Motor Learning (3 cr)

Objective

Students will be conversant with the basic methods of analysing movement,and the progress of motor learning

Content

The basic elements of movement
Observing performance
Analyzing performance
Motor learning

Location and time

Spring semester

Materials

Material in Reppu

Teaching methods

Classroom teaching, group working, independent studying

Exam schedules

No exam

Completion alternatives

Opinnollistaminen mahdollista

Student workload

Classroom teaching 30h, independent studying 50h

Content scheduling

Stages of motor development
Classification of motor skills
Skill learning and skill training
Theories of motor learning
Analysing and reflecting on one's own skills

See more detailed sequencing of the content on the Reppu platform

Evaluation scale

0 - 5

Assessment criteria, approved/failed

Excellent:

Versatile and deep description about the learning process. Many practical examples and clear connection to presented theories. Individual reflection to this process and special interest to the subject. Student is also able to analyse own and peers progress in the motor skills and also able to analyse movements.

Good

Wide description of the motor learning process and connection to evidence based reporting. Good practical examples and noticed also individual approach to learning. Positive attitude towards the subject. Well prepared presentation and strong connection between theory and practice.

Satisfactory

The report descriped mainly with the practical examples and a few connections to theories. Some personal opinions presented and no individual conception to the subject.

Assessment methods and criteria

Attendance in lessons 80%: pass-fail
Skill-training task: 0-5
Learning diary: 0-5
Instruction session + lesson plan: pass-fail

Assessment criteria, fail (0)

The criteria for grade 1 are not met.

Assessment criteria, excellent (5)

The student is able to plan and implement individual, goal-oriented and appropriate skill training instruction sessions at an excellent level.
The student is able to design individual, goal-oriented and appropriate skill training programs at an excellent level.
The student is able to deeply analyze and apply what they have learned.
The student understands different theories of motor learning and the differences between them.

Toteutuksen arviointikriteerit, hyvä (3-4)

The student is able to plan and implement individual, goal-oriented and appropriate skill training instruction sessions at a satisfactory or good level.
The student is able to design individual, goal-oriented and appropriate skill training programs at a satisfactory or good level.
The student is able to analyze and apply what they have learned at a satisfactory or good level.
The student understands different theories of motor learning.

Assessment criteria, satisfactory (1)

The student is able to plan and implement goal-oriented skill training instruction sessions, but there is uncertainty in the guidance.
The student is able to plan skill training training programs, but the principles of developmental training are not fully realized.
The student is able to name different theories of motor learning.

Further information

Teaching language english