INSTRUCTIONS TO STUDENTS:

1. This End-of-Course Assessment paper comprises SEVEN (7) pages (including the cover page).

2. You are to include the following particulars in your submission: Course Code, Title of the ECA, SUSS PI No., Your Name, and Submission Date.

3. Late submission will be subjected to the marks deduction scheme. Please refer to the Student Handbook for details

ECA Submission Guidelines

Please follow the submission instructions stated below:

A. What Must Be Submitted The ECA requires each student to submit a report for marking and grading.

Please verify your submission after you have submitted the report.

B. Submission Deadline and Mode of Submission
Deadline for Report: Please submit online to Canvas via Turnitin (for plagiarism detection) by 9 April 2025, 11.55pm.
• As the ECA is in-lieu-of an examination, late submission will be subjected to auto-mark deduction.

C. Student Support Centre operating hours:
• Monday to Friday – 8:30am to 5:30pm

D. Please Read This Information before You Start Working on your ECA
This ECA carries 40% of the course marks and is a compulsory component. It is to be done individually and not collaboratively with other students. You must submit it on time. Submission As the ECA is in lieu of an examination, late submission will be subjected to auto-mark deduction.

Any extra files, missing appendices or corrections received after the cut-off date will NOT be considered in the grading of your ECA.

You are reminded that electronic transmission is not immediate. Hence, you are advised to submit your work no later than the day before the cut-off date in order to ensure that the submission is accepted and in good time. It is possible that the network traffic may be particularly heavy on the cut-off date and connections to the system cannot be guaranteed. You should not jeopardise your course result by submitting your ECA at the last minute.

Once you have submitted your ECA, the status will be displayed on the computer screen. You will receive a successful submission message.

 

Plagiarism and Collusion

Plagiarism and collusion are forms of cheating and not acceptable in any form of a student’s work, including this ECA. You are in effect taking work done by others or work done together with others and passing it off as your own. You can avoid plagiarism by giving appropriate references when you use some other people’s ideas, words or pictures (including diagrams). Refer to the APA Manual if you need reminding about quoting and referencing. You can avoid collusion by ensuring that your submission is based on your own individual effort.

The electronic submission of your ECA will be screened by a plagiarism detecting software. For more information about plagiarism and cheating, you should referto the Student Handbook (Section 7.3.2). You are reminded that SUSS takes a tough stance against plagiarism or collusion. Serious cases will normally result in the student being referred to SUSS’s Student Disciplinary Group. For other cases, significant marking penalties or expulsion from the
course will be imposed.

Important:
a) The use of generative artificial intelligence (gAI) tools in completing this assignment is prohibited.

b) If the use of gAI tools is suspected, the University may conduct additional evaluations such as viva voce examinations to determine authorship and assess whether violations have occurred

Question 1

Instructional practice are influenced by theoretical perspectives that have had dominant periods of scientific influence since the early 1900’s (Clark & Whitall, 1989). Newman & Newman (2010) suggest that motor development and learning theories can be classified as reductionist or interactionist theories.

(a) Define the main principles and points of differences between reductionist and interactionist theories (Newman & Newman, 2010). Use relevant movement-based examples to elaborate on the responses being presented.
(5 marks)

(b) Discuss why current practice represent more reductionist over interactionist approaches considering the various underpinning principles of the various theories. (10 marks)

Question 2

Evaluating performance and learning are essential to track learners as they progress through practice. Refer to this video of Jaime Alcaraz during a practice session: https://www.youtube.com/shorts/_mj5qc5Lnnw.

(a) Discuss, substantiating with empirical evidence, whether the observation of Jaime Alcaraz as presented in the video would be a valid indicator of motor performance or motor learning. (5 marks)

(b) Outcome measures enable tracking and assessment of performance and learning.

(i) Describe at least five (5) outcome measures that you collect to assess Jaime
Alcaraz’s performance and learning.

(ii) Examine the advantages and disadvantages of each measure.

(iii) Highlight whether each specific outcome measure assesses performance or learning and why?

NOTE: You may use the table below to present your responses. Add more rows where necessary.

(c) Jaime Alcaraz executing the forehand stroke is an example of voluntary movement. (i) Outline at least three (3) of the four (4) main areas of the cerebral cortex that are dominantly involved in the control of voluntary movement, and (ii) Describe the role each area plays in motor control.
(15 marks)

Question 3

Learning models are critical for developing training plans and to track progress of athletes. Importantly, they should take into account the empirical knowledge from the substantial literature amassed in the disciplines of motor development and learning.

(a) Discuss what learning models are and its implication to the practitioner. Supplement your response with empirical evidence and relevant examples related to how a learning model can be used by a practitioner. (10 marks)

(b) Present an overview of one (1) model of learning as introduced in this course focusing on the main tenets of the model. (5 marks)

(c) Refer to this YouTube video of Roger Federer playing tennis against a child:
https://www.youtube.com/watch?v=PMK3irnKDhc.

(i) Outline the stage of learning of Federer and his opponent in the video based on the terminology used by the model of learning as presented in Q2(b).

(ii) Explain your classification of Federer and his opponent based on the learning characteristics as defined by the model you have introduced in Q2(b).

NOTE: You may use the table below to present your answers.

(d) Watch the match played between Federer and is opponent from 1:44 mins in the video.

(i) Evaluate if the match demonstrates an example of motor performance or motor learning for both Federer and his opponent (Pineapple).
(ii) Justify your response in Q3d(i) with empirical evidence.

NOTE: You may use the table below to present your answers.

Question 4

Think of movement-based activity and accompanying developmental plan for that particular movement-based activity.

(a) In your response outline the following:
(i) Describe the movement-based activity and an initial generic developmental plan for the specified movement-based activity.
(ii) Distinguish the predicted movement responses between a novice and proficient individual based on your developmental plan in Q4a(i). (5 marks)

(b) Adapt the initial generic development plan that considers the individual learning stages and individual differences of the novice and proficient individual.

Your responses should address the following:
(i) Apply principles of instruction, feedback and practice conditions to enhance
motor skill acquisition in the adapted developmental plans.
(ii) Formulate an adapted developmental plan to suit the individual needs of both the novice and proficient individual based on your predicted movement
responses in 4a(ii). (10 marks)

NOTE: You may present your answers for Q4 using the table below. Add columns to the table as necessary.