Shannon Bredin

		Office:	Osborne Centre Unit I - Room 212
		Phone:	604-822-8257
		Fax:	604-822-9451
		Lab:	Cognitive and Functional Learning (LEARN) Laboratory
		Lab Ph:	Not availalbe at this time
		EMail:	bredin@interchange.ubc.ca
		Web:
Assistant Professor

Background

University of Alberta, B.P.E. 1996; University of Alberta, B.Ed. (Major: Physical Education/Minor: Biological Sciences) 1996; University of Alberta, M.Sc. (Motor Behaviour) 1998; University of British Columbia, Ph.D. (Motor Behaviour) 2004

Specialization

Human motor learning (skill acquisition), motor expertise, motor development, physical education, teacher preparation, analysis of teaching effectiveness

Courses Taught

HKIN 369: Instructional Analysis and Design in Sport and Physical Activity Programs

(3) Instructional Analysis and Design - Systematic analysis and design of instructional strategies, instructional technology, and individual and group behaviour as they relate to sport and physical activity programs. Pre-requisites: Completion of Second Year in Human Kinetics.

Research

The overall theme of my research program is to examine the transition from inexperienced to skilled states of motor behaviour and the subsequent changes that emerge as a result of such a transition. From a theoretical perspective, the objective is to investigate the processes and mechanisms that underlie the learning of complex motor tasks, with a specific interest on the effects of practice on the relationship between perception and action. From a practical orientation, my research focuses on examining the variables that impinge on the practice session, with an explicit interest in identifying those factors that enhance skill acquisition, and conversely, those factors that are detrimental to the long-term retention and transfer of motor tasks. These issues are examined from both the perspective of the learner, as well as from the perspective of the teacher/instructor/coach. The ultimate humanistic goal of this research is to develop instructional strategies and pedagogical paradigms for the enhancement of skill acquisition in a wide range of movement settings. In addition, this research focuses on designing training environments, which promote self-directed learning and life-long physical activity behaviour. Therefore, the aforementioned issues are investigated from a lifespan perspective, which includes such populations as infants and children, aging individuals, and persons with a chronic disease. This research has important application for school-based programs, recreation programs, clinical settings, as well as home-based environments.