Motor Learning and Control Foundations of Kinesiology: Defining the Academic Core

Autor/in	Fischman, Mark G.
Titel	Motor Learning and Control Foundations of Kinesiology: Defining the Academic Core
Quelle	In: Quest, 59 (2007) 1, S.67-76 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
Schlagwörter	Textbooks; Psychomotor Skills; Motor Development; Exercise Physiology; Motion; Undergraduate Study; Majors (Students); Knowledge Level; Teaching Skills; Knowledge Base for Teaching; Core Curriculum; Course Content; Educational Research; Physical Therapy; Occupational Therapy + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Psychomotorische Aktivität; Motorische Entwicklung; Sportphysiologie; Bewegungsablauf; Grundstudium; Wissensbasis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Kerncurriculum; Kursprogramm; Bildungsforschung; Pädagogische Forschung; Physiotherapie; Beschäftigungstherapie
Abstract	This paper outlines the kinesiological foundations of the motor behavior subdisciplines of motor learning and motor control. After defining the components of motor behavior, the paper addresses the undergraduate major and core knowledge by examining several classic textbooks in motor learning and control, as well as a number of contemporary textbooks in these fields, searching for topics that have persisted over time, as well as topics that have emerged more recently. The paper also discusses the changing nature of the undergraduate kinesiology major in terms of their backgrounds and career goals. I address what I perceive to be a "measurement paradox" in assessing our students' knowledge, skills, and abilities, and suggest that the undergraduate kinesiology major, in addition to learning core content in motor learning and control, must also gain an appreciation of research as a way to acquire knowledge about these subdisciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10