CHARLES H. SHEA
Professor, Health and Kinesiology
College of Education, Texas A&M University
College Station, Texas 77843
Phone: (409 845-5002) Fax:(409-847-8987) E-Mail:CSHEA @TAMU.EDU
PROFESSIONAL INTERESTS
Motor Learning/Control
Cognitive Psychology
Statistics and Measurement
Technology Transfer
Human-Computer Interface
EDUCATION
B.S. Health and Physical Education, Virginia Polytechnic Institute and State University, 1970
M.S. Health and Physical Education, Virginia Polytechnic Institute and State University, 1975
Ph.D. Educational Research and Evaluation, Virginia Polytechnic Institute and State University, 1978
PROFESSIONAL LICENSES
Collegiate Professional, State of Virginia, Health, Physical, Education, and Drivers Education
EXPERIENCE (Educational)
Professor, Department of Health and Kinesiology, Texas A&M University (1988-present).
Visiting Research Scientist, Laboratoire Performance, Motricité & Cognition, Poitier, France (August-September, 2004).
Editorial Board, Journal of Motor Behavior (1998-present).
Visiting Research Scientist, Max Planck Institute for Psychological Research, Munich, Germany (August-December 1995, August 1996, August 1997, May-June, 1998, July-August, 1999).
Distinguished Research Scholar, College of Education (1995-present)
Associate Dean for Graduate Studies and Faculty Development, College of Education, Texas A&M University, (1993-1995).
Professor, Chair, Human Performance Laboratories, Department of Health and Kinesiology, Texas A&M University (1988-1993).
Associate Professor, Chair, Human Performance Laboratories, Department of Health and Physical Education, Texas A&M University (1982 to 1987).
Assistant Professor, Department of Health and Physical Education, Texas A&M University (1978¸ to 1982).
Instructor, Division of Health and Physical Education, Virginia Polytechnic Institute and State University (1977·to 1978).
Administrative Assistant, Division of Health and Physical Education Virginia Polytechnic Institute and State University (1976 to 1977).
Assistant Principal, Montgomery County, Virginia Public Schools (1974 to 1976).
Physical Education Teacher/Administrative Assistant, Montgomery County, Virginia Public Schools (1972 to 1974).
Elementary Physical Education Specialist, Virginia Beach, Virginia Public Schools (1970 to 1972).
Military
Virginia National Guard (1970 to 1978)
PROFESSIONAL ASSOCIATIONS
American Alliance for Health, Physical Education, Recreation, and Dance
Texas Association for Health, Physical Education, Recreation, and Dance
North American Society for the Psychology of Sport and Physical Activity
American College of Sports Medicine
PUBLICATIONS: BOOKS/TECHNICAL MANUALS
1. Shea, C.H. & Wright, D.L. (1997). Scientific Foundations of Human Performance. Englewood Cliffs: Prentice Hall.
2. Shea, C.H. & Wright, D.L. (1997). Instructors Guide to Scientific Foundations of Human Performance. Englewood Cliffs: Prentice Hall.
3. Shea, C.H., Shebilske, W., & Worchel, S. (1993). Motor Learning and Control. Englewood Cliffs: Prentice Hall.
4. Shea, C.H. (1993). Motor Learning and Control: Instructor's Manual. Englewood Cliffs: Prentice Hall.
5. Shea, C.H. (1993). Motor Learning and Control: Laboratory Activities Manual with Computer Exercises. Englewood Cliffs: Prentice Hall.
6. Shea, C.H. (1987). Spatial and temporal aspects of the speed accuracy trade-off. In Shea, C. & Dowell, L. (Eds.), Human Performance Monograph (pp. 66-76).
7. Shea, C.H.,. Kohl, R., & Indermill, C. (1987). Effects of practice and contextual interference on the retention of a rapid motor task. In Shea, C.H. & Dowell, L. (Eds.), Human Performance Monograph (pp. 53-65).
8. Moritani, T., Crouse, S., Shea, C.H., & Sugimoto, H. (1987). Application of fast Fourier transform (FFT) in noninvasive measurements of physiological parameters in humans. In Shea, C. & Dowell, L. (Eds.), Human Performance Monograph (pp. 81-95).
9. Shea, C. H. & Beach, C. R. (1983). Microcomputers in Health, Physical Education, Recreation, and Athletics. College Station, Texas A&M University, 111 pp.
10. Shea, C. H.& Northam, C. C. (1981). Wylbur Guide. College Station, Texas A&M University 72 pp.
11. Shea, C. H.& Northam, C. C. (1981). Motor Skills. College Station, Texas A&M University, 112 pp.
PUBLICATIONS: REFERRED JOURNAL ARTICLES
1. Panzer, S., Ellenbuerger, T., Boutin, A., Blandin, Y., & Shea, C.H. (in press) Scheduling observational and physical practice: Influence on the coding of simple motor sequences. Quarterly Journal of Experimental Pychology.
2. Shea, C.H. & Wright, D.L. (in press). The representation, production, and transfer of simple and complex movement sequences. In M. Williams & N. Hodges (Eds.), Skill Acquistion in Sport: Research, Theory, & Practice. Taylor/Francis
3. Shea, C.H. & Kovacs, A.J. (in press). Complex movement sequences: How the sequence structure affects learning and transfer. In E. Day, W. Bennett, A. Portray, & W. Arthur (Eds.), The State of Science of Individual and Team Skill Decay – Retention and its implications for practice. Taylor/Francis.
4. Boyle, J., Panzer, S., & Shea, C.H. (in press). Increasingly complex bimanual multi-frequency coordination patterns are equally easy to perform with on-line relative velocity feedback. Experimental Brain Research.
5. Shea, C.H., Boyles, J., & Kovacs, A.J. (2011). Bimanual Fitts’ tasks: Kelso, Southard, & Goodman (1979) revisited. Experimental Brain Research, 216, 113-121.
6. Boyles, J. & Shea, C.H. (2011). Wrist and arm movements of varying difficulties. Acta Psychologica, 137, 382-396.
7. Panzer, S., Gruetzmacher, N., Fries, U., Kruger, M. & Shea, C.H. (2011). Age related effects in interlimb practice on coding complex movement sequences. Human Movement Science, 30, 459-474.
8. Gruetzmacher, N., Panzer, S., Blandin, Y., & Shea, C.H. (2011). Observation and physical practice: Coding of simple motor sequences. Quarterly Journal of Experimental Psychology, 64, 1111-1123.
9. Shea, C.H., Kovacs, A.J., & Panzer, S. (2011). The coding and transfer of movement sequences. Frontiers in Movement Science and Sport Psychology, doi:10.3389.fpsyg.
10. Kovacs, A.J. & Shea, C.H. (2011). The learning of 90o continuous relative phase with and without Lissajous feedback: External and internally generated bimanual coordination. Acta Psychologica, 136, 311-320.
11. Boutin, A.,Fries, U., Panzer, S., Shea, C.H., & Blandin, Y. (2010). Role of action observation and action in sequences learning and coding. Acta Psychologica, 135, 240-251.
12. Kovacs, A.J., Buchanan, J.J., & Shea, C.H. (2010). Perceptual and attentional influences on continuous 2:1 and 3:2 multi-frequency bimanual coordination. Journal of Experimental Psychology: Human Perception and Performance, 36(4), 936-954.
13. Kovacs, A.J. & Shea, C.H. (2010). Amplitude differences, spatial assimilation, and integrated feedback in bimanual coordination. Experimental Brain Research, 202, 519-525.
14. Fries, U., Panzer, S., Shea, C.H., Grützmacher, N. & Krüger, M. (2010). Intermanueller Transfer und Händigkeit. Zeitschrift für Sportpsychologi, 17, 1-11.
15. Kovacs, A.J., Buchanan, J.J., & Shea, C.H. (2010). Impossible is nothing: 5:3 and 4:3 multi-frequency bimanual coordination. Experimental Brain Research, 201, 249-259.
16. Panzer, S., Krueger, M., Muehlbauer, T., & Shea, C.H (2010). Asymmetric effector transfer of complex movement sequences: Effects of increased and decreased loads. Human Movement Science, 29, 62-72.
17. Kovacs, A.J., Boyle, J., Grutmatcher, N. & Shea, C.H. (2010). Coding of on-line and pre-planned movement sequences. Acta Psychologica, 133, 119-126.
18. Wulf, G. & Shea, C.H. (2010). Motor skill learning and performance: A review of influential factors. Medical Education, 44, 75-84.
19. Kovacs, A.J., Han, D-W., & Shea, C.H. (2009). The representation of movement sequences is related to task characteristics. Acta Psychologica, 132, 54-61.
20. Shea, C.H., Kovacs, A.J., & Buchanan, J.J. (2009). Perceptual and Attentional Influences on Bimanual Coordination. In A. Moral (Ed.), Art in Motion: Musical and Athletic Motor Learning and Performance, Frankfurt: Peter Lang, pp. 227-253.
21. Panzer, S., Krueger, M., Muehlbauer, T., Kovacs, A.J., Shea, C.H. (2009). Inter-manual transfer and practice: Coding of simple motor sequences. Acta Psychologica, 131(2), 99-109.
22. Kovacs, A.J., Buchanan, J.J., & Shea, C.H. (2009). Using scanning trials to assess intrinsic coordination dynamics. Neuroscience Letters, 455, 162-167.
23. Panzer, S., Muehlbauer, T., Krueger, M., Buesch, D., Naundorf, F., & Shea, C.H. (2009). Effects of interlimb practice on coding and learning of movement sequences. Quarterly Journal of Experimental Psychology, 62(7), 1265-1276.
24. Kovas, A.J, Muhlbauer, T., & Shea C.H. (2009). The coding and effector transfer of movement sequences. Journal of Experimental Psychology: Human Perception and performance, 35(2), 390-407.
25. Kovacs, A.J., Buchanan, J.J., & Shea, C.H. (2009). Bimanual 1:1 with 90o continuous phase: Difficult or easy? Experimental Brain Research, 193, 129-136.
26. Han, D-W, & Shea, C.H. (2008) Auditory model: Effects on learning under blocked and random practice schedules. Research Quarterly for Exercise and Sports, 79, 476-486.
27. Panzer, S. & Shea, C.H. (2008). The learning of two similar complex sequences: Does practice insulate a sequence from interference? Human Movement Science, 27, 873-887.
28. Kovacs, A.J., Buchanan, J.J., & Shea, C.H. (2008). Perceptual influences on Fitt’s law. Experimental Brain Research, 190, 99-103.
29. Blandin, Y., Toussaint, L. & Shea, C.H. (2008). Specificity of practice: Interaction between concurrent sensory information and terminal feedback. Journal of Experimental Psychology: Learning, memory, and cognition, 34(4), 994-1000.
30. Braden, H., Panzer, S. & Shea, C.H. (2008). The effects of sequence difficulty and practice on proportional and non-proportional transfer. Quarterly Journal of Experimental Psychology, 61, 1321-1339.
31. Dean, N.J., Kovacs, A.J., & Shea, C.H. (2008). Transfer of movement sequences: Bigger is better. Acta Psychologica, 127, 355-368.
32. Panzer, S. Bush, D., Shea, C.H., Muhlbauer, T., Naundort, F., & Kruger, M. (2007). Dominanz visuell-raumlicher codierung beim lernen von bewegungssequenzen (Movement sequence learning and the dominance of visual-spatial coding). Zeitschrift fűr Sportpsycologie (Journal of Sport Psychology), 14, 123-129.
33. Wulf, G., Tollner, T., & Shea, C.H. (2007). Attentional focus effects as a function of task difficulty. Research Quarterly for Exercise and Sport, 78, 257-264.
34. Meuehlbauer, T., Panzer, S., & Shea, C.H. (2007). The transfer of movement sequences: Effects of decreased and increased load. Quarterly Journal of Experimental Psychology, 60, 770–778.
35. Buchanan, J.J., Park, J-H, & Shea, C.H. (2006). Target width scaling in a repetitive aiming task: Switching between cyclical and discrete units of action. Experimental Brain Research, 175,: 710-725.
36. Badets, A., Blandin, Y., Bouquet, C., & Shea, C.H. (2006). The intention superiority effect in motor skill learning. Journal of Experimental Psychology: Human Learning, Memory, and Cognition, 32, 491-505.
37. Badets, A., Blandin, Y., Wright, D.L., & Shea, C.H. (2006). Error detection processes during observational learning. Research Quarterly for Exercise and Sport, 77, 177-184.
38. Shea, C.H., Park, J-H., & Braden, H. (2006). Age related effects in sequence learning. Physical Therapy, 86, 478-488.
39. Panzer, S. & Wilde, H., & Shea, C.H. (2006). The learning of similar complex movement sequences: Proactive and retroactive effects on learning. Journal of Motor Behavior, 38, 60-70.
40. Wilde, H. & Shea, C.H. (2006). Proportional and non-proportional transfer of movement sequences. Quarterly Journal of Experimental Psychology, 59, 1626-1647.
41. Badets, A., Blandin, Y., & Shea, C.H. (2006). Intention in motor learning through observation. Quarterly Journal of Experimental Psychology, 59, 377-386.
42. Wilde, H., Magnuson, C., & Shea, C.H. (2005). Random and blocked practice of movement sequences: Differential effects on response structure and movement speed. Research Quarterly for Exercise and Sport, 76, 416-425.
43. Shea, C.H. & Wulf, G. (2005). Schema theory: Critical re-appraisal and re-evaluation. Journal of Motor Behavior, 37, 85-101.
44. Park, J. & Shea, C.H. (2005). Sequence Learning: Response structure and effector transfer. Quarterly Journal of Experimental Psychology, 58, 387-419.
45. Wulf G. & Shea, C.H. (2005). Understanding the Role of Augmented Feedback: The good, bad, and ugly. In A.M. Williams, and N.J. Hodges (Eds.), Skill Acquisition in Sport: Research, Theory and Practice (pp. 121-144). Taylor & Francis/Routledge
46. Buchanan, J.J., Park, J-H., & Shea, C.H. (2004). Systematic scaling of target width: Dynamics, planning, and feedback. Neuroscience Letters, 367(3), 317-322.
47. Park, J-H, Wilde, H., & Shea, C.H. (2004). Part-whole practice of movement sequences. Journal of Motor Behavior, 36, 51-61.
48. Bruechert, L., Lai, Q., & Shea, C.H. (2003). Reduced knowledge of results frequency enhances error detection. Research Quarterly for Exercise and Sport, 74, 467-472.
49. Shea, C.H. & Park, J-H. (2003). The Independence of sequence structure and element production in timing sequences. Research Quarterly for Exercise and Sport, 74, 401-420.
50. Buchanan, Park, Rye, & Shea, C.H. (2003). Discrete and cyclical units of action in a mixed target pair aiming task. Experimental Brain Research, 150, 473-489.
51. Park, J. & Shea, C.H. (2003). Effects of practice on effector independence. Journal of Motor Behavior, 35, 33-40.
52. McNevin, N.H., Shea, C.H., & Wulf, G. (2003). Increasing the distance of an external focus of attention enhances learning. Psychological Research, 67, 22-29.
53. Park, J-H & Shea, C.H. (2002). Effector independence. Journal of Motor Behavior, 34, 253-270.
54. Lai, Q., Shea, C.H., Bruechert, L., & Little, M. (2002). Auditory model enhances relative timing learning. Journal of Motor Behavior, 34, 299-307.
55. Wulf, G. & Shea, C.H. (2002). Principles derived from the study of simple skills do not generalize to complex skill learning. Psychonomics Bulletin and Review , 9, 185-211.
56. Whitacre, C.A. & Shea, C.H. (2002). The Role of parameter variability on retention, parameter transfer, and effector transfer. Research Quarterly for Exercise and Sport, 73, 47-57.
57. Wulf, G., Shea, C.H., & Park, J-H. (2001). Attention in motor performance: Preferences for and advantages of an external focus. Research Quarterly for Exercise and Sport, 72, 335-344..
58. Wulf, G., McNevin, N., & Shea, C.H. (2001). The automaticity of complex motor skill learning as a function of attentional focus. Quarterly Journal of Experimental Psychology, 54, 1143-1154.
59. Shea, C.H., Wulf, G., Whitacre, C.A., & Park, J-H. (2001). Surfing the implicit wave. Quarterly Journal of Experimental Psychology, 54, 841-862.
60. Wright, D.L., Black, C., Park, J-H., & Shea, C.H. (2001). Planning and executing simple movement: Contributions of relative-time and overall-duration specification. Journal of Motor, 33, 273-285.
61. Wulf, G., Clauss, A., Shea, C.H. & Whitacre, C.A. (2001). Benefits of self-control in dyad practice. Research Quarterly for Exercise and Sport, 72, 299-303.
62. Shea, C.H., Lai, Q., Wright, D.L., Immink, M., & Black, C. (2001). Consistent and variable practice conditions: Effects on relative and absolute timing. Journal of Motor Behavior, 33, 139-152.
63. Shea, C.H., Wulf, G., Park, J-H., & Gaunt, B. (2001). Effects of an auditory model on the learning of relative and absolute timing. Journal of Motor Behavior , 33, 127-138.
64. Kimbrough, S.K., Wright, D.L., & Shea, C.H. (2001). Reducing the saliency of intentional stimuli results in greater contextual-dependent performance. Memory, 9, 133-143.
65. Wright, D.L. & Shea, C.H. (2001). Manipulating generalized motor program difficulty during blocked and random practice does not affect parameter learning. Research Quarterly for Exercise and Sport, 72, 32-38.
66. Shea, C.H., Lai, Q., Black, C., & Park, J-H. (2001). Spacing practice sessions across days benefits the learning of motor skills. Human Movement Science, 19, 737-760.
67. Lai, Q., Shea, C.H., & Little, M. (2000). Effects of Modeled Auditory Information on a Sequential Timing Task. Research Quarterly for Exercise and Sport, 71, 349-356.
68. Park, J., Shea, C.H., & Wright, D.L. (2000). Reduced frequency concurrent and terminal feedback: A test of the guidance hypothesis. Journal of Motor Behavior, 32, 287-296.