Outline

Overview

This unit provides students with a broad overview of motor control and learning with the aim of stimulating students to think about the mechanisms of normal human movement. Both a behavioural and a neurophysiological approach are taken to understand the acquisition and execution of skilled motor actions. The behavioural approach is directed at the process of optimizing the learning of skills. Meanwhile the neurophysiological approach is directed at the neuromuscular machinery and the functional neural connections which enable skill-acquisition to occur. Exercise Science students are advised to enrol in this unit in Semester 1. Exercise Physiology students are advised to enrol in this unit in Semester 2.

Unit details and rules

Academic unit	Movement Sciences
Credit points	6
Prerequisites ?	Completion of 48 credit points
Corequisites ?	None
Prohibitions ?	EXSS2025
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Stephen Cobley, stephen.cobley@sydney.edu.au
Lecturer(s)	Stephen Cobley, stephen.cobley@sydney.edu.au
Lecturer(s)	Suzi Edwards, suzi.edwards@sydney.edu.au

Type	Description	Weight	Due	Length
Supervised exam ?	Motor Control & Skill Learning Final Exam Two components: Part A MCQ's; Part B Long-Answer Questions.	40%	Formal exam period	2 hours
Outcomes assessed:
Online task	Online Canvas Lecture Quizzes (MC1-5 + ML1-5) Five lecture quizzes (1% each) to be completed within 7 days post-lecture.	5%	Multiple weeks	6 multiple questions per lecture quiz
Outcomes assessed:
Assignment	Motor Skill Learning Group Assignment - Baseline Video Assessment Motor Skill Learning Project - Group work.	20%	Week 08 Due date: 21 Apr 2023 at 23:59 Closing date: 21 Apr 2023	Video Summary (4 mins)
Outcomes assessed:
Assignment	Motor Skill Learning Group Assignment - Program Report Motor Skill Learning Project - Group work.	35%	Week 12 Due date: 19 May 2023 at 23:59 Closing date: 19 May 2023	2,500 words +- 10%
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment 1 - Canvas Lecture Quizzes: The assessment includes 5 short online quizzes based on lecture content delivered in Weeks 1-5 (inclusive). Each lecture quiz opens immediately after the coinciding lecture session (e.g., Lecture quiz 1 open after Week 1 lectures). The lecture quiz closes one week following the lecture session (e.g., Lecture quiz 1 closes immediately prior to the Week 2 Lecture session). All students have to attempt the lecture quizzes to obtain an overall unit grade (i.e., non-submission / attempt = unit 'Absent Fail' mark).

Assessment 2 & 3 - Motor Skill Learning Project: A substantial component of unit assessment is centred around the motor skill learning project. In small groups, students evaluate skill performance as well as design and implement an evidence-based program to facilitate skill acquisition with a student peer. This assessment has two cumulative aspects, a baseline video assessment component (Assessment 2), and then a more detailed summary report evaluating the skill acquisition program (Assessment 3). All students have to submit in Assessments 2 & 3 to obtain an overall unit grade (i.e., non-submission / attempt = unit 'Absent Fail' mark).

Assessment 4 End of Term Exam: The end-of-term exam comprises a combination of multiple-choice (x70) and long-answer (x2) questions examining accumulated knowledge of lecture topics and material delivered across the semester. All students have to attempt Assessment 4 to obtain an overall unit grade (i.e., non-submission / attempt = unit 'Absent Fail' mark).

Assessment Submission Requirements: Please note a submission attempt at each assessment listed is required. In other words, candidates cannot attain an overall unit percentage and attainment grade, if they have not submitted in one (or more) of the unit assessments.

Note: More detailed information related to each individual assessment can be found on the EXSS3062 Canvas site.

Assessment criteria

https://sydney.edu.au/students/guide-to-grades.html

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Standardised University of Sydney policy rules apply for late assessment submissions and are most relevant for Assessments 2 & 3.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	MC1: Introduction: Defining motor control, motor learning, measurement & performance.	Lecture (1 hr)
	ML1: Introduction: The constraints-based framework for skill-acquisition.	Lecture (1 hr)
	Tutorial content introduction: Assignment of practical experiment topics; Completion of Experiment 1: Mental & physical practice in motor learning; Overview of presentation guidelines.	Tutorial (2 hr)
Week 02	MC2: Acquiring sensory information - Sensory input to motor control: Touch, Muscle spindles & Golgi Tendon Organs	Lecture (1 hr)
	ML2: The building blocks of skill-acquisition training	Lecture (1 hr)
	Tutorial: Completion of Experiments 2 & 3: Augmented feedback & physical guidance; The effect of practice on dual-task performance.	Tutorial (2 hr)
Week 03	MC3: Acquiring sensory information: Sensory input to motor control – Joint receptors, efference copy & internal models	Lecture (1 hr)
	ML3: Practice structure in skill acquisition 1	Lecture (1 hr)
	Tutorial: Strategies for experiment evaluation and question presentation; Group activity preparation for questions; Information & strategies for motor learning project planning & methodology.	Tutorial (2 hr)
Week 04	MC4: Acquiring sensory information: Sensory input to motor control – Balance & vision.	Lecture (1 hr)
	ML4: Practice structure in skill acquisition 2	Lecture (1 hr)
	Tutorial: Presentation of mini-experiment findings; Introduction to motor skill learning project.	Tutorial (2 hr)
Week 05	MC5: Acquiring sensory information: Situational problems & Q & A revision	Lecture (1 hr)
	ML5: Introduction to video recording & analysis for the motor skill learning project	Lecture (1 hr)
	Tutorial: Developing the motor skill learning project - Submit a 2-page project plan.	Tutorial (2 hr)
Week 06	MC6: Processing sensory information: Understanding sensory-efferent processing via time analysis.	Lecture (1 hr)
Week 06	ML6: Types of feedback in skill acquisition 1.	Lecture (1 hr)
Week 07	MC7: Processing sensory information: The need and role for attention.	Lecture (1 hr)
	ML7: Types of feedback in skill acquisition 2	Lecture (1 hr)
	Tutorial: Trainee video recording & baseline performance analysis; Briefing for assignment submission.	Tutorial (2 hr)
Week 08	MC8: Processing sensory information: The need for neural signalling with short & long-term memory storage areas.	Lecture (1 hr)
Week 08	ML8: Individual (organismic) factors affecting skill acquisition.	Lecture (1 hr)
Week 09	MC9: Efferent movement organization: Movement origins, stimulation & coordination.	Lecture (1 hr)
Week 09	ML9: Stages of learning & skill acuisition transitions	Lecture (1 hr)
Week 10	MC10: Movement organization & energetics: Motor unit recruitment & muscle force.	Lecture (1 hr)
	ML10: Errors in skill acquisition & performance 1	Lecture (1 hr)
	Tutorial: MCL Group Training Project - Progress check tutorial; Briefing for group project submissions	Tutorial (2 hr)
Week 11	MC11: Movement organization & energetics - Muscular recruitment & energetic changes with skill learning.	Lecture (1 hr)
	ML11: Errors in skill acquisition & performance 2	Lecture (1 hr)
	Tutorial: MCL Group Training Project - Informal group project overview; Final skill performances; Q&A for written report submission	Tutorial (2 hr)
Week 12	MC12: Movement organization & energetics: The speed-accuracy trade-off.	Lecture (1 hr)
Week 12	ML12: Changes in skill acquisition across the lifespan	Lecture (1 hr)
Week 13	MC13: A review of Motor Control + Exam Preparation.	Lecture (1 hr)
Week 13	ML13: A review of Motor Learning + Exam Preparation.	Lecture (1 hr)

Attendance and class requirements

Lecture Attendance: The lecture sessions are on campus and scheduled to occur before tutorial activities.

Tutorial Attendance: The tutorials are on campus and generally within the Susan Wakil Health Building where possible. Tutorial attendance is a compulsory requirement in the unit. Attendance is necessary to complete and understand experimental tasks, complete data review and analysis in small groups, and present during tutorials. These activities all help prepare and build toward group work activity completed as part of the Motor Skill Learning Project assessment.

Assessment Submission Requirements: Please note an attempt at each assessment listed is required. In other words, candidates cannot attain an overall unit percentage and grade if they have not make a submission attempt in each unit assessment (i.e., Assessments 1-4).

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

See Reading List within the EXSS3062 Canvas site.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Explain the structure and function of sensory receptors as they relate to the control of voluntary and involuntary movement.
LO2. Explain the energetic and information processes within efferent neuromuscular activity governing voluntary movement.
LO3. Explain and evaluate core theoretical models and hypothetical explanations as they apply to motor control and motor skill learning situations.
LO4. Identify and explain how individual constraints and preexisting functioning influences implementation of pedagogical motor skill learning strategies.
LO5. Critically explain appropriate application of pedagogical motor learning strategies so as to maximise motor skill learning in performance and clinical contexts.
LO6. Design, implement, and evaluate motor skill training environments (& program) to optimise a client’s motor skill development in a task situation.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Accredited Exercise Scientist Professional Standards (2022) - 10.2.1. Describe the structure and function of the neuromuscular and sensory systems as they relate to the control of voluntary and involuntary movement and motor learning.
	Accredited Exercise Scientist Professional Standards (2022) - 10.2.1. Describe the structure and function of the neuromuscular and sensory systems as they relate to the control of voluntary and involuntary movement and motor learning. 10.2.2. Explain the changes in motor function that may occur with motor learning and development across the lifespan. 10.2.4. Discuss the common theoretical models proposed to explain motor control and the processes of motor learning. 6.2.4. Describe the structural, physiological, motor and psychosocial developmental changes across the lifespan, and the effect, and timing of, physical activity and exercise to elicit change.
	Accredited Exercise Scientist Professional Standards (2022) - 10.2.3. Identify the strengths and limitations of techniques to assess processes of motor learning and motor control. 10.2.4. Discuss the common theoretical models proposed to explain motor control and the processes of motor learning.
	Accredited Exercise Scientist Professional Standards (2022) - 10.2.2. Explain the changes in motor function that may occur with motor learning and development across the lifespan. 10.2.3. Identify the strengths and limitations of techniques to assess processes of motor learning and motor control. 10.2.5. Assess aspects of an individual’s motor function in physical activity and exercise contexts including applying risk management and risk assessment concepts associated with the motor learning and control of exercise science. 10.2.6. Design motor learning environments and protocols to maximise each individual’s specific motor learning and control outcomes, as appropriate in physical activity and exercise contexts. 14.2.1. Describe the primary types, applications and limitations of qualitative and quantitative research study designs. 14.2.4. Cite the research of others in written and oral communication 14.2.5. Select and apply basic data analysis techniques appropriate to exercise science subdisciplines. 6.2.4. Describe the structural, physiological, motor and psychosocial developmental changes across the lifespan, and the effect, and timing of, physical activity and exercise to elicit change.
	Accredited Exercise Scientist Professional Standards (2022) - 10.2.4. Discuss the common theoretical models proposed to explain motor control and the processes of motor learning. 10.2.5. Assess aspects of an individual’s motor function in physical activity and exercise contexts including applying risk management and risk assessment concepts associated with the motor learning and control of exercise science. 10.2.6. Design motor learning environments and protocols to maximise each individual’s specific motor learning and control outcomes, as appropriate in physical activity and exercise contexts. 2.2.1.1. Describe biomechanical principles and how they relate specifically to the analysis of various forms of human movement to demonstrate an understanding of movement analysis knowledge and skills 2.2.5. Choose and apply appropriate communication to explain scientific data and movement techniques to clients and other professionals.
	Accredited Exercise Scientist Professional Standards (2022) - 10.2.4. Discuss the common theoretical models proposed to explain motor control and the processes of motor learning. 10.2.5. Assess aspects of an individual’s motor function in physical activity and exercise contexts including applying risk management and risk assessment concepts associated with the motor learning and control of exercise science. 10.2.6. Design motor learning environments and protocols to maximise each individual’s specific motor learning and control outcomes, as appropriate in physical activity and exercise contexts. 14.2.1. Describe the primary types, applications and limitations of qualitative and quantitative research study designs. 14.2.2. Use research databases to access peer-reviewed scientific literature and conduct searches to identify relevant information. 14.2.3. Appraise research methods and reports, including statistical results to understand methodological and ethical aspects of research, and integrate this knowledge into all areas of exercise science practice. 14.2.4. Cite the research of others in written and oral communication 14.2.5. Select and apply basic data analysis techniques appropriate to exercise science subdisciplines. 2.2.2. Apply the principles of the biomechanical analysis of human movement to activities of daily living across a broad range of populations. 2.2.3. Analyse biomechanical problems and develop and implement relevant intervention strategies to the movement context. 2.2.5. Choose and apply appropriate communication to explain scientific data and movement techniques to clients and other professionals. 4.2.4. Apply the principles of motor control and learning, functional anatomy and biomechanics to assess movement and to recognise dysfunctional movement patterns and unsafe exercise technique.

Accredited Exercise Scientist Professional Standards (2022) -

Competency code	Taught, Practiced or Assessed	Competency standard
10.2.1		Describe the structure and function of the neuromuscular and sensory systems as they relate to the control of voluntary and involuntary movement and motor learning.
10.2.2		Explain the changes in motor function that may occur with motor learning and development across the lifespan.
10.2.3		Identify the strengths and limitations of techniques to assess processes of motor learning and motor control.
10.2.4		Discuss the common theoretical models proposed to explain motor control and the processes of motor learning.
10.2.5		Assess aspects of an individual’s motor function in physical activity and exercise contexts including applying risk management and risk assessment concepts associated with the motor learning and control of exercise science.
6.2.4		Describe the structural, physiological, motor and psychosocial developmental changes across the lifespan, and the effect, and timing of, physical activity and exercise to elicit change.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

In late 2022, the unit learning outcomes were re-mapped according to the Accredited Exercise Scientist Professional Standards (2022). Re-mapping helps ensure alignment of unit content and assessments with the requisite knowledge and application skills required as part of accreditation. In Semester 1 2023, minor adjustments to the structure and content of assessment requirements, along with their weighting, have been made to improve the quality of group project submissions. These adjustments also help better distribute assessment requirements across the semester.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EXSS3062: Motor Control and Learning

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect