EHR214 Skill Acquisition (8)


This subject uses a behavioural approach to explore a broad range of factors and processes affecting skilled motor behaviour. Emphasis is placed on the developing general principles that human movement practitioners can apply to influence motor performance and skill learning. The subject is delivered around (4) units of study: 1. Skill acquisition and professional practice; 2. Concepts of motor behaviour; 3. Factors influencing motor control; and 4. Motor skill assessment and intervention. After completing this subject, students will be able to analyse motor skill situations to predict and/or explain motor performance behaviour, manipulation task and environmental factors to facilitate desired motor performance outcomes, and develop strategies to facilitate motor skill learning in a variety of settings.

+ Subject Availability Modes and Location

Session 2
InternalBathurst Campus
DistanceBathurst Campus
Continuing students should consult the SAL for current offering details: EHR214
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Exercise Science, Sport and Health

Assumed Knowledge

Ideally, students would have completed EHR119, EHR120 and EHR225 prior to undertaking this subject.

Enrolment restrictions

Bachelor of Exercise and Sport Science Bachelor of Exercise and Sport Science (Sport Management) Bachelor of Exercise Science Bachelor of Exercise Science (Rehabilitation) Bachelor of Exercise Science/Bachelor of Business Studies Bachelor of Education (Health & PE) Bachelor of Education (HPE)(Honours) Bachelor of Sports Science Diploma of Exercise Studies or as approved by the Course Director

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to discuss the relevance of skill acquisition theory to professional practice in human movement settings;
  • be able to assess the demands placed on the performer and identify the functional requirements during motor skill execution based on performer, task and environmental characteristics;
  • be able to develop strategies to measure motor performance that meet assessment needs and discuss how motor abilities may explain individual differences in motor behaviour and the capacity for skill learning;
  • be able to explain the neuromotor basis of motor control and discuss theories for how skilled motor behaviour is accomplished in various situations;
  • be able to discuss sensory contributions to motor control and the production of skilled motor behaviour in various situations;
  • be able to evaluate task situational and personal factors operating in motor skill situations and explain their influence on motor behaviour;
  • be able to develop strategies to direct attention and enhance motor memory in various motor skill situations;
  • be able to predict performer and performance changes that accompany skill acquisition and develop assessment procedures to diagnose errors and evaluate the success of motor skill interventions;
  • be able to explain factors affecting the transfer of motor skill learning from one situation to another and develop strategies to maximise positive transfer in various motor skill learning situations;
  • be able to select appropriate methods for providing instructions and feedback to enhance motor skill learning in various situations;
  • be able to design appropriate practise activities and schedules to enhance motor skill learning in various situations;
  • abe able to determine appropriate types of practise to enhance motor skill learning in various situations.


The subject will cover the following topics:
  • Classification of motor skills;
  • Motor abilities and individual differences;
  • Neuromotor basis of motor control;
  • Sensory contributions to motor control;
  • Theories of motor control;
  • Characteristics of functional skills;
  • Action preparation;
  • Attention and memory;
  • Assessment of motor skill learning;
  • Stages of motor skill learning;
  • Performer and performance changes with motor skill learning;
  • Transfer of motor skill learning;
  • Motor skill instruction and performer feedback;
  • Designing motor skill instruction sessions;
  • Types of motor skill practise.


The information contained in the 2016 CSU Handbook was accurate at the date of publication: 06 September 2016. The University reserves the right to vary the information at any time without notice.