• Augmented Feedback
• Repetition Scheduling
• Error detection and correction
• Instructions / Observational Learning
• Learner controlled practice contexts
• Cognitive Effort

• Member of the Canadian Society for Psychomotor Learning and Sport Psychology
• Member of the North American Society for the Psychology of Sport and Physical Activity
• Centre for Neuroscience, Brock University

Articles in peer-reviewed journals

(Underline denotes students under my supervision)

Patterson, J., Sanli, E., Lockwood, K. (2025). Focus of Attention Instructions and Amateur Athlete Sport Skill Performance: A Narrative Literature Review [manuscript in preparation].

Patterson, J., Sullivan, P., & Creelam, B. (2024). Self-Reported Focus of Attention of Collegiate Baseball Players. Journal of Sport and Games, 6. https://doi.org/10.22259/2642-8466.0602001.

Brillinger, M., Karlinsky, A., & Patterson, J. (2023). Examining Learner-Controlled Role-Switching in Dyad Practice for the Learning of a Speed Cup-Stacking Task. Journal of Motor Behavior, 56(2), 211–225. https://doi.org/10.1080/00222895.2023.2283538

Uyeno, K.J., Chimera, N., Holmes, M., & Patterson, J.T. (2023). Concussion history and the impact on softball batting and reaction time in collegiate softball players: A pilot study. Journal of Kinesiology in Higher Education, 8, 157-168.

Bianchi, K., Brillinger, M., & Patterson, J. T. (2022). Size Perception of a Sport Target as a Function of Practice Success Conditions. Frontiers in Psychology, 12.

Tuckey, C. M., & Patterson, J. T. (2021). Examining the Generalization of Error Detection Capabilities as a Function of Athletic Experience. International Journal of Kinesiology in Higher Education, 5(3), 91-104.

Patterson, J. T., McRae, M., & Hansen, S. (2019). On whether task experience of the peer differentially impacts feedback scheduling and skill acquisition of a learner. Frontiers in psychology, 10, 1987.

Reischl, S. A., Raza, S. Z., Adkin, A. L., Patterson, J. T., & Tokuno, C. D. (2019). Examining changes in corticospinal excitability and balance performance in response to social-comparative feedback. Gait & posture, 73, 14-19.

Patterson, J.T., McRae, M., & Lai, S. (2016). Accuracy of subjective performance appraisal is not modulated by the method used by the leaner during motor skill acquisition. Perceptual and Motor Skills. 122: 650-665.

Patterson, J.T., Hart, A., Hansen, S., Carter, M., & Ditor, D. (2016). Measuring Investment in Learning: Can Electrocardiogram Provide an Indication of Cognitive Effort During Learning? Perceptual and Motor Skills. 122: 375-394.

McRae, M., Patterson, J.T., & Hansen, S. (2015). Examining the preferred self-controlled KR schedules of learners and peers during motor skill learning. Journal of Motor Behavior. 47: 527-534.

McGuire, J., Green, L., Calder, K., Patterson, J., & Gabriel, D.A. (2014). The effects of massed versus distributed contractions on the variability of maximal isometric force. Experimental Brain Research. 232(7): 2293-2304.

Weaver, TB. Adkin, A.L., Patterson, J.T.,& Tokuno, C. (2014). The influence of instructions on arm reactions in individuals with Parkinson’s disease. Human Movement Science. 37: 101-110

Sanli, E., & Patterson, J. (2013). Learning effects of self-controlled practice scheduling for   children and adults:  Are the advantages different? Perceptual and Motor Skills. 116: 1-9.

Cote, P., Kimmerle, M., & Patterson J. (2013). Learning and transfer of dance sequences by novice and experienced dancers. Asian Journal of Exercise & Sports Science. 10: 98.

Patterson, J.T., Carter, M., Hansen, S. (2013). Self-controlled KR schedules: Does repetition order matter? Human Movement Science. 32: 567-579.

Sanli, E.A., Patterson, J.T., Bray, S.R., Lee, T.D. (2013). Understanding self-controlled motor learning protocols through self-determination theory. Frontiers in Psychology: Movement Science and Sport Psychology. 3: 1-17.

Patterson, J.T., & Azizieh, J. (2012). Knowing the good from the bad: does being aware of KR content matter? Human Movement Science. 31: 1449-1458.

Carter, M., & Patterson, J.T. (2012). Self-Controlled Knowledge of Results: Age Related Differences in Motor Learning, Strategies, and Error Detection. Human Movement Science. 31: 1459-1472.

Patterson, J.T., Carter, M, & Sanli, L. (2011). Decreasing the proportion of self-control trials during the acquisition period does not compromise the learning advantages in a self-controlled context. Research Quarterly for Exercise and Sport. 82: 624-633.

Hansen, S., Pfeiffer, J., & Patterson, J.T. (2011). Self-control of feedback during motor learning: Accounting for the absolute amount of feedback using a yoked group with self-control. Journal of Motor Behavior. 43: 113-121.

Patterson, J.T., & Carter, M. (2010). Learner regulated knowledge of results during the acquisition of multiple timing goals. Human Movement Science, 29, 214-227.

Patterson, J.T., & Lee, T. (2010). Self-regulation of augmented information. Canadian Journal of Experimental Psychology, 64, 33-40.

Patterson, J., & Lee, T.D. (2008).On the timing of augmented information in learning a computer alphabet. Canadian Journal of Experimental Psychology, 62, 42-50.

Patterson, J.T., & Lee, T.D. (2005). Learning a new human-computer alphabet: The role of similarity and practice. Acta Psychologica, 120, 267-287.

Patterson, J.T., & Wessel, J. (2002). Strategies for retraining functional movement in persons with Alzheimer disease: A review. Physiotherapy Canada, 54(4), 274-282.

Chapters in Books

Crawford, A.M., Mack, D.E., Wilson, P.M., & Patterson, J.T. (2015). A life without gluten: dietary adherence and motives. C. Higgins. Theories of Psychology: Fundamentals, Applications and Future Directions. : 23-44.

Patterson, J., & Lee, T.D. (2013). Organizing Practice: effective practice is more than just reps. D. Farrow. J. Baker & C. MacMahon. Developing elite sports performers: Lessons from theory and practice. 2: 132-154.

Patterson, J., & Lee, T.D. (2008) Organizing Practice: The interaction of repetition and cognitive effort for skilled performance.  In D. Farrow. J. Baker & C. MacMahon (Eds.), Developing elite sports performers: Lessons from theory and practice (pp.119-134). New York: Routledge.

• Introduction to Adapted Physical Activity and Disability Studies (KINE 2P92)
• Motor Learning (KINE 3P05)
• Cognitive Ergonomics (KINE 4P05)
• Directed Study (KINE 3P99)
• Undergraduate Thesis/ Project (KINE 4F91)
• Practicum in Clinical Kinesiology and Rehabilitation (KINE 4P89)

The Motor Skills Acquisition Laboratory is always seeking motivated graduate students with an interest in motor learning to extend research on the practice conditions and processes facilitating motor skill acquisition. Please send an email to inquire about opportunities ([email protected]).

The Motor Skills Acquisition Laboratory is frequently seeking motivated undergraduate students with an interest in motor learning who would like to further their knowledge on the practice conditions and processes facilitating motor skill acquisition. Please inquire regarding volunteer or course based opportunities (e.g. independent study, fourth year thesis). Please send an email to inquire about opportunities ([email protected]).