2017/18 Undergraduate Module Catalogue
PSYC3518 Motor Learning in Children and Adults with Disability
15 creditsClass Size: 70
Module manager: Prof Mark Mon-Williams
Email: m.mon-williams@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2017/18
Pre-requisite qualifications
Successful completion of all pass for progression modules in Level 2 of: BSc Psychology or MPsyc, BSc Advanced Psychology or BA Philosophy.Pre-requisites
PSYC2518 | Cognitive Neuroscience |
This module is not approved as a discovery module
Objectives
This module aims to provide in depth coverage of empirical, conceptual and theoretical issues relating to 'Motor Learning in Children and Adults with Disability'. The module will be taught by an expert in the subject.Students will continue to develop their knowledge in this area of the discipline with particular emphasis on relevant research.
Learning outcomes
On completion of this module, students are expected to be able to:
- have an understanding of current theoretical concepts in the motor control literature and be able to apply these concepts when considering the assessment and treatment of adults and children with movement disorders;
- demonstrate good understanding of the various methodologies used in the motor control literature and evaluate their strengths and weaknesses;
- critically consider the role of motor learning and restorative technologies in the treatment of adults and children with movement disorders;
- demonstrate an in depth knowledge and understanding of how experimental psychology can inform the processes and practices used by the medical professions to assess and treat adults and children with movement disorders.
Syllabus
In the lecture series we will explore different types of human action. We will start by considering relatively simple movements and incrementally build up to more complex behaviours. We will be looking at what these different types of movements can teach us about the organisation of the central nervous system AND how studying these movements can help us understand different neurological conditions. Throughout the lectures we will look at how understanding the neurological basis of action can help us identify, assess, and treat children and adults with neurological impairment.
Importantly, we will be exploring questions such as 'how do we learn to move?' and 'what therapeutic interventions can help people with neurological deficits?'. Throughout the lecture series we will develop a framework for considering such questions.
Lecture List:
1. The importance of movement
2. How do we learn to move?
3. Movement selection
4. Movement preparation
5. Movement execution
6. Eye movements
7. Aiming movements
8. Prehension movements
9. Fingertip force control
10. Bimanual movements
11. How to treat disorders of movement in children and adults?
Teaching methods
Delivery type | Number | Length hours | Student hours |
Drop-in Session | 1 | 1.00 | 1.00 |
Lecture | 11 | 1.00 | 11.00 |
Seminar | 3 | 1.50 | 4.50 |
Private study hours | 133.50 | ||
Total Contact hours | 16.50 | ||
Total hours (100hr per 10 credits) | 150.00 |
Private study
Reading for each lecture 11x 4 hours = 44 hoursPeer group work = 7 hours
Revision and practice exam questions = 40 hours
Independent literature searches and reading = 42.5 hours
Opportunities for Formative Feedback
To monitor progress mid-semester students will be asked to research a particular neurological condition. The students will need to write an essay (individually) on a topic related to this condition. The students will also need to work with their peers (in groups of no more than five) in over to give a short powerpoint presentation. The class will be split into three with the presentations being given to the other groups within the class (who will provide anonymous formative feedback to the presenters regarding the strengths and weaknesses of the presentation by means of a standardised form). Thus, the exercise is based around peer group teaching, where students in groups will present an evaluation of a neurological condition by identifying, summarising and applying relevant evidence from the psychological literature on the treatment of a disorder. Materials from these presentations will form a peer learning resource that can feed into exam revision.The final examination will be in the form of a multiple choice exam. Students will be provided with example questions so that they can test their understanding in a formative manner throughout the course - allowing them to monitor their own performance.
Students who fail to satisfactorily complete the peer group presentation will have their module mark reduced by 5 marks.
Methods of assessment
Coursework
Assessment type | Notes | % of formal assessment |
Essay | 1,500 words | 50.00 |
Presentation | verbal (5 marks deducted for non presenting) | 0.00 |
Total percentage (Assessment Coursework) | 50.00 |
The verbal presentation will take the form of a peer group teaching exercise. Students who fail to satisfactorily complete the peer group teaching exercise will have their module mark reduced by 5 marks. Mid-semester, students will be asked to research a particular neurological condition. The students will need to write an essay (individually) on a topic related to this condition.
Exams
Exam type | Exam duration | % of formal assessment |
Standard exam (closed essays, MCQs etc) | 2 hr 00 mins | 50.00 |
Total percentage (Assessment Exams) | 50.00 |
The Exam format is MCQ.
Reading list
The reading list is available from the Library websiteLast updated: 02/05/2017
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