay: Written proposal (skill acquisition project) report (maximum 5 pages plus additional references) including proposed methods of theoretical underpinnings - individual | 20.00% | Week 8 | 1,3,6,7 |
| Essay | Essay: Results (skill acquisition project) A MS Word document of up to 3 pages long, summarising the results of your skill acquisition project, including risk assessment and management - individual | 10.00% | Week 11 | 2,4 |
| Presentation | Presentation (10 minute) critical coaching reflection presentation with two questions - individual | 20.00% | Week 12 | 3,6,7 |
| Activity | Class participation in laboratory classes. You will need to attend the entire class laboratory class time and actively participate in the class in order to gain full marks. Actively participating means including being an active participant in all class activities and completing the data entry and activities in your lab manual. Individual. | 10.00% | Progressive | 1,2,3,4,5,6,7 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
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Subject curriculum
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Movement and motor skills; Abilities, talent identification and talent development
An introduction to the definition and classification of motor skills; discussion on how inherent abilities may influence motor control and learning as well as a description of talent identification/development frameworks.
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Learning and performance of motor skills; Changes in learning
Defining similarities and differences between learning and performance and what characterises learning of motor skills.
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Transfer of learning; skill and task presentation and instruction
What constitutes effective transfer of learning and how does the way you present skills and practice tasks to your clients influence the degree of learning and transfer.
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Practice schedules; practice variability
Description, evidence behind the use of, and ways to implement different practice schedules and levels of practice variability for different types of learners and motor skills.
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Practice design and task modification; practice organisation and planning
Specificity of practice, representative learning design, creating an optimal challenge, modifying task complexity, skill progressions, session planning, skill periodisation; and their role in motor control and learning.
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Performance analysis and feedback; Providing feedback
Description of different types of augmented feedback and performance analysis in their relative benefits in different coaching situations.
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Theories of motor control and learning; skill acquisition approaches and instructional methods
Focusing on generalised motor program and dynamic system approaches and how these theories reflect different instructional methods.
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Attention and memory; movement planning and preparation
Roles of attention including attentional focus and different aspects of memory in motor control and learning. Theoretical perspectives on movement preparation and the implications of this to our understanding of the definition, assessment and interpretation of reaction/response time.
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Other forms of practice; Neuromechanics I (Senses influencing motor control and learning
Potential applications of mental practice/imagery, observational learning and simulations in improving motor performance, particularly anticipation and decision-making. Brief overview of the role of vision on motor control and learning.
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Neuromechanics II: Neuromuscular mechanisms and EMG
An overview of the nervous system, the motor unit and gradation of muscular force as well as how tools such as electromyography (EMG) can provide insight into the functioning of the neuromuscular system.
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Neuromechanics III: balance and postural sway
An overview of the factors influencing balance and postural sway, how this may change across the lifespan and as a result of motor learning programs and assessment issues.
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Neuromechanics IV: age and training related changes in neuromuscular system and function
A focus on how human movement may change across the lifespan and as a result of different forms of exercise and what neural adaptations may underlie these improvements.