ABSTRACT
This chapter argues that the interaction of the learner, the task, and the environment in which the task is performed is fundamental to understanding and facilitating motor skill acquisition and performance. Motor Learning and Control for Practitioners focuses on the processes that govern movement acquisition and control and provides a foundation for developing effective instructional strategies that facilitate learning and performance. The first half of the integrative model draws from Schmidt and C. A Wrisberg's situation-based learning approach and begins with the determination of the intended outcome. The second half of the integrative model incorporates Knudson's comprehensive view of qualitative movement diagnosis. The human movement practitioner may use Gentile's multidimensional classification system in several ways. Of interest to human movement practitioners are individual differences in motor abilities. E. A Fleishman's taxonomy groups motor abilities in two categories: perceptual motor abilities and physical proficiency abilities.
