Undergraduate Motor Learning

Portfolio for the Laboratory, Revised Spring 2025

Emily H. Wughalter, Ed.D., Professor

This portfolio is designed for a hybrid learning experience with both virtual and in person as well
as asynchronous and synchronous laboratory experiences. Weekly reflection activities will be
assigned for 5 weeks in total each accruing 2 points for 10 points of your class grade (total points
for the class including lecture and lab activities=100 points). Partial credit may be given. All
weekly activities should be incorporated into the portfolio and accumulated for submission at the
end of the semester for 25 points of your Kin 166 grade. In the laboratory you will be assigned an
intact group responsible for developing a presentation for the class for an additional 5 points of
your Kin 166 course grade.

Final Portfolio Prepared by

Place your name here

Faculty Assigned

Emily H. Wughalter, Ed.D., Professor

[email protected]

Nicole Levine, Lecturer

[email protected]

Lab A, Section 2, Tuesdays, 12:30 pm to 2:20 pm, Nicole Levine, Instructor

Lab B, Section 3, Thursdays, 10:30 am to 12:30 pm , Nicole Levine, Instructor
Lab C, Section 6, Tuesdays, 10:30 am to 12:30 pm, Nicole Levine, Instructor
Lab D, Section 7, Thursdays, 12:30 pm to 2:20 pm Nicole Levine, Instructor

Kin 166 – SPRING 2025 LABORATORY CALENDAR

 Motor Learning Revised Lab Portfolio, Fall 2025 2

Blue shading means your class on that day is asynchronous and white (or no shading) means lab is
in person at scheduled time in SPX 172, the Applied Motor Behavior Laboratory. Asynchronous
learning means the lab and all its activities are completed by the end of your lab time for that week or
before you return to the lab for the next in person session; however, it’s completed on your own. You
do not come to the lab on asynchronous days. Synchronous means the lab is in person. When noted,
video lectures posted should be viewed prior to the start of the synchronous/in person labs. Videos
will be made available by Monday morning of the week of lab. The calendar is designed to be resilient
and subject to change based upon the University and the County COVID-19 restrictions or other
natural mishaps.
Week of Lab Topics and Activities Page
Week of January 27 Topic: Introduction to Applied Motor Behavior Laboratory and Team Building 2
Synchronous in person
Activity
 Examine the course calendar found on pages 2 through 4 of the Motor Learning Lab
Portfolio
 Read pages 5 through 7 in Motor Learning Lab Portfolio 5
 Watch the video - An Introduction to the AMBL
o This video presents the expectancies for the laboratory with the course
calendar; course expectations and requirements; introduction to the
Applied Motor Behavior Lab (AMBL)
 Complete individual icebreaker – who are you? 8
Week of February 3 Topic: What is team building? What are scholarly terms? Breaking the ice 9
Synchronous in person
Activity
Part I Prior to attending class
 Watch the video - Team Building Tips, Part I and Part II
o This two-part production introduces how to maximize team effectiveness
to produce the best team outcomes and solutions
 Watch the video - Common terms in Kinesiology Research
o In this video Dr. Wughalter presents common terms that are used in 9
research for a deeper understanding of the study of disciplines in
kinesiology and specifically motor learning
Part II In Class
 Teamwork Ice Breaker
Assign and participate in team ice breaker 11
Week of February 10 Topic: Understanding Measurement Motor Learning 12
Synchronous In person
Actvity
 What and why of measurement in motor Learning and the other subdisciplines of
kinesiology?
 Teamwork
o Participate in workshop on measurement and Microsoft Excel for
presentations and understanding of data
o Application of measurement and spreadsheet use (e.g., Microsoft Excel)
Week of February 17 Topic: Scholarly Writing in Kinesiology 16
Asynchronous
Activity
 Watch Video Writing Scholarly Reviews
o Decide on topic and locate 3 scholarly articles for individual student essay
Week of February 24 Topic: Gentile’s Taxonomy 18
Synchronous In person
Activity
Part I
 Watch video Analysis of Gentile’s Taxonomy
Part II
 Participate in lab on the Application of Gentile’s Taxonomy of Motor Skills
 Weber Constants Lab

19
Motor Learning Revised Lab Portfolio, Fall 2025 3

Week of March 3 Topic: Part-Whole Learning 21

Synchronous In person
Activity
 Participate in laboratory exploring methods of part and whole learning
 Teamwork
 Participate in discussion of laboratory results
Week of March 10 Topic: Perception Weber Constants 25
Synchronous In person
Activity
 Review of Part Whole Learning Lab
 Complete Perception Experiment Weber Constants lab
Week of March 17 Topic: What do we know about perception? 27
Asynchronous
Activity
 Watch video on perception
 Complete reading assignment and answer prompts in Motor Learning Lab Portfolio
Week of March 24 Topic: Peer Review 28
Synchronous In person
Activity
 Watch video on peer review
 Teamwork
o Conduct peer review for Short Essay by articulating through verbal
discussion and writing about the 3 scholarly articles chosen
 Assign team topics on KR topics to teams
Week of March 31 Cesar Chavez Day and Week of Spring Break
Week of April 7 Topic: Teamwork, Team Project 29
Synchronous In person
Teamwork
 Review Team Project Presentation Scoring Rubric
 Design method for team project on assigned topic by uncovering a minimum of one
article per team member related to topic assigned (n articles=n team members)
 Use Google doc for each team member to submit a 150 word summary of his, her,
or their team project article by midnight of respective lab
o Design PowerPoint presentation (or other) with voiceover (minimum) and
possibly video to present on the team project topic assigned
Week of April 14 Topic: Measurement of Timing 31
Synchronous In person
Activity
 Watch video on timing in motor performance
 Complete Individual (activity asynchronously
o Complete reaction time analysis lab (asynchronous component) 33
o Answer all questions posed at the end lab
Edit scholarly essay for submission
Week of April 21 Topic: Measures of error 37
Synchronous In Person
Activity
o Watch video Measures of Error
o Teamwork
o Prepare for presentation of Knowledge of Results team project
Week of April 28 Topic: Fitts’ Law and Short Term Memory 38

Synchronous In person Activity

Part I
 Complete Fitts’ Law lab
Part II 41
 Complete short-term memory lab 43
o Complete team project
 Motor Learning Revised Lab Portfolio, Fall 2025 4

Week of May 5 Topic: Completion of Motor Learning Lab Portfolio

Asynchronous
Activity
 Complete team reflection 44
 Complete portfolio final thoughts 45
o Complete teamwork presentation and submit presentation to Canvas
Discussion thread completed Team Project no later than December 1 at
11:59 pm
Motor Learning Lab Portfolio Draft Rubric 46
Week of May 12  Submit Motor Learning Lab Portfolio no later than May 12 at 11:59
Asynchronous  Presentation of team project no later than May 12 at 11:59

INTRODUCTION TO THE APPLIED MOTOR BEHAVIOR LAB (AMBL)

Welcome to the laboratory part of your Motor Learning course. Motor

learning is one among many of the scholarly subdisciplines underlying
 Motor Learning Revised Lab Portfolio, Fall 2025 5

kinesiology/physical education (Kin). The academic study of kin is comprised

of a complex organization of subdisciplinary perspectives representing
knowledge about how people perform and learn motor skills. Some of the
subdisciplines that underlie Kin include biomechanics, exercise physiology,
motor development, and sport psychology, among others such as sport
sociology, sport philosophy, and sport economics. A disciplinary perspective
means a body of knowledge exists around the topic. In kinesiology we call
these areas subdisciplines. The interrelationship of knowledge gained from
the study of the kinesiology subdisciplines helps us better understand how
humans behave or how they respond to the dynamics of movement, an area
referred to as motor behavior. Kinesiology as a field represents the tying
together of various perspectives presented by each of the subdisciplines and
is thus defined by the American Kinesiology Association as the art and
science of human movement.

To provide perspective on the context of sport, movement, and physical

activity scholars in the subdisciplines of kinesiology advance knowledge;
motor learning is specifically designed with the purpose of furthering
knowledge and understanding about the cognitive, physical, neurological,
and behavioral aspects of human movement. For example, motor learning
researchers study how the brain and the body interact with environmental
context that is often unpredictable. Our environment regularly presents a
dynamic set of ongoing conditions. For many years, scholars referred to the
ideas studied in motor learning as perceptual-motor or psychomotor
performance indicating a strong association of the brain and motor behavior.
Also emerging from these behavioral approaches is how perception today is
shaped by our past experiences and past behaviors. Memory and other
higher level processes are associated with this analysis too. More often
today analyses in motor behavior include dynamic and chaotic changes that
disrupt our behavior and require quick and even automated responses.
Sounds a bit like artificial intelligence (AI) work.

Conceptually motor behavior is a broader area of study than motor

learning. Generally, motor behavior is thought to encompass subdisciplines
such as motor learning, motor control, motor development, and sport
psychology where each of these subdisciplines brings a unique perspective
to a fuller understanding of behavior. Moreover, the study of biomechanics
brings a unique perspective to motor learning research by providing a set of
tools or measures that assist in the explanation of behavior; further, exercise
physiologists might study electrical or chemical change in the brain while a
motor learner might observe the electrical or chemical changes over time
due to some intervention.

The North American Society for the Psychology of Sport and Physical
Activity (NASPSPA) and the Research Council of SHAPE America, formerly the
Research Consortium of the American Alliance for Health, Physical Education,
 Motor Learning Revised Lab Portfolio, Fall 2025 6

Recreation, and Dance (AAHPERD) are two of the professional organizations

where motor behaviorists have found their scholarly homes. These
professional organizations and societies provide support for scientific
research and scholarship, sponsoring of conferences, and publishing of
scientific journals. As well, members of these professional organizations are
the authors and researchers, or scholars who publish in journals such as
Journal of Motor Behavior, Motor Control, Research Quarterly for Exercise
and Sport, Journal of Sport and Exercise Psychology, and Journal of Motor
Learning and Motor Development. These scholars serve as referees, editors,
and editorial board members of scholarly journals.

Motor behavior has roots in the parent academic discipline psychology;

thus, many motor behaviorists belong to professional organizations focusing
on psychology, e.g., the American Psychological Association. Consequently,
sometimes motor behavior research is published in journals produced by
these parent disciplines, such as: Journal of Experimental Psychology:
Learning, Memory, and Cognition; Psychological Review; Experimental
Psychology. Keep in mind that the concepts of the psychological literature
provide important knowledge for motor learning scholars because when
conducting your own searches of the scholarly literature you might use the
psychological indices (databases in the library). You want to include the
psychological databases to tap the literature in psychology and capture
papers in motor learning that might not ordinarily be picked up through a
Sport Discus search.

As you complete your core and concentration requirements for the major
in Kin you will begin to recognize many similarities among the theories,
hypotheses, and experimental designs emerging in the motor behavior
areas; make every attempt to integrate these concepts with other
subdisciplinary areas of kinesiology. Another thing you will notice are the
many ways researchers think about and the alternatives they provide for
explaining how humans move their bodies in the world.

In Motor Learning our attention is focused on understanding how humans

process information and control their motor actions during performance.
Specifically, we examine how human performers interact with the
environment in organizing motor responses. Moreover, we will analyze
reaction time (a measure of processing speed) and errors in movement that
are variables often studied by motor learning researchers. Processing of
information takes time including the time from the onset of a stimulus to the
moment a movement begins. This period is called reaction time. Additional
topics important in motor learning are effects of practice schedule in a
practice session on retention and transfer; effects of lighting characteristics
on a player’s performances on a court, field, or gym; effects of task difficulty
on performance. In our experiments this semester concepts, principles, and
hypotheses produced by motor learning and control experts for over a
 Motor Learning Revised Lab Portfolio, Fall 2025 7

century will be highlighted, and the different paradigms used to conduct

research on motor learning will be revealed.

Another perspective of motor behavior includes motor control and action.

Dynamic systems researchers study human control action in a constantly
changing experience of the everyday world. Human action or movement
requires great precision in space and time particularly when one considers
the varied and changing factors in the immediate environment. Studies of
motor control might consider elements of environmental complexity and a
measure of performer expertise by taking advantage of the tools of the
biomechanist to measure these variables. As well, the measurement of the
anatomical and physiological principles such acute and chronic changes in
brain locale or strength gains or declines may be aligned with neuroscience
and exercise physiology.

Motor learning and dynamic theories have differed with respect to

whether motor representations are centralized or generalized; this is a
complex problem we will discuss in our lecture class. Try to imagine all the
variations of a movement that might be possible for a given task. Now
imagine how these variations might be represented in the brain or in the
body. Are the representations generalized schema or do single traces exist
for each variation required; how do environmental changes dictate human
responses to stimuli; how might the environment be analyzed? These are
some of the questions we will be pondering as we move through the next 15
weeks or so studying the field of motor learning.

Computers in the Motor Behavior Lab

In the winter 1993, because of the assistance of an alumnus, John Toner,

IBM donated 10 computers to The Motor Behavior Laboratory. We were
lucky to have this donation that helped to spark the conversion of our lab
into a 21st century phenomenon. Several rounds of grant and Kin
departmental support contributed to constant upgrade of the space in the
old SPX 082. Today seven Microsoft Surface Studios, six Microsoft Surface
laptops, and two 70” touchscreen monitors are installed in the new Applied
Motor Behavior Laboratory in the renovated SPX (room 172). Touch screen
technology for innovative learning is used for delivery of materials including
projection of instructor and student work. The Motor Learning Lab Portfolio
and the experiments presented here are designed to integrate motor
learning scholarship with the learning about computers and new
technologies.

A word of Thanks

Kristy Stuart, Janet Clair, Aaron Jacobsen, Ryan Starnes, Kaela Hoch, Jin
Yan, Jenna Smith, Shobana Subramanian Arora, Sara Wallace, Danika
 Motor Learning Revised Lab Portfolio, Fall 2025 8

Ziemer, Katelynn Thompson, Junko Griffith, Adriane Tomimbang, and Nicole

Levine (all graduates of the Department of Kinesiology and Program in
Human Factors and Ergonomics) contributed to this Motor Learning Lab
Portfolio. They assisted in developing and critiquing the ideas contained
here. Many additional students in undergraduate and graduate Motor
Learning classes have provided critical feedback for improving the lab
experience. The portfolio template presented here is constantly revised. I
look forward to your input for future revisions of the document before you.

WEEK OF JANUARY 27
SYNCHRONOUS IN PERSON LAB

Introduction to the AMBL Laboratory Experience

1. Read the introductory pages to the laboratory manual including the table
of contents created by the Laboratory Calendar that can be found from
page 2 through page 4 and then the introductory information from page 5
to page 7.

2. Using Microsoft Word, in 75 words or less write a bio to introduce yourself

to the rest of the class. For the bio, you may consider identifying, but not
limited to, your major; Kin emphasis area; time at SJSU; year in school;
future goals; hobbies; competitive sports; service and leadership
positions; favorite subject; inventions. Consider your resume and how
you might represent yourself in a short, concise 75 words and in a
paragraph form.

3. Place the bio here __________________________

4. Go to the Canvas shell for the lab section. Find your profile under
settings. Here you can include your bio and upload a picture of yourself
so that we can get to know you better. If you don’t want to post a
personal head shot, then just post any picture.

5. Place the picture here _________________________

 Motor Learning Revised Lab Portfolio, Fall 2025 9

6. Go to the Canvas page for your lab section (2, 3, 4, or 5) and find the
Introduction
to the Applied Motor Behavior Lab video.

7. Reflection: now that we are finished in a short paragraph consider and

reflect on what you learned by reading the course calendar on pages 2
and 3, by reading pages 5 through 7, and attending the lab class that
introduces you to the to the laboratory portion of our course. Post your
paragraph below and to the Assignments page on Canvas for Lab
Reflection 1.

Post your reflection here and on Canvas (Lab Reflection 1)

WEEK OF FEBRUARY 3
TWO PARTS

(PART I)
ASYNCHRONOUS PART OF THE LAB
(Complete prior to attending lab this week)

1. Teamwork and team building

a. Observe two parts of the teamwork video presentation posted on
Canvas

2. Common Terms
a. Read the essay below and then define the terms that follow by
observing the Common Terms video

Over the last 50 years, though some still argue against its broad
acceptance, the word or name kinesiology for the field associated with the
study of movement at its core has become well accepted in higher
education. College and university departments focusing on the organizing
principles of human movement and physical activity that were historically
known as physical education (specifically designed to educate the masses
about how to move and why we move) and physical medicine (specifically
 Motor Learning Revised Lab Portfolio, Fall 2025 10

designed to prescribe exercise as medicine and heal diseases caused by

exogenous factors) are now known as kinesiology. Examples of the roots of
the kinesiology field are medicine, exercise, education, and performance.
Even today when searching the websites of departments of higher education
across the nation you can find a variety of names, including human
performance, kinesiology, movement science, and human biodynamics.
Moreover, in national and international higher education professional
organization names the word kinesiology is now standard (e.g., American
Kinesiology Academy; National Association for Kinesiology in Higher
Education; National Academy of Kinesiology). Lay people seem to
understand and respect the field of kinesiology more than they ever have
before.

The growth of kinesiology as a field in higher education over the last 100
years can be contextualized as part of the larger scientific revolution that
has resulted in a proliferation of subdisciplines across the academy (colleges
and universities). Higher education structures often reflect and are built by
this wide body of knowledge and organized by researchers who define
scholarship. Kinesiology has been similarly defined and these scholars bring
respect and prestige to the field. Many excellent viewpoints examining the
era of specialization and emergence of the field of kinesiology and its
subdisciplinary perspectives are published across a period of 50 years or so
in the journal Quest.

As described by many scholars, one unintended consequence of the

proliferation and specialization of knowledge or subdisciplinary approaches is
the splintering of fields. In January 2014 the National Association for
Kinesiology in Higher Education leader members produced an historic
conference attempting to reunite representatives from various professional
organizations (splinters) of kinesiology with the intent of exploring
collaborations across professional organizations but it fell on deaf ears.

Within this very complex set of subdisciplines of kinesiology is motor

learning, the subdiscipline where scholars specifically narrow their research
questions to understand memory, performance, and learning aspects of
movement. Motor learning is interconnected with other subdisciplines, e.g.,
motor learning specialists use the tools and techniques of biomechanists,
neuroscientists, and exercise physiologists to add measurement and
interpretation of complex phenomena. Motor learning is connected to
practice in kinesiology by making applications of information in fields such as
physical therapy, occupational therapy, and strength and conditioning. To
better understand motor learning and all other subdisciplines in kinesiology
(e.g., biomechanics, exercise physiology) a basic understanding of research
and its terminology is necessary.
 Motor Learning Revised Lab Portfolio, Fall 2025 11

Here are some common research terms used in motor learning and across
the subdisciplines that you will need to understand for our work this
semester. Include an original definition of each term under its identification.
By observing the Common Terms video posted on Canvas you can identify
the meaning of each of these terms.

Place each definition here:

1. Theoretical
2. Empirical
3. Scientific method
4. Variable
5. Independent variable
6. Dependent variable
7. Qualitative measure
8. Quantitative measure
9. Experimental control
10. Subdiscipline /Motor Learning
11. Paradigm

12. Reflection: Identify an independent, a dependent, and a control

variable someone in motor learning might study.

Post your reflection here and on Canvas (Lab Reflection 2)

WEEK OF FEBRUARY 3
(PART II)
SYNCHRONOUS IN PERSON LAB
(Complete in person in SPX 172)

Ice Breaker

1. Make team member assignments and then introduce team members:

each member of the team should introduce him, her, themself according
to the bio written in last week’s lab (no more than 1-2 minutes per
person).

2. Complete the table below.

 Motor Learning Revised Lab Portfolio, Fall 2025 12

Team Member Name e-mail Phone

(Remove this parenthetical addresses numbers
statement and insert Lab and
Team Color here, (Lab A, B, C,
D followed by a color, e.g.,
Lab A Red Team)

More rows can be added to table

3. One person from each team is responsible for creating a Google doc in
Canvas. The opening of a Google doc can be found on the Collaborations
tab where you can invite the members of your team to the document. All
team members should be included. Be sure to include all team members
[email protected] and [email protected], no later than
11:59 on the night of your lab. At the top of the Google doc please include
completed demographic table from above.

4. Having read pages 5-7 of the Motor Learning Lab Portfolio, now use the
Google Doc to collaborate as a team by developing a single slide including
a model that illustrates how motor learning fits in the field of motor
behavior or how motor learning and or motor behavior fits in the field of
kinesiology.

Place the slide with the model

here (screen capture is fine)

WEEK OF FEBRUARY 10
SYCHRONOUS IN PERSON LAB

Understanding Measurement in Motor Learning

PURPOSE

The purpose of the lab today is to learn about the functions of a spreadsheet
and how these functions can be used in the Applied Motor Behavior Lab.
Some of the many applications of spreadsheets in Kin include, for example:
a sport manager who tracks how attendance changes at games by
 Motor Learning Revised Lab Portfolio, Fall 2025 13

recognizing a series of factors (e.g., opponents, giveaways, wins/losses, and

promotions); a teacher who calculates final grades for 100 students with
numerous assignments contributing to the final grades; a physical therapist
who tracks her clients’ progress or the various types of injuries she treats;
the researcher who wants to graph their results from a study; the coach who
examines the metrics of her athletes.

1. Levels of Measurement: nominal, ordinal, interval, and ratio scores

Show an example of
Continuo Ordinal Nominal how a single variable
us can change from
continuous to nominal
across a number of
participants.
Participant
A

Participant
B

Participant
C

Participant
D
Enter examples of
measures that could
be Participant E used in motor
learning that
represent nominal
(categorical), ordinal (rank), interval (continuous), and ratio scores
(continuous). Why do researchers prize or value continuous scores?

Continuous Ordinal Nominal

Give an example of
each type of
measure
 Motor Learning Revised Lab Portfolio, Fall 2025 14

3. What is a spreadsheet?

4. What is a row? What is a column?

5. What is a cell?

PROCEDURES

Entering data in Microsoft Excel

1. Turn on computer; click on the start button; select programs; click on
Microsoft Excel.
2. Download the dataset from the Canvas Modules page called Motor
Learning Excel Data.

Figure 1. Illustration of a blank Microsoft Excel spreadsheet

A B C
1 SRT 2 CRT 4 CRT
2 323 375 532
3 301 264 524
4 321 367 395
5 215 368 291
 Motor Learning Revised Lab Portfolio, Fall 2025 15

6 368 383 421

7 353 369 482
Mean SRT Mean 2 CRT Mean 4 CRT
=AVERAGE(A2:A7) =AVERAGE(B2:B7)
=AVERAGE(C2:C7)
(313.50) (354.33) (440.83)
Figure 2. Example of first database in motor learning representing simple, 2
choice, and 4 choice reaction time. Motor Learning Excel Dataset can be found on
Canvas for appropriate module.

3. Place your cursor in cell A1 and begin by typing SRT then hit the enter
key and type numeric values for SRT (323, 301, 321…) in the column A
as they are represented above.
4. Once you have entered your numeric values for SRT then type Mean
SRT; hit the enter key.
5. You should now be in cell A9. To find the mean value for the SRT
scores place the cursor in the formula bar and type in the equal sign
(=) in the formula bar.
6. Click on the box next to the formula bar and chose the AVERAGE key
by clicking on it. If you are working in a version lower than Microsoft
Excel from Office or a Mac version, then you might have to go to the
Insert pull-down and select Function. When the new dialog box
appears then make sure the correct values are chosen for the formula.
The window should read =AVERAGE(A2:A7). This screen will give you
the numeric mean score. Hit okay. You will find the information that
appeared in the dialog box should now appear in cell A9. Repeat the
steps for B9 and C9.

GRAPHING
1. Highlight the area you wish to graph by using the mouse and mouse
keys. To graph the reaction times (SRT, 2 CRT, and 4 CRT), the cells
that should be highlighted are: columns A-C and rows 1-7.
2. Click on the chart wizard.
3. Pick the type of graph you would like (Bar)- hit next.
4. Pick if you would like columns or rows (columns) – hit next.
5. Type in chart title, x-axis (trial number), y-axis (time) – hit next.
6. Click on place as object – hit finish.
7. The graph will appear on your data screen.
8. To create a graph of the MEAN scores, follow steps 1-7. The only
difference will be the area that is highlighted (A8 & A9 – C8 & C9), and
the chart title (mean reaction time scores), x-axis and y-axis (if you
choose rename the graph).

REVIEW AND REFLECT

Motor Learning Revised Lab Portfolio, Fall 2025 16

1. Identify the variables in the data set used for lab today. What kind of
measures are these variables?

2. Insert here the tables and graphs from today’s lab so all information is
in the Motor Learning Lab Portfolio.

3. Write a short interpretation of the tables and graphs from this lab.

4. Describe one or more new thing(s) you learned today about Microsoft
Excel and motor learning.

5. Reflection: Identify your emphasis or concentration area here. How

might you use spreadsheets to assist your professional and personal
life in the future?

Post your reflection here and on Canvas (Lab Reflection 3)

WEEK OF FEBRUARY 17
ASYNCHRONOUS LAB

Strategies for Scholarly Writing

PURPOSE
Motor Learning Revised Lab Portfolio, Fall 2025 17

 The purpose of the Writing Scholarly Reviews lab is for students to be

able to:
o Recognize research topics and issues specifically related to
motor learning.
o Identify how issues of plagiarism may be unintentionally included
in student writing.
o Begin a quality 3 page scholarly essay on a narrowly focused
motor learning topic.

EQUIPMENT
 Access to one computer loaded with Microsoft Word (or else) per
student
 Access to three different scholarly, published manuscripts related to a
narrowly focused topic in motor learning; student is expected to find
and read 3 scholarly articles
 Access to 70” Touch Screen Monitor for delivering synchronous
feedback and recorded information

PROCEDURES

Lab Day 1 (Week of FEBRUARY 17)

 Step 1. (Set up) Introduction and PowerPoint presentation with agenda
for the lesson; key principles related to scholarly approaches in
kinesiology and motor learning; issues of plagiarism and how to avoid
it. The Motor Learning Short Essay prompt and grading rubric are
provided for students to understand the nature and requirements of
the assignment.
 Step 2. Each student will find three scholarly articles to use in support
the scholarly essay prompt required for the course.
 Step 3. In consultation with a partner, each student will categorize the
articles found into either theoretical, empirical, or opinion based.

At home (Between Lab Day 1, February 17 and March 24)

 Step 4. Each student is responsible for reading the selected scholarly
articles.
 Step 5. Each student is responsible for writing a minimum of one long
paragraph explaining the focus of the articles and how the focus
guides thinking about this topic.

Lab Day 2 (March 24)

 Step 5. Approximately 2 min will be provided to each student to
explain the articles to a partner.
 Step 6. Using technology, each student will edit the paragraph or two
reviewing the articles identified in Step 2.
 Step 7. Explanation of APA and common grammatical mishaps with
PowerPoint presentation (using touch screen and providing examples
Motor Learning Revised Lab Portfolio, Fall 2025 18

of good paraphrasing as well as plagiarized materials, and well and

poorly constructed materials).
 Step 8. Students will review personal writing for successes and
problems.

CLOSURE

 Step 9. (Group discussion, 5 min). Entire group discussion regarding

problems identified through the exercise and in personal writing styles.

WEEK OF FEBRUARY 24
SYNCHRONOUS IN PERSON LAB
 Motor Learning Revised Lab Portfolio, Fall 2025 19

Application of Gentile’s Taxonomy of Motor Skills (1972, 1975, 1987,

2000)

PURPOSE

The purpose of the laboratory s to examine a variety of motor skills in

different contexts and categorize them using Gentile’s taxonomy.

METHOD

Walk around campus with your group to observe people in motion. Identify
5 different examples of people performing motor skills. Use the table below
from Gentile’s work to categorize each of the 5 skills selected. Attempt to
choose 5 skills to represent 5 different cells in the table.

Stability Transport
No LTM With No LTM With
LTM LTM

Closed Absent

Presen
t

Open Absent

Presen
t
From: Gentile, A.M. (2000).

1. List the 5 skills here.

2. Use the following questions to help guide your discussion:

a. What are the regulatory (relevant factors) conditions of these
tasks?
b. Does the environment change from trial to trial?
c. Is the body stationary or transported?
d. Are objects being manipulated?

3. What contextual conditions might change the placement of these 5

tasks into another category of skill classification?

4. What is your emphasis or concentration in Kin and how might Gentile’s

taxonomy of motor skills be applied to your work environment?
 Motor Learning Revised Lab Portfolio, Fall 2025 20

WEEK MARCH 3
SYNCHRONOUS IN PERSON LAB

Part/Whole Learning

INTRODUCTION
Researchers in motor learning and psychology have long studied whole
skill and part skill practice and the effects of this manipulation on motor
learning. Research on part/whole practice and motor skills has yielded data
that support significant effects in favor of part learning and other data
support whole learning directions. The various findings may be related to
the type of skill being investigated. To make good decisions about
appropriate instructional strategies Magill (2007) classified skills according to
two dimensions (task complexity and task organization). According to Magill
(1987) tasks requiring high motor organization should be taught using the
whole method, whereby skills are presented and practiced as a whole.
Highly complex skills, on the other hand, can be processed better when
broken down into their component parts whereby each part is practiced
separately and then at some point the parts are rejoined for performance
purposes. A problem exists however in the motor learning literature because
unanimity is lacking regarding the definition of motor skill complexity. Later
in the semester we will explore the idea of complexity in greater detail. If a
part practice method is applied methodologically then a
teacher/therapist/coach must determine the ways to facilitate successful
performance of the whole skill in real world contexts.

PURPOSE
The purpose of the laboratory will be to determine differences, if any, in
performance between a group learning to juggle using the part method and
a group learning to juggle using the whole method. More specifically, how
does a part or whole learning schedule affect the catching in a juggling task?

METHOD
Participants
Two groups: the whole practice group and the part practice group.
Equipment
Three tennis balls of the same color will be used.
Design
One independent variable, practice strategy, with two levels (part or
whole) will be investigated; the dependent variable will be the measure of
catches for a single trial.
 Motor Learning Revised Lab Portfolio, Fall 2025 21

Whole Group
Procedures
Follow the following alternative day schedule

Day 1 (Tuesday or Thursday)

Total practice = 40 trials of practice in the following four trial blocks:
Trial block 1 = 10 trials using 3 balls
Trial block 2 = 10 trials using 3 balls
Trial block 3 = 10 trials using 3 balls
Trial block 4 = 10 trials using 3 balls*

Day 2 (Thursday or Saturday)

Total Practice = 40 trials of practice in the following four trial blocks
Trial block 1 = 10 trials using 3 balls
Trial block 2 = 10 trials using 3 balls
Trial block 3 = 10 trials using 3 balls
Trial block 4 = 10 trials using 3 balls*

Day 3 (Saturday or Monday)

Total Practice = 20 trials of practice in the following two trial blocks
Trial block 1 = 10 trials using 3 balls*
Trial block 2 = 10 trials using 3 balls*

Day 4 (Monday or Wednesday)

Total Practice = 20 trials of practice in the following two trial blocks
Trial block 1 = 10 trials using 3 balls*
Trial block 2 = 10 trials using 3 balls*

Instructions to Participants

Watch tutorial on juggling only from minute 5:22 on. Please do not watch
the first 5:22 minutes found at https://www.youtube.com/watch?
v=x2_j6kMg1co.
When a person wants to juggle three balls simultaneously, he or she
begins with two balls in the right hand and one ball in the left hand. Begin
juggling by tossing one ball from the right hand into the air. Consider this
Ball #1. When Ball #1 reaches its peak flight, toss the ball in the left hand
into the air. Consider this Ball #2. When Ball #2 reaches its peak flight, toss
the remaining ball from the right in the air. This cycle needs to be
continuous to successfully juggle. Always catch the ball in the air with the
hand opposite the throwing hand. The juggling of three balls requires that
one ball is always kept in flight.
 Motor Learning Revised Lab Portfolio, Fall 2025 22

Part Group
Procedures
Follow the following alternative day schedule

Day 1 (Tuesday or Thursday)

Total practice = 40 trials of practice in the following four trial blocks:
Trial block 1 = 10 trials using 1 ball
Trial block 2 = 10 trials using 1 ball
Trial block 3 = 10 trials using 2 balls
Trial block 4 = 10 trials using 3 balls*

Day 2 (Thursday or Saturday)

Total Practice = 40 trials of practice in the following four trial blocks
Trial block 1 = 10 trials using 1 ball
Trial block 2 = 10 trials using 2 balls
Trial block 3 = 10 trials using 2 balls
Trial block 4 = 10 trials using 3 balls*

Day 3 (Saturday or Monday)

Total Practice = 20 trials of practice in the following two trial blocks
Trial block 1 = 10 trials using 3 balls*
Trial block 2 = 10 trials using 3 balls*

Day 4 (Monday or Wednesday)

Total Practice = 20 trials of practice in the following two trial blocks
Trial block 1 = 10 trials using 3 balls*
Trial block 2 = 10 trials using 3 balls*

Instructions to Participants

Watch tutorial on juggling 3 balls found at:

https://www.youtube.com/watch?v=x2_j6kMg1co.

When juggling one ball toss it from the right hand to the left hand and
then back to the right hand. Focus on a spot just above and in front of your
face. Attempt to toss the ball to the same spot with each attempt. Limit the
number of tosses and catches to 10 per trial.

When a person juggles two balls begin with one ball in the right hand and
one in the left hand. Toss the ball in the right hand first to the same spot
you used earlier. Once the ball reaches its peak flight then toss the ball in
your left hand. Juggling two balls can be awkward in that it requires that you
stop after the two balls have been tossed.
 Motor Learning Revised Lab Portfolio, Fall 2025 23

When a person juggles three balls simultaneously, begin with two balls in
the right hand and one ball in the left hand. Begin juggling by tossing one
ball from the right hand into the air. When this first ball reaches its peak
flight, toss the ball in the left hand into the air. Once the second ball reaches
its peak flight toss the third ball from the right hand into the air. Always
catch the ball in the opposite of the throwing hand. Juggling three balls
requires that one ball is always kept in flight.

RESULTS

1. Record the number of catches for each trial of practice on the data
sheet provided. A trial score consists of the number of catches you make
without allowing a ball to drop to the ground.

2. Plot the individual trial scores, for each trial block of practice noted
with an asterisk for six separate graphs.

3. Calculate the mean for each trial block with an asterisk next to it.
Record the calculated mean scores below. Remember that a trial block is a
specified number of trials. Usually the trial block score is represented as the
mean of the trial scores representing that block. Sometimes the trial block
score is represented as a total score instead of the mean score.

TB1 ______

TB2 ______ You will insert these trial block (TB)

scores after you have completed the full
TB3 ______ practice schedule. The six trial blocks
are marked with asterisks and yellow
TB4 ______ highlighting.

TB5 ______

TB6 ______

4. On one graph, plot the six mean trial block scores calculated.

5. Discuss the data you found over the 4 days of practice.

Motor Learning Revised Lab Portfolio, Fall 2025 24

Part/Whole Learning Data Sheet

(You may substitute this data sheet with an Excel Sheet or table in a Word
doc)

DAY 1
1. 11. 21. 31.
2. 12. 22. 32.
3. 13. 23. 33.
4. 14. 24. 34.
5. 15. 25. 35.
6. 16. 26. 36.
7. 17. 27. 37.
8. 18. 28. 38.
9. 19. 29. 39.
10. 20 30. 40.

MEAN __________
DAY 2
1. 11. 21. 31.
2. 12. 22. 32.
3. 13. 23. 33.
4. 14. 24. 34.
5. 15. 25. 35.
6. 16. 26. 36.
7. 17. 27. 37.
8. 18. 28. 38.
9. 19. 29. 39.
10. 20 30. 40.

MEAN ______
DAY 3
1. 6 11. 16.
2. 7. 12. 17.
3. 8. 13. 18.
4. 9. 14 19.
5. 10. 15. 20.
MEAN _______ MEAN
______
DAY 4
1. 6 11. 16.
2. 7. 12. 17.
3. 8. 13. 18.
4. 9. 14 19.
5. 10. 15. 20.
 Motor Learning Revised Lab Portfolio, Fall 2025 25

MEAN _______ MEAN

_______

GROUP _______ Part ______Whole (Check one)

 Motor Learning Revised Lab Portfolio, Fall 2025 26

GROUP TASKS

1. Describe the differences between learning and performance.

2. Define the term trial block as it is used in motor learning. Describe

how we used it in the experiment on part/whole learning.

3. Define the term transfer as it is used in motor learning.

4. Define the words equivocal and unequivocal.

5. Describe some of the controls lacking in the experiment today.

WEEK OF MARCH 10
SYNCHRONOUS IN PERSON LAB
 Motor Learning Revised Lab Portfolio, Fall 2025 27

Weber Constants Lab

PURPOSE

The purpose of our work today is to study about discrimination

performance between different stimuli of the same sensation in both
comparative and absolute judgment paradigms.

EQUIPMENT

In the SJSU Applied Motor Behavior Laboratory we have equipment to help

us understand perceptual discrimination tasks. In each set there are 12
cannisters that contain light (75-125 gm) and 12 cannisters that contain
heavy (175-225 gm) sets of constants (weights); these serve as stimuli.
Blindfolds are worn to eliminate visual information feedback making
participants rely on their physical sensation of the constants to make
decisions for the experiment.

PROCEDURE
In an experiment the prescribed procedures would be followed:

Absolute judgment trials

The participant (S) will place the blindfold on before the experiment
begins. The experimenter (E) will place into the right hand of the S the
criterion weight, either 100 gm (light) or 200 gm (heavy). Following a 5 sec
exposure to the weight the S will hand the criterion weight back to the E. In
absolute judgment trials the S relies on memory for the weight. The S will be
handed each of the remaining weights one at a time and in a random order
immediately following exposure to the criterion weight. Following a 5 sec
exposure time to the trial weight the S will report verbally whether the trial
weight was the same as, lighter, or heavier than the criterion weight. On the
data sheet provided E should record a C for a correct response and an I for
an incorrect response. Be sure to record the results properly under the
absolute judgment trials for the light or heavy weights.

Comparative judgment trials

The S will place the blindfold on before the experiment begins. The E will
place into the left hand of the S the criterion weight, either 100 gm (light) or
200 gm (heavy). Following a 5 sec exposure to the weight the E will place
each of the remaining trial weights at random in the right hand of the S.
During comparative judgment trials the criterion weight is constantly present
in the environment. Immediately following a 5 sec presentation of each trial
weight the subject will verbally report whether the trial weight was the same
 Motor Learning Revised Lab Portfolio, Fall 2025 28

as, lighter, or heavier than the criterion weight. On the data sheet provided
the E should record a C for a correct response and an I for an incorrect
response. Be sure to record the results properly under the comparative
judgment trials for the light or heavy weights.

All S can be tested with either the light and heavy, and by creating
absolute and comparative judgment trials. The order of light and heavy
weights and absolute and comparative judgment can be counterbalanced
across S resulting in the following four orders.

Group 1 Heavy Comparative/Heavy Absolute

Group 2 Light Comparative/Light Absolute
Group 3 Heavy Absolute/ Heavy Comparative
Group 4 Light Absolute/Light Comparative

INDIVIDUAL WORK

Go to https://www.verywellmind.com/what-is-the-just-noticeable-
difference-2795306 and read more about the basics of perceptual
discrimination

1. Define absolute and comparative judgment.

2. Define counterbalancing.

3. Why is counterbalancing important in motor learning experiments?

4. Within a specific set of weights and specific condition, during which

trials described would it easier to discriminate between the weights?
Why? What controls were evident in this experiment? What controls
were lacking today?
 Motor Learning Revised Lab Portfolio, Fall 2025 29

WEEK OF MARCH 17
ASYNCHRONOUS LAB

Perception

PURPOSE

The purpose of this lab is to examine the role of perception in movement

and in the real world.

PROCEDURES

1. Watch the video link at

http://viscog.beckman.illinois.edu/flashmovie/15.php

Record your result here ______________________________

RESULTS AND CONCLUSIONS

2. Write a short reflection/observation of the video observed and how it

represents your personal ideas related to the intersection of perception
and motor learning. Record your response here.

3. Summarize in your own words how perception relates to motor learning

and human processing systems. Briefly search the literature on
perception.
a. Describe in less than 100 words what emerges for you when you
skim these ideas you found about perception.
b. Place at least one or two references in APA format following your
summary.
c. Place a copy of your summary and the source material here.
 Motor Learning Revised Lab Portfolio, Fall 2025 30

WEEK OF MARCH 24
SYNCHRONOUS IN PERSON LAB

Peer Review

Purpose

The purpose of this session will be to use your partner/peer to assist you
in developing and improving your attempt at home essay; as well peers
should assist in understanding of the scholarly source materials selected.

1) Explain to your partner orally what your idea is; can you describe back
to your partner what you understand about their topic
2) Explain how the literature supports your idea; consider how the
scholarly articles selected by your peer support this idea or topic that
he, she, or they have defined
3) Help each other elaborate on the idea; help your partner to think in
new directions and ways of thinking
 Motor Learning Revised Lab Portfolio, Fall 2025 31

WEEK OF APRIL 7
SYNCHRONOUS IN PERSON LAB

Team Project

PURPOSE

The purpose of this team project is for the class to uncover and then
present (using a presentation format and orally) various scholarship about
knowledge of results (KR) and how it affects motor performance and learning
of skills. Specifically, students will learn to read scholarly ideas and
communicate their knowledge about the literature on a particular topic.

TEAM ASSIGNED TOPICS

 External Focus of Feedback (KR)
 Frequency of Feedback (KR)
 Positive versus Negative Feedback (KR)
 Qualitative versus Quantitative (KR)
 Summary Feedback (KR)

BACKGROUND

The Team Project requirements are designed to accomplish a greater

understanding of knowledge of results and how ideas and research problems
are narrowed in the literature.

TASKS

1) Each person on the team is responsible for uncovering a single

scholarly article that relates to the narrowly focused idea regarding
knowledge of results provided above and specifically assigned to
teams.
2) Each person will write and post of the team Google doc a short
paragraph (abstract of no more than 150 words) describing the article
selected. Be sure to consider plagiarism as you develop your
paragraph summaries.
3) Each team will create a slide presentation lasting no more than a total
of two minutes per person (n people * 2 min = 2n) describing the area
of the literature and explaining the findings, or the team can create a
podcast with a discussion about the scholarship on knowledge of
results that the team read for the assignment. Below is an example of
the presentation rubric.
Motor Learning Revised Lab Portfolio, Fall 2025 32
 Motor Learning Revised Lab Portfolio, Fall 2025 33

WEEK OF APRIL 14
SYNCHRONOUS IN PERSON LAB

Measurement of Timing

PURPOSE

The purpose of the laboratory today is to further explore and understand

the variable reaction time. Reaction time is often used in motor learning
experiments as a dependent measure. It is a measure of the processing
time used often in motor learning research.

TASKS

1. Provide the definitions of the terms presented in the hypothetical

diagram below representing the activity from a test of
electromyography (EMG) knowledge you have gained in today’s video
presentation to describe each phase or element of the reaction time
paradigm and what it measures.

2. Define the terms:

a. Warning

b. Stimulus

c. Initiation

d. Termination
Motor Learning Revised Lab Portfolio, Fall 2025 34

e. Reaction time

f. Foreperiod interval

g. Response

h. Premotor Reaction Time

i. Motor Reaction Time

j. Movement Time

3. At what point does one notice a change in the EMG activity for a
response to a stimulus? Please use the terminology described above
to explain your answer.

4. Reflection: What did you learn about timing in motor performance

during this lab?

Post your reflection here and on Canvas (Lab Reflection 4)

 Motor Learning Revised Lab Portfolio, Fall 2025 35

WEEK OF APRIL 14
ASYNCHRONOUS ADDITION

Reaction Time Analysis Lab

INTRODUCTION

This lab today will consist of three experiments testing different reaction
time paradigms.

PURPOSE

The purpose of the laboratory is to study the effect of varying stimulus-

response (S-R) paradigm on the measure of visual reaction time. Remember
reaction time measures the time it takes to process and initiate a response
to information presented. By manipulating the conditions of the S-R
paradigm we will observe changes in information processing speed due to
increasing or decreasing the processing demands of the trial in terms of the
number of stimuli.

The number of S-R alternatives presented to a participant determines the

bits of information in a task. Trials with more S-R alternatives have more bits
of information than trials where fewer S-R alternatives are presented. Bits is
a measure of the amount of information contained in a task. Speed of
information processing slows down when a task contains more bits of
information. In the table below you will see how bits of information increase
with increases in the number of S-R alternatives. Also displayed in the table
below is the reaction time paradigm described for the number of stimulus-
response alternatives. As you can see when the number of S-R alternatives
is equal to a number with the power of 2; or, BITS can be determined by the
smallest number of questions one needs to ask to derive a correct answer. If
the number of S-R alternatives is different than a number equivalent to the
power of 2 then a specific formula can be used to derive the bits of
information contained in a task.

In addition to the number of S-R alternatives other factors have been

found to affect the reaction time measure, such as: varying foreperiod
interval and varying task complexity. Foreperiod interval (FPI) is defined as
the time period from a warning signal to the onset of a stimulus. Varying the
FPI limits anticipation of the onset of a stimulus. If FPI were not varied in a
reaction time experiment, particularly when using a simple reaction time
paradigm, participants have faster reaction times than normal. This change
is associated with the participants’ ability to begin the reaction time phase
earlier than the stimulus onset through anticipation.
Number of S-R RT Paradigm Bits
 Motor Learning Revised Lab Portfolio, Fall 2025 36

Alternatives
1 SRT 0
2 2 CRT 1
4 4 CRT 2
8 8 CRT 3
Experiment 1

METHOD

1. Go to the website at the University of Washington located at

http://faculty.washington.edu/chudler/java/redgreen.html.

2. Conduct 3 trial blocks of 5 trials each for the reaction test. Important:
the data will not be saved after trial 5 of the block so be sure to record your
scores in the table below.

Illustrated below is a screenshot of my reaction times for a trial block

consisting of 5 trials. The task uses a mouse to click on the button to the
right that now reads done. Following a varying foreperiod interval the stop
light will change to green. At that point you should press your mouse button
as quickly and as accurately as possible. To start each new trial you must
first press the button to the right and then to end the reaction time phase
press it again.

Button

RESULTS
 Motor Learning Revised Lab Portfolio, Fall 2025 37

Trial Trial Block 1 Trial Block 2 Trial Block 3

1
2
3
4
5
AVG. or
Mean
1. Create two graphs: one with the three trial blocks with three separate
lines across 5 trials and another with the means across the three trial
blocks.

2. What type of reaction time was measured in this experiment?

Experiment 2

METHOD

Go to http://cognitivefun.net/test/18 and conduct the Go/No Go reaction

time (discrimination reaction time) experiment. For each auditory Go/No Go
Reaction Time trial be sure to write down your RT value in the table below.
RESULTS

Trial Auditory
Reaction Time
1
2
3
4
5
Mean

RESULTS

Create one graph comparing the first trial block mean for the visual
reaction time and the trial block mean for the auditory reaction time.

Experiment 3

METHOD

1. Go to http://epsych.msstate.edu/deliberate/SimpleRT/index.html and
follow the instructions for the simple reaction time and choice reaction time
 Motor Learning Revised Lab Portfolio, Fall 2025 38

experiments. Take screen shots of your results as illustrated below and

place appropriately into the lab notebook.

These are Dr.

Wughalter’s
reaction times for
the simple
and choice reaction
time
paradigms. You
cannot use
these data but
rather must
complete the
experiment and
post your own data
next to Dr.
Wughalter’s data in
TEAM TASKS
place of
this text box.
1. What differences did you notice in the
reaction time paradigms?

2. In these experiments was the foreperiod interval varied? If so,

describe the point of the foreperiod interval for the specific
experimental model used in our laboratory today.

3. What was the order of stimulus presentation for the key presses during
the choice reaction time trials? What effect does order have on
reaction time? What effect does order have on information
processing?

4. How might expertise affect this specific experiment? What type of

expertise might prove useful?

5. What strategies did you use in this experiment?

6. Give an example of a sport or movement context when you would

want to increase the number of S-R alternatives, or conversely when
you would want to decrease the number of stimulus-response
alternatives?
 Motor Learning Revised Lab Portfolio, Fall 2025 39

WEEK OF APRIL 28
SYNCHRONOUS IN PERSON LAB

Measures of Error

PURPOSE

The purpose of the laboratory is to develop an understanding of the

frequently reported measures of error that are common in experiments
knowledge of results. Measures of error often serve as dependent variables
in experiments particularly when using measuring devices that require
prediction or memory of an object in time or space. These devices and
measures are common in motor skills research because prediction and
anticipation are required for coordinated movement to occur. An example in
the real world is batting, a skill in which a performer can be early or late in
timing the response.

By transcribing the information from lecture and then with information

from your book, describe and define the error measures AE, CE, VE, and
algebraic error listed below.

1. Describe several ways to measure error in movement.

2. Define the following measures of error:

a. Algebraic error

b. Constant error (CE)

c. Variable error (VE)

e. Absolute error (AE)

 Motor Learning Revised Lab Portfolio, Fall 2025 40

WEEK OF MAY 5 (PART 1)

ASYNCHRONOUS LAB

Fitts’ Law Lab

PURPOSE

The purpose of today’s lab is to understand more about Fitts’ law and
understand its impact on movement and computer design. Paul Fitts was a
psychologist who unfortunately lived only a short life (1912-1965); however,
his impact on the study of motor behavior continues to impact many fields.
In 1967, Fitts and Posner published a book entitled: Human Performance. In
1991, when I first took my position as professor at SJSU our department was
called the Department of Human Performance. Still there are remnants of
HuP in the Department of Kinesiology.

Fitts is responsible for the notion known as the speed accuracy tradeoff.
To study this phenomenon Fitts designed the tapping task and observed that
speed is related to distance moved and size of a target. Fitts’ Law is a basic
principle for students of human factors and ergonomics.

METHOD

Go to http://fww.few.vu.nl/hci/interactive/fitts/ . Conduct all experiments

through Experiment 5.

RESULTS

Add your
screenshots next to my
screenshots and remove
this text box.

Once you get your results for each part of the experiment be sure to take
a screen shot and add picture into your lab portfolios indicated above.
Motor Learning Revised Lab Portfolio, Fall 2025 41
 Motor Learning Revised Lab Portfolio, Fall 2025 42

DISCUSSION

1. Can you define Fitts’ law?

2. How is Fitts’ law used in human factors and ergonomics (specifically

for human computer interaction)?

3. Reflection: How is Fitts’ law applied in the practice of Kinesiology, e.g.,

rehabilitation, sport management, teaching, or coaching?

Post your reflection here and on Canvas (Lab Reflection 5)

WEEK OF MAY 5 (PART II)

ASYNCHRONOUS LAB
 Motor Learning Revised Lab Portfolio, Fall 2025 43

Short-Term Memory Lab

PURPOSE

The purpose of the laboratory today is to understand the phenomenon of

short-term memory. Short-term memory has been studied in a variety of
paradigms. For example, a researcher can manipulate the type of retention
measured as in recognition or recall paradigms, he or she may vary the
retention interval, he or she may examine interpolated activity on short-term
recall, he or she may include chunking in the design, or he or she may vary
the number of items included on a list.
A paradigm is a model used for research purposes to provide a flowchart
related to how an experiment should be conducted. Many paradigms are
provided in the motor behavior area to help guide research.

METHODS AND TASKS

For today’s experiment link to

http://faculty.washington.edu/chudler/stm0.html. Complete the table below
by writing the letters that you remember after each trial is completed and
before beginning the next trial. Your final results will provide the additional
information needed to complete the table

RESULTS

Tri Total # of The letters I Total Perce

al # Letters in the remember are: Letters nt
Set Remembere Corre
d ct
1
2
3
4
5
6

DISCUSSION

1. What strategies you used in today’s experiment?

2. Provide a minimum of two (2) examples of how knowledge of short-

term memory can be applied to human performance work settings.

3. What is another term that can be applied to short term memory? Why
has a new name been used
 Motor Learning Revised Lab Portfolio, Fall 2025 44

TEAM PROJECT PRESENTATION

Insert here pictures of your team’s PowerPoint presentation or a

link to the team presentation for undergraduate motor learning.

WEEK OF May 5
ASYNCHRONOUS LAB
Motor Learning Revised Lab Portfolio, Fall 2025 45

Team Reflection

Discussion

1. What did you learn in the team project? How did this project and
teamwork differ from other projects you have been involved in?

2. What was the biggest surprise you had after hearing the team
presentations on KR?

WEEK OF May 5
ASYNCHRONOUS LAB

Final Thoughts
Motor Learning Revised Lab Portfolio, Fall 2025 46

Use the space provided here to jot down some of your final thoughts,
critical comments, and evaluation of the motor learning lab component of
your Kin 166 course. Please specifically consider how writing and critical
thinking are integrated into this class.
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Motor Learning Lab Portfolio Scoring Rubric

(Draft of Rubric to be used for scoring Motor Learning Lab
Portfolio)
Motor Learning Revised Lab Portfolio, Fall 2025 47