Congruent with the thematic approach to this MSc. the aim of this module is to embody theory and practice in the field of motor cognition. Motor cognition is the field of research concerned with understanding action. It differs from traditional approaches by considering imagery, observation and movement all worthy of study from one perspective. Sport, where movement expertise is at a premium, offers a naturalistic laboratory for examining issues within the field of motor cognition. The unique perspective of motor cognition will employ a strong theoretical and research base and will illuminate the complex interaction between cognition and action. Theories range from Jeannerod's theory of motor imagery, which led to the genesis of this the motor cognition paradigm, to mirror-neuron hypothesis and contemporary accounts of expertise. The module takes the theoretical knowledge forward into application across the domains of skill acquisition, skill maintenance and expert performance. Quantification in the measurement of key constructs employing both qualitative and quantitative approaches (e.g., neuroimaging) is explored. Validity and reliability of a myriad of measures are critically evaluated in relation to both nomothetic and idiographic approaches. Translation of the research from empirical findings to guidelines for practitioners in high performance and rehabilitation is critically considered.

The scientist-practitioner basis of the programme is emphasised in the outline syllabus below: 1. Theory Motor cognition: An emerging paradigm Imagery: A drosophilia metaphor for studying action Nature of action representations: Attention & consciousness Observation: "Mirror neurons" and beyond Simulation, emulation and embodied cognition 2. Measurement Physiological parameters in motor cognition Brain imaging and motor cognition Emerging Methodologies in motor cognition: Eye-tracking 3. Practice Imitation, Imagery and meta-cognition in Skill Acquisition Expertise theory Skill acquisition and development Deliberate Practice

1. Critically evaluate theories and concepts in relation to perception, cognition and action. 2. Integrate knowledge of motor learning from theoretical, evidence-based and practice-based evidence perspectives. 3. Synthesise the research evidence relating to key paradigms in the field. 4. Evaluate how psychological factors including self-regulation and metacognition influence motor learning and performance. 5. Critically apply key concepts from perception, cognition and action in motor learning contexts. 6. Integrate knowledge of motor learning from theoretical, evidence-based and practice-based evidence perspectives.

Display self-reflective capacities in relation to motor skill learning.

Demonstrate motor skill acquisition and skill refinement in the laboratory tasks.

Evidence-based research is disseminated during seminars. Counterpoints to traditional perspectives in skill learning are conceptuatlised and discussed. Laboratory experiments using technologies in PESS (e.g., eye-tracking) are conducted to translate theories to practice.