LKI152 Introduction to the Movement Sciences  (10 ECTS) 

Course facts

Introduction

Movement is ubiquitous in our life, influencing and shaping every aspect of our behaviour. For instance, the beating of our heart is made possible by the coordinated movement of many cells, as well as the movement of our whole body allows us to accomplish vital daily tasks. This course is designed to provide an introduction to the sciences that investigate movement – the movement sciences – and to explore the core inquiries that define this field. Guided by professionals, it delves into the fundamental questions and concepts that underpin the Movement Sciences, such as how perception supports movement and how we can successfully coordinate multiple body parts.

This course takes an innovative approach, adopting a documentary-style format, showcasing the research and expertise of leading experts, offering in-depth insights into movement behavior. Engaging videos and activities will take our students onto an international fascinating journey to discover the intricacies and the beauty of movement. Our goal is to ignite enthusiasm and inspire students from diverse backgrounds including, PE teachers, coaches, clinical nurses, doctors, and beyond.

Learning outcomes

After completing the course, the student should be able to:

• appreciate the centrality and complexity of movement.
• give an account of the main empirical and philosophical positions in the movement sciences on perception, coordination, perception-action coupling, and exploratory behaviour.
• understand and participate in scientific debates around the different approaches to an issue.
• reflect on the implications of deeply understanding movement mechanisms and principles.

Learning styles and activities

The course is comprised of 6 topics (introduction to the course, perception, coordination, perception-action coupling, exploratory behaviour, and future direction), each of which will have a dedicated section on the educational platform Canvas. Each section will include the main educational video (called episode), along with sub-sections corresponding to the different sub-themes of each topic. The sub-sections will contain interviews to international guests, podcasts, reading material, and activities for testing students’ understanding.

The activities for students include:

• watching the educational videos and full-length interviews to experts
• reading the essential and suggested scientific material
• conducting the activities for testing their understanding

Mandatory assignment

Students are required to watch the main educational videos across the 6 topics, each one lasting for approximately 25- 40 minutes, as well as reading the essential literature provided in each topic. Further, they are encouraged to explore the suggested readings and test their understanding using the quiz and activities provided.

Assessment

1. Multiple choice exam. Grading A-F (75%).
   • 60 questions to be completed in a limited time, spanning the different topics of the course.
2. Individual assignement. Two days. Grading A-F (25%).
   • Select one of the four covered topics and engage with other students in a written discussion about the implications of the selected topic.

Core material

Core reading

7 electronic articles and 1 book chapter:
To open some of the electronic articles off campus, you need to install a VPN client.

Adolph, K. E., & Hoch, J. E. (2019). Motor development: Embodied, embedded, enculturated, and enabling. Annual Review of Psychology, 70, 141–164. https://doi.org/10.1146/annurev-psych-010418-102836

Gray R. (2021). Review: Approaches to visual-motor control in baseball batting. Optometry and Vision science, 98(7), 738-749. https://doi.org/10.1097/OPX.0000000000001719

Hacques, G., Komar, J., Dicks, M., & Seifert, L. (2021). Exploring to learn and learning to explore. Psychological Research, 85(4), 1367–1379. https://doi.org/10.1007/s00426-020-01352-x

Kelso, J. A. S. (2013). Coordination dynamics. In R. Meyers (Ed.), Encyclopedia of complexity and systems science (pp. 1-41). Springer. https://doi.org/10.1007/978-3-642-27737-5_101-3
This chapter is available through Canvas (1 PDF). Non online access.

McNamee, D., & Wolpert, D. M. (2019). Internal models in biological control. Annual Review of Control, Robotics, and Autonomous Systems, 2, 339-364. https://doi.org/10.1146/annurev-control-060117-105206

Todorov, E., & Jordan, M. I. (2002). Optimal feedback control as a theory of motor coordination. Nature Neuroscience, 5(11), 1226–1235. https://doi.org/10.1038/nn963
PDF available through Canvas, non online access.

Torrents, C., Balagué, N., Ric, Á., & Hristovski, R. (2021). The motor creativity paradox: Constraining to release degrees of freedom. Psychology of Aesthetics, Creativity, and the Arts, 15(2), 340–351. https://doi.org/10.1037/aca0000291
PDF available through Canvas, non online access.

Warren W. H. (2006). The dynamics of perception and action. Psychological Review, 113(2), 358–389. https://doi.org/10.1037/0033-295X.113.2.358
PDF available through Canvas, non online access.