Eddie Hebert



Office: KHS 113 
Phone: (985) 549-2132
Email: ehebert@southeastern.edu

Southeastern faculty since 1996


Courses taught

KIN 120: Foundations of Kinesiology
KIN 321: Motor Learning 
HS/KIN 601: Statistics in Health Studies/Kinesiology
KIN 612: Motor Learning



 B.S., Health and Physical Education, University of Southwestern Louisiana, 1986 
M.S., Education, Baylor University, 1987 
Ph.D., Kinesiology, Louisiana State University, 1995


Research Interests

 My research crosses health and kinesiology disciplinary boundaries, and some activities reflect the interests of faculty and students with whom I have worked. I have been involved in a range of projects in motor behavior, teacher education, exercise physiology, exercise psychology, health, and sport management. My lines of scholarship have primarily focused on three areas:

(a) Applied motor learning research examining “instructional variables” in teaching and learning motor skills: modeling, feedback, practice scheduling, and instructional cues/attentional focus.

(b) Career development issues among teachers and other professionals (e.g., burnout, efficacy, morale).

(c)  The COVID-19 pandemic, specifically experiences, concerns, and behaviors of university students and faculty/staff; the impact of the pandemic on work and academic success; and COVID vaccine adoption/hesitancy.


Click HERE to view my Google Scholar page.



 Recent Publications Include 

 Motor Learning

-Hebert & Coker (2021). Optimizing feedback frequency in motor learning: Self-controlled and moderate frequency KR enhance skill acquisition. Perceptual and Motor Skills.

-Hebert (2018). The effects of observing a learning model (or two) on motor skill acquisition. Journal of Motor Learning and Development.

-Hebert & Williams (2017). Effects of three types of attentional focus on standing long jump performance. Journal of Sport Behavior.

-Agar, Humphries, Naquin, Hebert, & Wood (2016). Does varying attentional focus affect skill acquisition in children? A comparison of internal and external focus instructions and feedback. The Physical Educator.

COVID Pandemic

-Hebert & Hickey (2022). Preservice teachers during the COVID-19 pandemic: Concerns, preventive behaviors, and career intent. Education.

-Hebert, Wood, Joen, & Reena (2022). Faculty making the emergency online transition during the COVID-19 pandemic: Effects of prior online teaching experience and strategies used to learn to teach online. Higher Learning Research Communications.

-Hickey & Hebert (2021). Comparing concerns, preventive behaviors, and career intent among college students pursuing healthcare and non-healthcare careers during the COVID-19 pandemic. Journal of Medical Education and Training.

-Hickey, Hebert & Webb (2021). College student experiences of the COVID-19 pandemic: Concerns, preventive behaviors, and impact on academics and career choice. American Journal of Health Studies.


-Green, Graves, Edwards, Hebert, & Hollander (2020). Student mood and responses to sitting versus standing in the college classroom. American Journal of Health Studies.

-Hebert, Henry, Duplan, Naquin, & Wood (2020). Relationships between academic success and health and illness in college students. American Journal of Health Studies.-

-Hebert (2019). Faculty morale: A perspective for academic leaders. Kinesiology Review.