Unit rationale, description and aim
Central to exercise science practice is the ability to design, deliver and evaluate protocols and programs for motor learning and skill acquisition to meet the specific health, fitness and/or sporting goals of clients. This unit is designed to provide students with a detailed knowledge and understanding of the major theoretical concepts and best practice approaches of motor control and learning. Building on learnings from EXSC187, students will further their understanding of the role of instruction, demonstration, practice conditions, feedback, and mental practice in the learning continuum. The aim of the unit is to develop the ability to structure effective situations for the acquisition, retention, and transfer of motor skills, based on the scientific evidence and adaptable to the individual and their specific needs and cultural perspectives.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Identify the theories of motor control as they rel...
Learning Outcome 01
Describe biological and behavioural characteristic...
Learning Outcome 02
Design protocols and programs for effective motor ...
Learning Outcome 03
Deliver protocols and programs for effective motor...
Learning Outcome 04
Appraise protocols and programs for effective moto...
Learning Outcome 05
Content
Topics will include:
- Classification and measurement of motor skills and abilities
- Theoretical foundations in motor control and learning
- Motor control characteristics of functional skills
- Neural contributions to motor control
- Action preparation
- Memory, attention and information processing
- Learning: stages, assessment / Transfer of learning
- Instruction and observational learning
- Augmented feedback
- Practice composition
- Practice Scheduling
- Mental Practice
Assessment strategy and rationale
Assessment Overview
The assessments in this unit are designed to evaluate student understanding and application of key motor control and learning concepts, aligned with ACU’s Principles of Good Practice in Assessment. Each task contributes to development of graduate capabilities and supports achievement of the unit learning outcomes.
Assessment Task 1: Quiz
Assesses knowledge and comprehension of content including motor abilities and movement preparation.
Assessment Task 2: Quiz
Assesses knowledge and comprehension of content including motor learning and control theories, and biological and behavioural characteristics.
Assessment Task 3: Written
Assesses student’s ability to assimilate, critique, and apply motor control principles to a real-world setting in coaching/teaching or rehabilitation.
Assessment Task 4: Graded Hurdle Multimodal
Assesses ability to apply, analyse, evaluate, and appraise a four-week training program for a novel motor skill using motor learning principles
Assessments of EXSC230 Motor control and learning, will be transparently equitable for multi-mode and offshore intensive delivery formats in Rome as endorsed by the School of Behavioural and Health Sciences Course Monitoring Committee.
Overview of assessments
To successfully pass the unit, students must demonstrate achievement of all learning outcomes, pass the hurdle task, and achieve a minimum overall mark of 50% in the graded assessments.
Assessment Task 1 Quiz Assesses knowledge and c...
Assessment Task 1
Quiz
Assesses knowledge and comprehension of unit content, including the role of motor abilities in skilled performance and understanding movement preparation.
10%
Assessment Task 2 Quiz Assesses knowledge and c...
Assessment Task 2
Quiz
Assesses knowledge and comprehension of unit content including theories of motor control and learning
15%
Assessment Task 3 Written Assessment Assesses k...
Assessment Task 3
Written Assessment
Assesses knowledge and comprehension of a motor control principles and how it applies it to a real-world settings in either coaching/teaching or rehabilitation. Critique scientific literature and develop writing and interpretation skills relevant to future careers in exercise and sports science.
35%
Assessment Task 4* Graded Hurdle* - Multimodal ...
Assessment Task 4*
Graded Hurdle* - Multimodal
Apply knowledge and comprehension of effective design, delivery, and appraisal of motor skills to develop a four-week training program for a novel motor skill.
Graded Hurdle*
40%
*Students may have two attempts to pass the written hurdle task. Students who fail the hurdle task on their first attempt may be provided one additional attempt to pass at a time indicated on the Learning Management System. The maximum possible grade for the second attempt is 50%. Students will only be offered a second attempt if a hurdle grade of 50% will allow them to pass the unit overall.
Learning and teaching strategy and rationale
Motor Control and Learning consolidates and builds on the prior learning in EXSC187. It assimilates students’ understanding of how growth, motor development, and ageing affect human body systems and motor output with knowledge of motor control theory and its application to effective motor learning and skill acquisition. The learning and teaching strategy in EXSC230 is characterised by a multi-modal approach, encompassing active learning, case-based learning, individual and group activities, project work, asynchronous learning, and reflective/critical thinking activities. Underpinned by adult learning theories, this strategy will provide students with access to the required knowledge and understanding of unit content via online lectures and tutorial readings, and scaffold opportunities for application of this learning in health, exercise and sporting contexts related to motor skill learning and acquisition in tutorial classes. This strategy will allow students to meet the constructively aligned aim, learning outcomes and graduate capabilities of the unit, as well as professional practice standards. Learning and teaching strategies will reflect respect for students as independent learners. Using an inquiry-based approach, and providing opportunities for collaborative and self-directed learning, students will be encouraged and supported to actively engage in, and take responsibility for, their own learning.
EXSC230 may be offered as an intensive for special cohorts, with the learning and teaching strategies being equitable as endorsed by the School CMC.