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Preface | |
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An Introduction to Motor Performance and Learning | |
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Getting Started | |
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Preview | |
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Overview | |
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Motor Skill: What Is It? | |
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The Chicken and the Egg: Motor Performance and Motor Learning | |
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A Situation-Based Approach to Motor Performance and Learning | |
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Summary | |
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From Principles to Practice | |
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Processing Information and Making Decisions | |
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Preview | |
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Overview | |
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Information-Processing Approach | |
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Reaction Time and Decision Making | |
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Information Processing Under Different Time Constraints | |
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Information Processing Under Conditions of High and Low Arousal and Anxiety | |
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Attention Capacity: A Limitation to Information Processing | |
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Three Memory Systems | |
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Summary | |
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From Principles to Practice | |
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Principles of Human Skilled Performance | |
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Sensory Contributions to Skilled Performance Preview | |
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Overview | |
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Sources of Sensory Information | |
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Closed-Loop Control Systems | |
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Reflexive Modulations in Movement Skills | |
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Role of Two Visual Systems in Movement Control | |
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Visual Control of Motor Performance Summary | |
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From Principles to Practice | |
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Movement Production and Motor Programs | |
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Chapter Outline | |
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Preview Overview | |
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Motor Program Theory | |
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Open-Loop Control Within the Conceptual Model | |
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Generalized Motor Programs | |
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Summary | |
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From Principles to Practice | |
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Principles of Motor Control and Movement Accuracy Preview | |
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Overview | |
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Relative Timing | |
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Determinants of Accuracy in Rapid Movements | |
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Combining the Principles: A Batting Example | |
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Summary | |
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From Principles to Practice | |
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Individual Differences and Motor Abilities | |
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Preview | |
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Overview | |
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Concept of Individual Differences | |
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Abilities and Capabilities | |
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Summary | |
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From Principles to Practice | |
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Principles of Skill Learning | |
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Preparing for the Learning Experience | |
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Preview | |
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Overview | |
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Defining the Learning Experience | |
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The Learner | |
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Assessing Progress | |
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Summary | |
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From Principles to Practice | |
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Supplementing the Learning Experience | |
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Preview | |
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Overview | |
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Preliminary Considerations | |
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Skill Presentation Techniques | |
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Forms of Practice | |
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Summary | |
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From Principles to Practice | |
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Structuring the Learning Experience | |
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Preview | |
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Overview | |
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Practicing Several Different Skills | |
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Practicing Several Versions of the Same Skill | |
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Random or Blocked Practice Versus Varied or Constant Practice | |
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Combining Random and Varied Practice | |
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Practicing for Consistent and Varied Stimulus-Response Mapping | |
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Summary | |
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From Principles to Practice | |
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Providing Feedback During the Learning Experience | |
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Preview | |
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Overview | |
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Classifying Feedback | |
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Properties of Extrinsic Feedback | |
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Practical Considerations When Providing Information Feedback | |
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Summary | |
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From Principles to Practice | |
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Integration and Applications | |
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Facilitating Learning and Performance | |
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Preview | |
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Overview | |
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A Working Strategy for Providing Instructional Assistance | |
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Four Case Studies | |
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Assessment of Learner Progress | |
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Summary | |
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Applying the Principles of Skill Learning | |
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Preview | |
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Overview | |
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Now It's Your Turn | |
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An Example | |
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A Final Comment | |
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References | |
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Credits | |
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Index | |
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About the Authors | |