Motor Learning and Human Performance [antikvár]

PREFACE The second edition of this book has undergone a complete "facelifting." it may, in fact, not be recognized when compared to the first book. Not only has the material been updated, but its organization reveals contemporary approaches to view behaviors and events systematically. in 1968, when the first edition of Motor Learning and Human Performance was published, motor learning as a body of knowledge in physical education was in its infantile stage. Courses were being initiated at this time in a number of universities, with dedicated professors attempting to organize contents and learning matter. Many disturbing questions were raised. What is motor learning? What should be taught in a motor-learning class? What kinds of experiences? For what level student? Naturally, the preparation of a book —its contents and organization in particular—under these conditions was especially frustrating and challenging. Since 1968 physical education has witnessed an extreme amount of scholarly activity on the part of teachers and researchers concerned with motor learning. As old questions were satisfactorily resolved, new ones were raised. A body of information, broadly or narrowly identified, has been developed in motor learning. Its significance in the educational process in terms of applications to teaching and coaching situations is beyond doubt. Its worthiness of study in research and theory is likewise essential and is recognized accordingly. Although we were satisfied with the contribution made at the time by the first edition of this book to physical education and education in general (for example, it was selected as one of the top twenty-one books in education published in 1968), room for improvement was [i/ evident and has become more apparent each year. Of all the vulnerable points, one of the most prominent was the organization of the book's contents. In the first edition, the contents were arranged "logically" by traditional scholarly areas. For example, a chapter was especially prepared on the nervous system and its relationship to learning and performance. Another was devoted to personality and