{"product_id":"acquisition-and-performance-of-sports-skills-isbn-9781118444665","title":"Acquisition and Performance of Sports Skills","description":"An extensive update of a successful textbook on skill acquisition for sport students. Praised for its clarity of writing style and presentation the new edition will be an essential buy for those needing a practical, sport-focused introduction to the theory and application of human motor skills. \u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eAcknowledgements xix\u003c\/p\u003e \u003cp\u003eAbout the Companion Website xxi\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Skill, Ability and Performance 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 1\u003c\/p\u003e \u003cp\u003eSkill 2\u003c\/p\u003e \u003cp\u003eClassification of skills 3\u003c\/p\u003e \u003cp\u003eAbility 6\u003c\/p\u003e \u003cp\u003eGenes 8\u003c\/p\u003e \u003cp\u003eThe ability–skill interaction 10\u003c\/p\u003e \u003cp\u003eSummary 12\u003c\/p\u003e \u003cp\u003eTheories of performance 12\u003c\/p\u003e \u003cp\u003eInformation processing theory 13\u003c\/p\u003e \u003cp\u003eEcological psychology theories 17\u003c\/p\u003e \u003cp\u003eConclusion 20\u003c\/p\u003e \u003cp\u003eSummary 20\u003c\/p\u003e \u003cp\u003eSkill 20\u003c\/p\u003e \u003cp\u003eAbility 20\u003c\/p\u003e \u003cp\u003eAbility-skill interaction 21\u003c\/p\u003e \u003cp\u003eInformation processing theory 21\u003c\/p\u003e \u003cp\u003eEcological psychology theories 22\u003c\/p\u003e \u003cp\u003eTest your knowledge 22\u003c\/p\u003e \u003cp\u003ePart one 22\u003c\/p\u003e \u003cp\u003ePart two 24\u003c\/p\u003e \u003cp\u003eAdditional reading 24\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Sensation and Perception of External Information 25\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 25\u003c\/p\u003e \u003cp\u003eInformation processing theory, sensation and perception 26\u003c\/p\u003e \u003cp\u003eDefinition of Perception 27\u003c\/p\u003e \u003cp\u003eSignal detection theory 28\u003c\/p\u003e \u003cp\u003ePattern recognition 30\u003c\/p\u003e \u003cp\u003eSelective attention 33\u003c\/p\u003e \u003cp\u003eVisual search 36\u003c\/p\u003e \u003cp\u003eQuiet eye 37\u003c\/p\u003e \u003cp\u003eIndividual differences 37\u003c\/p\u003e \u003cp\u003eSummary 39\u003c\/p\u003e \u003cp\u003eEcological psychology and perception 39\u003c\/p\u003e \u003cp\u003eCriticisms of the ecological approach 43\u003c\/p\u003e \u003cp\u003eSummary 43\u003c\/p\u003e \u003cp\u003eDevelopmental factors 43\u003c\/p\u003e \u003cp\u003eVision 43\u003c\/p\u003e \u003cp\u003eAudition 44\u003c\/p\u003e \u003cp\u003ePerceptual development and the environment 44\u003c\/p\u003e \u003cp\u003eConclusion 44\u003c\/p\u003e \u003cp\u003eSummary 45\u003c\/p\u003e \u003cp\u003eInformation processing theory and perception 45\u003c\/p\u003e \u003cp\u003eEcological psychology and perception 47\u003c\/p\u003e \u003cp\u003eDevelopmental factors 47\u003c\/p\u003e \u003cp\u003eTest your knowledge 48\u003c\/p\u003e \u003cp\u003ePart one 48\u003c\/p\u003e \u003cp\u003ePart two 50\u003c\/p\u003e \u003cp\u003ePart three 51\u003c\/p\u003e \u003cp\u003eAdditional reading 51\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Decision Making and Working Memory 53\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 53\u003c\/p\u003e \u003cp\u003eDecision making 54\u003c\/p\u003e \u003cp\u003eWorking memory and decision making 54\u003c\/p\u003e \u003cp\u003eDynamical systems theory and goal achievement 58\u003c\/p\u003e \u003cp\u003eChild development 58\u003c\/p\u003e \u003cp\u003ePiagetian theory 59\u003c\/p\u003e \u003cp\u003eMental space theory 60\u003c\/p\u003e \u003cp\u003eDomain-specificity theories 60\u003c\/p\u003e \u003cp\u003eInformation processing theory and cognitive development 61\u003c\/p\u003e \u003cp\u003eEcological psychology theories of cognitive development 61\u003c\/p\u003e \u003cp\u003eSummary 62\u003c\/p\u003e \u003cp\u003eAgeing 65\u003c\/p\u003e \u003cp\u003eResearch findings and problems with research design 65\u003c\/p\u003e \u003cp\u003eConclusion 67\u003c\/p\u003e \u003cp\u003eSummary 68\u003c\/p\u003e \u003cp\u003eInformation processing theory and decision making 68\u003c\/p\u003e \u003cp\u003eWorking memory and decision making 68\u003c\/p\u003e \u003cp\u003eFunctional brain regions and working memory 68\u003c\/p\u003e \u003cp\u003eDynamical systems theory and goal achievement 69\u003c\/p\u003e \u003cp\u003eDevelopmental issues 69\u003c\/p\u003e \u003cp\u003eResearch 69\u003c\/p\u003e \u003cp\u003eTest your knowledge 70\u003c\/p\u003e \u003cp\u003ePart one 70\u003c\/p\u003e \u003cp\u003ePart two 71\u003c\/p\u003e \u003cp\u003ePart three 72\u003c\/p\u003e \u003cp\u003eAdditional reading 72\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Reaction Time 73\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 73\u003c\/p\u003e \u003cp\u003eReaction time, movement time and response time: definitions 74\u003c\/p\u003e \u003cp\u003eInter- and intraindividual differences 76\u003c\/p\u003e \u003cp\u003eHick–Hyman Law 77\u003c\/p\u003e \u003cp\u003eProbability and choice reaction time 77\u003c\/p\u003e \u003cp\u003ePsychological refractory period 78\u003c\/p\u003e \u003cp\u003eStimulus and response factors 79\u003c\/p\u003e \u003cp\u003eCentral executive tasks and reaction time 84\u003c\/p\u003e \u003cp\u003eArousal and reaction time 84\u003c\/p\u003e \u003cp\u003eDevelopment and reaction time 85\u003c\/p\u003e \u003cp\u003eAgeing 85\u003c\/p\u003e \u003cp\u003eReaction time research findings as evidence for and against information processing theory 85\u003c\/p\u003e \u003cp\u003eSummary 86\u003c\/p\u003e \u003cp\u003eTest your knowledge 87\u003c\/p\u003e \u003cp\u003ePart one 87\u003c\/p\u003e \u003cp\u003ePart two 88\u003c\/p\u003e \u003cp\u003ePart three 89\u003c\/p\u003e \u003cp\u003eAdditional reading 89\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Anticipation 91\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 91\u003c\/p\u003e \u003cp\u003eInterceptive actions 92\u003c\/p\u003e \u003cp\u003eInformation processing theory and interceptive actions 92\u003c\/p\u003e \u003cp\u003eWatching the object to be intercepted 93\u003c\/p\u003e \u003cp\u003eAction systems theory and interceptive actions 94\u003c\/p\u003e \u003cp\u003ePerceptual anticipation 95\u003c\/p\u003e \u003cp\u003eInformation processing theory and perceptual anticipation 95\u003c\/p\u003e \u003cp\u003eEcological psychology and perceptual anticipation 96\u003c\/p\u003e \u003cp\u003eDevelopment and anticipation 102\u003c\/p\u003e \u003cp\u003eSummary 103\u003c\/p\u003e \u003cp\u003eInformation processing theory and interceptive actions 103\u003c\/p\u003e \u003cp\u003eAction systems theory and interceptive actions 103\u003c\/p\u003e \u003cp\u003eWatching the ball and interceptive actions 103\u003c\/p\u003e \u003cp\u003eInformation processing theory and perceptual anticipation 103\u003c\/p\u003e \u003cp\u003eEcological psychology and perceptual anticipation 103\u003c\/p\u003e \u003cp\u003eResearch paradigms in perceptual anticipation 104\u003c\/p\u003e \u003cp\u003eResearch results 104\u003c\/p\u003e \u003cp\u003eDevelopmental factors 104\u003c\/p\u003e \u003cp\u003eTest your knowledge 104\u003c\/p\u003e \u003cp\u003ePart one 104\u003c\/p\u003e \u003cp\u003ePart two 106\u003c\/p\u003e \u003cp\u003ePart three 107\u003c\/p\u003e \u003cp\u003eAdditional reading 107\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Motor Control 109\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 109\u003c\/p\u003e \u003cp\u003eCentral nervous system–peripheral nervous system interaction 110\u003c\/p\u003e \u003cp\u003eTypes of feedback 113\u003c\/p\u003e \u003cp\u003eSummary 119\u003c\/p\u003e \u003cp\u003eInformation processing theory and efferent organization 119\u003c\/p\u003e \u003cp\u003eMotor programmes 120\u003c\/p\u003e \u003cp\u003eSummary 123\u003c\/p\u003e \u003cp\u003eEcological psychology and motor control 123\u003c\/p\u003e \u003cp\u003eVisual guidance of movement 125\u003c\/p\u003e \u003cp\u003eSummary 126\u003c\/p\u003e \u003cp\u003eDevelopment and motor control 127\u003c\/p\u003e \u003cp\u003eNeurological and physiological growth 127\u003c\/p\u003e \u003cp\u003eAdolescence 128\u003c\/p\u003e \u003cp\u003eAgeing 129\u003c\/p\u003e \u003cp\u003eTheories of motor development 129\u003c\/p\u003e \u003cp\u003eEcological psychology and motor development 130\u003c\/p\u003e \u003cp\u003eMotor performance 131\u003c\/p\u003e \u003cp\u003eAgeing 132\u003c\/p\u003e \u003cp\u003ePractical implications 132\u003c\/p\u003e \u003cp\u003eMini-games 133\u003c\/p\u003e \u003cp\u003eConditioned games 133\u003c\/p\u003e \u003cp\u003eGender issues 134\u003c\/p\u003e \u003cp\u003ePhysical stress during performance 134\u003c\/p\u003e \u003cp\u003eSummary 135\u003c\/p\u003e \u003cp\u003eBrain and motor control 135\u003c\/p\u003e \u003cp\u003eProprioception 135\u003c\/p\u003e \u003cp\u003eMotor programmes 135\u003c\/p\u003e \u003cp\u003eEcological psychology and motor control 135\u003c\/p\u003e \u003cp\u003eDevelopmental issues 136\u003c\/p\u003e \u003cp\u003eTheories of motor development 136\u003c\/p\u003e \u003cp\u003eMotor performance 136\u003c\/p\u003e \u003cp\u003eTest your knowledge 137\u003c\/p\u003e \u003cp\u003ePart one 137\u003c\/p\u003e \u003cp\u003ePart two 138\u003c\/p\u003e \u003cp\u003eAdditional reading 139\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Memory 141\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 141\u003c\/p\u003e \u003cp\u003eInformation processing theory and short-term memory 142\u003c\/p\u003e \u003cp\u003eSensory information store 142\u003c\/p\u003e \u003cp\u003eShort-term memory 142\u003c\/p\u003e \u003cp\u003eForgetting in short-term memory 143\u003c\/p\u003e \u003cp\u003eShort-term motor memory 144\u003c\/p\u003e \u003cp\u003eInformation processing theory and long-term memory 147\u003c\/p\u003e \u003cp\u003eLong-term motor memory 147\u003c\/p\u003e \u003cp\u003eDeclarative long-term memory 148\u003c\/p\u003e \u003cp\u003eNon-declarative long-term memory 148\u003c\/p\u003e \u003cp\u003eRegional brain functions and memory 149\u003c\/p\u003e \u003cp\u003eDevelopment and short-term and long-term memory 150\u003c\/p\u003e \u003cp\u003eEcological psychology and attunement to affordances 151\u003c\/p\u003e \u003cp\u003eSummary 152\u003c\/p\u003e \u003cp\u003eSensory information store 152\u003c\/p\u003e \u003cp\u003eShort-term memory 152\u003c\/p\u003e \u003cp\u003eShort-term motor memory 152\u003c\/p\u003e \u003cp\u003eLong-term memory 153\u003c\/p\u003e \u003cp\u003eLong-term motor memory 153\u003c\/p\u003e \u003cp\u003eDeclarative memory 153\u003c\/p\u003e \u003cp\u003eNon-declarative memory 153\u003c\/p\u003e \u003cp\u003eRegional brain functions 153\u003c\/p\u003e \u003cp\u003eDevelopment 153\u003c\/p\u003e \u003cp\u003eEcological psychology and attunement to affordances 154\u003c\/p\u003e \u003cp\u003eTest your knowledge 154\u003c\/p\u003e \u003cp\u003ePart one 154\u003c\/p\u003e \u003cp\u003ePart two 155\u003c\/p\u003e \u003cp\u003eAdditional reading 156\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Learning I: Types, theories, styles and measurement 157\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 157\u003c\/p\u003e \u003cp\u003eTypes of learning 158\u003c\/p\u003e \u003cp\u003eExplicit learning 158\u003c\/p\u003e \u003cp\u003eImplicit learning 159\u003c\/p\u003e \u003cp\u003eMental rehearsal 163\u003c\/p\u003e \u003cp\u003eCognitive theories of learning 163\u003c\/p\u003e \u003cp\u003eFitts and Posner’s three stage theory 164\u003c\/p\u003e \u003cp\u003eGentile’s model of learning 164\u003c\/p\u003e \u003cp\u003eAdams’ closed loop theory of learning 165\u003c\/p\u003e \u003cp\u003eSchmidt’s schema theory 166\u003c\/p\u003e \u003cp\u003eAnderson’s adaptive control of thought (ACT*) theory 167\u003c\/p\u003e \u003cp\u003eObservational learning theory 168\u003c\/p\u003e \u003cp\u003eDynamical systems theory and learning 168\u003c\/p\u003e \u003cp\u003eLearning and coaching\/teaching styles 170\u003c\/p\u003e \u003cp\u003eLearning styles 171\u003c\/p\u003e \u003cp\u003eCoaching\/teaching styles 172\u003c\/p\u003e \u003cp\u003eOptimal periods of learning 176\u003c\/p\u003e \u003cp\u003eMeasuring learning 176\u003c\/p\u003e \u003cp\u003eTypes of tests used to infer learning 179\u003c\/p\u003e \u003cp\u003eSummary 182\u003c\/p\u003e \u003cp\u003eCognitive theories of learning 182\u003c\/p\u003e \u003cp\u003eDynamical systems theory and learning 183\u003c\/p\u003e \u003cp\u003eLearning styles 183\u003c\/p\u003e \u003cp\u003eCoaching\/teaching styles 183\u003c\/p\u003e \u003cp\u003ePractical implications 184\u003c\/p\u003e \u003cp\u003eMeasurement 184\u003c\/p\u003e \u003cp\u003eTest your knowledge 184\u003c\/p\u003e \u003cp\u003ePart one 184\u003c\/p\u003e \u003cp\u003ePart two 185\u003c\/p\u003e \u003cp\u003ePart three 186\u003c\/p\u003e \u003cp\u003eAdditional reading 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Learning II: Instruction, Practice, Transfer of Training and Feedback 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 189\u003c\/p\u003e \u003cp\u003eInstruction 190\u003c\/p\u003e \u003cp\u003eAnalogy as a form of instruction 191\u003c\/p\u003e \u003cp\u003eFocus of attention 191\u003c\/p\u003e \u003cp\u003eDemonstration 192\u003c\/p\u003e \u003cp\u003eMirror neurons 193\u003c\/p\u003e \u003cp\u003ePractice 193\u003c\/p\u003e \u003cp\u003eTypes of practice 193\u003c\/p\u003e \u003cp\u003eVariability of practice 198\u003c\/p\u003e \u003cp\u003eContextual interference 199\u003c\/p\u003e \u003cp\u003eDynamical systems theory and practice 200\u003c\/p\u003e \u003cp\u003eTransfer of training 201\u003c\/p\u003e \u003cp\u003eTransfer theories 202\u003c\/p\u003e \u003cp\u003eBilateral transfer 204\u003c\/p\u003e \u003cp\u003eFeedback 205\u003c\/p\u003e \u003cp\u003eObservation 205\u003c\/p\u003e \u003cp\u003eTiming and precision of feedback 208\u003c\/p\u003e \u003cp\u003eSummary 213\u003c\/p\u003e \u003cp\u003eFeedback formats 213\u003c\/p\u003e \u003cp\u003ePractical implications 214\u003c\/p\u003e \u003cp\u003eDeciding on session content 215\u003c\/p\u003e \u003cp\u003eDeciding on the type of instruction 216\u003c\/p\u003e \u003cp\u003ePractice, observation and feedback 217\u003c\/p\u003e \u003cp\u003eObservation 218\u003c\/p\u003e \u003cp\u003eFeedback 219\u003c\/p\u003e \u003cp\u003eSummary 221\u003c\/p\u003e \u003cp\u003eInstruction and demonstration 221\u003c\/p\u003e \u003cp\u003ePractice 221\u003c\/p\u003e \u003cp\u003eDeliberate practice 221\u003c\/p\u003e \u003cp\u003eVariability of practice 221\u003c\/p\u003e \u003cp\u003eContextual interference 221\u003c\/p\u003e \u003cp\u003eDynamical systems theory and practice 222\u003c\/p\u003e \u003cp\u003eTransfer of training 222\u003c\/p\u003e \u003cp\u003eFeedback 223\u003c\/p\u003e \u003cp\u003ePractical implications 223\u003c\/p\u003e \u003cp\u003eTest your knowledge 224\u003c\/p\u003e \u003cp\u003ePart one 224\u003c\/p\u003e \u003cp\u003ePart two 226\u003c\/p\u003e \u003cp\u003ePart three 227\u003c\/p\u003e \u003cp\u003ePart four 228\u003c\/p\u003e \u003cp\u003eAdditional reading 228\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Motivation, Arousal, and Learning and Performance 229\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning objectives 229\u003c\/p\u003e \u003cp\u003eMotivation 229\u003c\/p\u003e \u003cp\u003eMotivational theories 230\u003c\/p\u003e \u003cp\u003eSelf-determination theory 230\u003c\/p\u003e \u003cp\u003eAchievement motivation theory 231\u003c\/p\u003e \u003cp\u003eAchievement goal theory 232\u003c\/p\u003e \u003cp\u003eSummary 233\u003c\/p\u003e \u003cp\u003ePractical implications 233\u003c\/p\u003e \u003cp\u003eDevelopmental issues 234\u003c\/p\u003e \u003cp\u003eArousal and performance 235\u003c\/p\u003e \u003cp\u003eArousal-performance theories 235\u003c\/p\u003e \u003cp\u003eRegional brain functions and arousal 240\u003c\/p\u003e \u003cp\u003ePractical implications 241\u003c\/p\u003e \u003cp\u003eHigh levels of arousal 243\u003c\/p\u003e \u003cp\u003eSummary 247\u003c\/p\u003e \u003cp\u003eMotivation 247\u003c\/p\u003e \u003cp\u003eArousal 248\u003c\/p\u003e \u003cp\u003eTheories of arousal-performance interaction 248\u003c\/p\u003e \u003cp\u003eRegional brain functions and arousal 249\u003c\/p\u003e \u003cp\u003ePractical implications 249\u003c\/p\u003e \u003cp\u003eTest your knowledge 250\u003c\/p\u003e \u003cp\u003ePart one 250\u003c\/p\u003e \u003cp\u003ePart two 251\u003c\/p\u003e \u003cp\u003ePart three 252\u003c\/p\u003e \u003cp\u003eAdditional reading 252\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Conclusion 253\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eState of the art 253\u003c\/p\u003e \u003cp\u003eSkill 253\u003c\/p\u003e \u003cp\u003eAbilities 254\u003c\/p\u003e \u003cp\u003ePerception 254\u003c\/p\u003e \u003cp\u003eDecision making 255\u003c\/p\u003e \u003cp\u003eReaction time 255\u003c\/p\u003e \u003cp\u003eAnticipation 255\u003c\/p\u003e \u003cp\u003eMotor control 255\u003c\/p\u003e \u003cp\u003eMemory 255\u003c\/p\u003e \u003cp\u003eLearning 256\u003c\/p\u003e \u003cp\u003ePractice 256\u003c\/p\u003e \u003cp\u003eArousal and performance 256\u003c\/p\u003e \u003cp\u003eInformation processing theory versus ecological psychology theories 256\u003c\/p\u003e \u003cp\u003eNeuroscientific input 258\u003c\/p\u003e \u003cp\u003eAppendix 1: Writing an Academic Paper 259\u003c\/p\u003e \u003cp\u003eVersion one 259\u003c\/p\u003e \u003cp\u003eVersion two 260\u003c\/p\u003e \u003cp\u003eAppendix 2: Test Your Knowledge Answers 263\u003c\/p\u003e \u003cp\u003eChapter 1 263\u003c\/p\u003e \u003cp\u003ePart one 263\u003c\/p\u003e \u003cp\u003ePart two 263\u003c\/p\u003e \u003cp\u003eChapter 2 263\u003c\/p\u003e \u003cp\u003ePart one 263\u003c\/p\u003e \u003cp\u003ePart two 264\u003c\/p\u003e \u003cp\u003ePart three 264\u003c\/p\u003e \u003cp\u003eChapter 3 265\u003c\/p\u003e \u003cp\u003ePart one 265\u003c\/p\u003e \u003cp\u003ePart two 265\u003c\/p\u003e \u003cp\u003ePart three 266\u003c\/p\u003e \u003cp\u003eChapter 4 266\u003c\/p\u003e \u003cp\u003ePart one 266\u003c\/p\u003e \u003cp\u003ePart two 267\u003c\/p\u003e \u003cp\u003ePart three 267\u003c\/p\u003e \u003cp\u003eChapter 5 268\u003c\/p\u003e \u003cp\u003ePart one 268\u003c\/p\u003e \u003cp\u003ePart two 268\u003c\/p\u003e \u003cp\u003ePart three 269\u003c\/p\u003e \u003cp\u003eChapter 6 270\u003c\/p\u003e \u003cp\u003ePart one 270\u003c\/p\u003e \u003cp\u003ePart two 271\u003c\/p\u003e \u003cp\u003eChapter 7 272\u003c\/p\u003e \u003cp\u003ePart one 272\u003c\/p\u003e \u003cp\u003ePart two 272\u003c\/p\u003e \u003cp\u003eChapter 8 272\u003c\/p\u003e \u003cp\u003ePart one 272\u003c\/p\u003e \u003cp\u003ePart two 272\u003c\/p\u003e \u003cp\u003ePart three 273\u003c\/p\u003e \u003cp\u003eChapter 9 273\u003c\/p\u003e \u003cp\u003ePart one 273\u003c\/p\u003e \u003cp\u003ePart two 273\u003c\/p\u003e \u003cp\u003ePart three 274\u003c\/p\u003e \u003cp\u003ePart four 274\u003c\/p\u003e \u003cp\u003eChapter 10 275\u003c\/p\u003e \u003cp\u003ePart one 275\u003c\/p\u003e \u003cp\u003ePart two 276\u003c\/p\u003e \u003cp\u003ePart three 276\u003c\/p\u003e \u003cp\u003eAppendix 3: Calculating variable error 277\u003c\/p\u003e \u003cp\u003eReferences 279\u003c\/p\u003e \u003cp\u003eIndex 291\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTerry McMorris\u003c\/b\u003e \u003ci\u003eUniversity of Chichester, UK\u003c\/i\u003e\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eAcquisition and Performance of Sports Skills\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSecond Edition\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003ePraised for its clarity and sport focus, this new edition of \u003ci\u003eAcquisition and Performance of Sports Skills\u003c\/i\u003e, provides students with the theoretical and practical background that is necessary for an understanding of the basics of skill acquisition and performance. To reflect the debate among researchers into psychomotor learning – the ecological versus the cognitive approach – the author includes examples from both schools of thought, thus ensuring a balanced approach. \u003c\/p\u003e\u003cp\u003eAs well as a major update of the text, examples and recommended reading, the new edition includes problem-solving tasks and, in each chapter, a report and brief critique of a relevant research paper. An accompanying website contains all the figures from the book together with a PowerPoint presentation of the key elements of each topic. \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA new edition of an established textbook, that looks at skill acquisition firmly within the context of sports performance.\u003c\/li\u003e \u003cli\u003eClearly written, carefully structured and well illustrated with a colour plate section.\u003c\/li\u003e \u003cli\u003eExcellent pedagogy including learning objectives, problem-solving tasks and end of chapter questions.\u003c\/li\u003e \u003cli\u003eAn accompanying website includes all the figures with annotations of the key elements of each topic and end of chapter experiments.\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eWritten by an author with many years teaching, research and practical coaching experience, the new edition of this successful textbook will prove invaluable for students of sport and exercise science taking a first course in skill acquisition, motor learning and\/or motor control.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47988656505061,"sku":"NP9781118444665","price":82.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118444665.jpg?v=1761781142","url":"https:\/\/k12savings.com\/products\/acquisition-and-performance-of-sports-skills-isbn-9781118444665","provider":"K12savings","version":"1.0","type":"link"}