Nicola Hodges

		Office:	War Memorial Gym - Room 300
		Phone:	604-822-5895
		Fax:	604-822-6842
		Lab:	Motor Skills Laboratory
		Lab Ph:	604-822-3517
		EMail:	nicola.hodges@ubc.ca
Assistant Professor

Background

B.Sc. (Hons) Psychology, University of Hertfordshire (UK), M.Sc. Human Biodynamics, McMaster University, Ph.D. Human Kinetics, University of British Columbia

Specialization

Human motor control and learning across the life-span. Motor expertise. Learning and coordination. Instructions, feedback and observational learning.

**STUDENTS**

There are opportunities (starting in Fall, 2005) for graduate students seeking full time study at the Master’s or PhD level. Ideal candidates would have external funding from SSHRC or NSERC (or the desire/ability to secure external funding) and a strong interest in the study of human motor learning and behaviour (with a background in kinesiology, sport science or psychology). There is a great team of researchers in related fields (see Human Kinetics web page) and opportunities to work and study across labs. would be encouraged. If interested, please send me an email with a CV including a brief description of your research interests.

The Motor Skills' Laboratory

The motor skills’ research laboratory is a large space which permits the study of a variety of whole-body motor skills. It is equipped with a 3D ‘Phoenix technologies’ motion analysis system enabling the remote capture of movement within and among individuals. Although the laboratory is operational, multi-media developments are underway which will enable the manipulation of real time and off-line visual feedback. Bimanual coordination is examined using arm manipulanda and optical encoders. An NSERC equipment grant “Eye and head movement tracking system” (Hodges & Chua) will enable the control and measurement of visual attention.

Research and Funding

Dr Hodges' research is broadly divided into two programs of research;
The NSERC funded research “Perceptual and motor constraints in learning coordination skills” involves examination of the role of vision in the acquisition of complex motor skills. As well as looking at whole-body movement skills, a coordination paradigm has been adopted to examine the learning process and the types of constraints which limit and encourage acquisition and performance across individuals of varying levels of ability. In addition to the role of vision during action, an additional area of interest is in the nature of information extracted and used from demonstrations when children and adults observe with the intention to acquire and refine movement skills.

The SSHRC funded research (in collaboration with Dr Franks and Dr Chua) “Effective instruction for learning and performance of motor skills” involves examination of the mechanisms underlying effective instruction, both the content of the information and the timing of provision. The expertise paradigm is also used to further understand the processes underlying successful performance, particularly with reference to deliberate practice theory and the development and maintenance of expert levels of motor performance, as well as the nature of the control strategies which define performance at high levels of motor skill.

Courses Taught

HKIN 284 - Physical Growth and Motor Development
HKIN 570 - Research Methods

Publications

In Press

Ward, P., Hodges, N.J., Williams, A.M., & Starkes, J.L. (in press). The road to excellence in soccer: A developmental look at deliberate practice. High Ability Studies.2

Hayes, S.J., Hodges, N.J., Huys, R. & Williams, A.M. (in press). End-point focus manipulations to determine what information is used during observational learning. Acta Psychologica.2

Ford, P., Hodges, N.J., & Williams, A.M. (in press). Examining the role of action-effects in the execution of a skilled soccer kick through erroneous feedback. Journal of Motor Behavior.2

Hayes, S.J., Hodges, N.J., Scott, A.M., Horn, R.R. & Williams, A.M. (in press). The efficacy of demonstrations in teaching children an unfamiliar movement skill: the effects of object orientated actions and point-light demonstrations. Journal of Sports Sciences.2

Hodges, N.J., & Williams, A.M. (in press, Eds). Observational learning in sport: Journal of Sports Sciences.5

Hodges, N.J., Huys, R., & Starkes, J.L. (in press). A methodological review and evaluation of research of expert performance in sport. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of Sport Psychology, 3rd Edition. NY: Wiley Publishers.3

Hodges, N.J., Williams, A.M., Hayes, S.J., & Breslin, G. (in press). End-point and end-effector information in modeling. Journal of Sports Sciences.2

Horn, R., Williams, A.M., Scott, M.A., Hayes, S.J. & Hodges, N.J. (in press). Demonstration as a rate enhancer to changes in coordination during early skill acquisition. Journal of Sports Sciences.2

2006

Ford, P., Hodges, N.J., Huys, R. & Williams, A.M. (2006). The role of external action-effects in the execution of a soccer kick: A comparison across skill-level. Motor Control, 10, 386-404.2

Breslin, G., Hodges, N.J., Williams, A.M., Curran, W., & Kramer, J. (2006). A comparison of intra and inter-limb relative motion information in modelling a novel motor skill. Human Movement Science, 25, 753-766.2

Hayes, S.J., Hodges, N.J., Scott, A.M., Horn, R.R. & Williams, A.M. (2006). Scaling a motor skill through observation and practice. Journal of Motor Behavior, 38, 357-366.2

Hodges, N.J., Hayes, S.J., Eaves, D., Horn, R., & Williams, A.M. (2006). End-point trajectory matching as a method for teaching kicking skills. International Journal of Sport Psychology, 37, 230-247.2

Williams, A.M., Hodges, N.J., North, J., & Barton, G. (2006). Identifying patterns of play in dynamic sport tasks: The minimal essential information underlying skilled performance. Perception, 35, 317-332.2

Hodges, N.J., Starkes, J.L, MacMahon, C. (2006). Expert performance in sport. In N. Charness; K.A. Ericsson; R.R. Hoffman, & P. Feltovich (Eds.), Cambridge Handbook of Expertise (pp. 471-488). NY: Cambridge University Press.3

2005

Smeeton, N., Williams, A.M., Hodges, N.J., & Ward, P. (2005). The relative effectiveness of various instructional approaches in developing anticipation skill in a ‘real-world’ task. Journal of Experimental Psychology: Applied, 11, 98-110.2

Breslin, G., Hodges, N.J., Williams, A.M., Curran, W., & Kramer, J. (2005). Manipulation of relative motion information through kinematic visual models to understand what information is used during observational learning. Human Movement Science, 24, 446-463.2

Ford, P., Hodges, N.J., & Williams, A.M. (2005). On-line attentional-focus manipulations in a soccer dribbling task: Implications for the proceduralization of motor skills. Journal of Motor Behavior, 37, 386-394.2

Horn, R., Williams, A.M., Scott, M.A. & Hodges, N.J. (2005). Visual search and coordination changes in response to video and point-light demonstrations in the absence of intrinsic knowledge of results. Journal of Motor Behavior, 37, 265-274.2

Hodges, N.J., Hayes, S., Breslin,G. & Williams, A.M. (2005). An evaluation of the minimal constraining information during movement observation and reproduction. Acta Psychologica, 119, 264-282.2

Hodges, N.J., Hayes, S., Horn, R., & Williams, A.M. (2005). Changes in coordination, control and outcome as a result of extended practice with the non-dominant foot on a soccer skill. Ergonomics, 48, 1672-1685.2

Williams, A.M., & Hodges, N.J. (2005). Practice, instruction, and skill acquisition in soccer: Challenging tradition. Journal of Sports Sciences, 23, 637-650.2

Hayes, S.J., Horn, R.R., Hodges, N.J., Scott, M.A., & Williams, A.M. (2005). The relative effects of demonstrations and outcome information in the teaching of novel motor skills. (p94). In T. Reilly (Ed.), Science and Football V. London: Taylor and Francis.3

2004

Williams, A.M., & Hodges, N.J. (Eds.), (2004). Skill Acquisition in Sport: Research, Theory and Practice. London, UK: Routledge (Taylor & Francis Group).1

Hodges, N.J., Kerr, T., Starkes, J.L., Weir, P., & Nananidou, A. (2004). Predicting performance from deliberate practice hours for triathletes and swimmers: What, when and where is practice important? Journal of Experimental Psychology: Applied, 10, 219-237.2

Hodges, N.J. & Franks, I.M. (2004). Instructions, demonstrations and the learning process: creating and constraining movement options (pp 145-174). In A.M. Williams, & N.J. Hodges (Eds.), Skill Acquisition in Sport: Research, Theory and Practice. London, UK: Routledge.3

Ward, P., Hodges, N.J, Williams, A.M., & Starkes, J.L. (2004). Deliberate practice and expert performance: Defining the path to excellence (pp 231-258). In A.M. Williams, & N.J. Hodges (Eds), Skill acquisition in sport: Research, theory and practice. London, UK: Routledge.3

Hodges, N.J. & Franks, I.M. (2004). The nature of feedback (pp17-39). In M.Hughes & I.M. Franks (Eds), Notation analysis of sport (2nd edition.). London, UK: E & F Spon.3

2003

Hodges, N.J., Chua, R., & Franks, I.M. (2003). The role of video in facilitating perception and action of a novel coordination movement. Journal of Motor Behavior, 35, 247-260.2

Williams, A.M., Horn, R.R, Hodges, N.J. (2003). Skill acquisition in soccer: From principles to practice (pp 189-213). In T. Reilly & A.M. Williams (Eds.), Science and soccer (2nd edition): London, UK: Routledge.3

2002

Hodges, N.J., & Franks, I.M. (2002). Learning as a function of coordination bias: Building upon pre-practice behaviours. Human Movement Science, 21, 231-258.2

Hodges, N.J., & Franks, I.M. (2002). Modelling coaching practice: The role of instruction and demonstration. Journal of Sports Sciences, 20, 1-19.2

Weir, P.L., Kerr, T., Hodges, N.J., McKay, S.M. & Starkes, J.L. (2002). Master swimmers: How are they different from younger elite swimmers? An examination of practice and performance patterns. Journal of Aging and Physical Activity, 10, 41-63.2

2001

Hodges, N.J. & Franks, I.M. (2001). Learning a coordination skill: Interactive effects of instruction and feedback. Research Quarterly for Exercise and Sport, 72, 132-142.2

Franks, I.M., Hodges, N.J., & Moore, K. (2001). Analysis of coaching behaviour. International Journal of Performance Analysis in Sport, 1, 27 -36.2

Lee, T.D., Chamberlin, C.J., & Hodges, N.J. (2001). Practice. In R. Singer, Hausenblas, H., & Janelle, C. (Eds.), Handbook of sport psychology: 2nd edition (pp.115-143). NY: Wiley Publishers.3

2000 and earlier

Hodges, N.J. & Franks, I.M. (2000). Focus of attention and coordination bias: Implications for learning a novel bimanual task. Human Movement Science, 19, 843-867.2

Hale, T., Hodges, N.J., & Khan, M., & Franks, I.M. (2000). A comparison of static and dynamic forms of augmented feedback during the acquisition of rapid aiming movement. Journal of Human Movement Studies, 39, 1-13.2

Helsen, W., Hodges, N.J., Starkes, J.L., & Van Winckel, J. (2000). The roles of talent, physical precocity and practice in the development of soccer expertise. Journal of Sports Sciences, 18, 727-736.2

Wishart, L.R., Lee, T.D., Murdoch, J.E., & Hodges, N.J. (2000). Effects of aging on automatic and effortful processes in bimanual coordination. The Journal of Gerontology: Psychological Sciences, 55, 85-94.2

Hodges, N.J., & Lee, T.D. (1999). The role of augmented information prior to learning a bimanual visual-motor coordination task: Do instructions of the movement pattern facilitate learning relative to discovery learning. British Journal of Psychology, 90, 389-403.2

Starkes, J.L., Weir, P.L., Singh, P., Hodges, N.J., & Kerr, T. (1999) Aging and the retention of sport expertise. International Journal of Sport Psychology, 30, 283-301.2

Hodges, N.J., McGarry, T., & Franks, I.M (1998). A dynamical system’s approach to the examination of sport behavior: Implications for tactical observation and technical instruction. Avante, 4, 16-38.2

Heath, M., Hodges, N.J., Elliott, D., & Chua, R. (1998). On-line control of rapid aiming movements: Unexpected target perturbations and movement kinematics. Canadian Journal of Experimental Psychology, 52, 163-173.2

Starkes, J.L., Payk, I., & Hodges, N.J. (1998). Developing a standardized test for the assessment of suturing skill in novice microsurgeons. Microsurgery, 18, 19-22.2

Tsutsui, S., Lee, T.D., & Hodges, N.J. (1998). Contextual interference in learning new patterns of bimanual coordination. Journal of Motor Behavior, 30, 151-157.2

Helsen, W.F., Starkes, J.L., & Hodges, N.J. (1998). Team sports and the theory of deliberate practice. Journal of Sport and Exercise Psychology, 20, 12-34.1

Hodges, N.J., Lyons, J., Cockell, D., Reed, A., & Elliott, D. (1997). Hand, space and attentional asymmetries in goal-directed manual aiming. Cortex, 33, 251-269.2

Hodges, N.J., & Starkes, N.J. (1996). Wrestling with the nature of expertise: A sport specific test of Ericsson, Krampe & Tesch-Römer's (1993) theory of 'deliberate practice'. International Journal of Sport Psychology, 27, 400-424.2

Starkes, J.L., Deakin, J.M., Allard, F., Hodges, N.J., & Hayes, A. (1996). Deliberate practice: What is it anyway? In K.A. Ericsson (Ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports and games (pp.81-106). New Jersey: Lawrence Erlbaum.3

Hodges, N.J., Cunningham, S.J., Lyons, J., Kerr, T.L., & Elliott, D. (1995). Visual feedback processing and goal-directed movement in adults with Down syndrome. Adapted Physical Activity Quarterly, 12, 176-186.2

Key

(1 - Book, 2 - Peer reviewed article, 3 - Book chapter, 4 - Non-peer reviewed article, 5 – Edited journal)