Motor Control and Learning

Question 1

Motor control

Answer 1

Ability to regulate or direct mechanisms essential to movement.
Information processing to organize musculoskeletal system in goal oriented movements

Question 2

3 factors of movement

Answer 2

Individual, task and environment

Question 3

3 aspects of the individual :Motor learning

Answer 3

Action, perception, cognition

Question 4

Constraints on movement: Action

Answer 4

Individual Aspect. Ability to control movements and the multiple ways it can be done.

Question 5

Constraints on movement: perception

Answer 5

Individual Aspect. Sensory integration of information

Question 6

Constraints on movement: cognition

Answer 6

Individual Aspect. Planning, motivation, attentiom, problem solving, emotions. Single vs dual task

Question 7

Task: Classifications

Answer 7

Functional, regulating neural control, base of support, object manipulation, movement variability

Question 8

Functional categories of tasks

Answer 8

Classification of tasks. Bed mobility, transfers, adls

Question 9

Task classification: Regulation of neural control mechanisms

Answer 9

Classification of tasks.

Discrete : defined beginning and end
Continuous: not recognizable beginning and end. End point not inherent

Question 10

Task Classification Base of support

Answer 10

Classification of tasks.

Stable: stable base of support
Mobility: moving base of support

Question 11

Task classification: Object manipulation requirements

Answer 11

Classification of tasks.

Sequenced task: increase demand for stability

Question 12

Task classification: Movement variability

Answer 12

Classification of tasks.

Open movements: constantly changing or unpredictable environments
Closed movements: relatively fixed, predictable environments

Question 13

Environment Contraints on movement

Answer 13

Regulatory: movement must conform to environment, environment shapes movement
Non regulatory: affects environment in other aspects than movement

Question 14

Theories of Motor Control

Answer 14

Systems theory and dynamic systems theory

Question 15

Systems theory

Answer 15

Describes the body as a mechanical system with many degrees of freedom that need to be controlled. Higher levels of the nervous system activate lower, the sizes, the synergy of muscle groups.

Question 16

Dynamic systems theory

Answer 16

Describes the body as a mechanical system with many degrees of freedom, but with the principal of self organization that states that the individual parts of the system come together without the need for a higher command center

Question 17

Variability of motor control

Answer 17

Necessary condition for optimal function. Too little variability equals injury to much variability leads to impaired movement performance (ataxia). A small amount of variability indicates highly stable, behavior, or preferred patterns.

Question 18

Attractor well

Answer 18

They’re deeper than well, the harder it is to change, preferred patterns, suggesting a stable movement pattern

Question 19

Early definition of motor learning

Answer 19

Acquisition or modification of movement to recover function.

4 concepts: acquiring the capability, results from experience, referred behavior changes, permanent change in behavior.

Question 20

Current definition of motor learning

Answer 20

Complex system of perception, cognition, and action processes.

Question 21

Performance

Answer 21

Temporary changing motor behavior during practice

Question 22

Learning

Answer 22

Relatively permanent change in behavior involved in skill retention

Question 23

Teaching strategies for motor learning

Answer 23

Instruction, feedback, practice, and motivation

Question 24

Closed loop Learning

Answer 24

Motor control achieved by feedback from an actual response that conforms to the desired response by means of correction

Question 25

Open loop learning

Answer 25

Control of motor systems with no feedback of a moving object. Execution of pre-programmed movements (motor program) without actual feedback, also known as muscle memory.

Question 26

Fitts Three stage of motor skill learning

Answer 26

cognitive stage, associative stage, autonomous stage

Question 27

Fitts and Posner Cognitive stage

Answer 27

Part of the fitts model. What must be done. Understanding the task and selecting a strategy characterized by a large number of errors and needing a lot of cognitive activity.

Question 28

Fitts and posner Associative stage

Answer 28

Part of the fitts model. how should it be done best strategy to refine the skill. Characterized by small variability and slow improvement.

Question 29

Fitts and posner Autonomous stage

Answer 29

What presents success performance of skills automatically with a low level of attention. Ready for advanced challenges like dual tasks.

Question 30

Systems three stage model

Answer 30

Novice stage, advance stage, expert stage

Question 31

Systems, three stage model: Novice stage

Answer 31

Part of the systems three stage model. Freeze degrees of freedom. Simplifies the movement by stiffening body segments.

Question 32

Systems, three stage model: Advanced stage

Answer 32

Part of the systems three stage model. Release additional degrees of freedom. Well coordinated movement.

Question 33

Systems, three stage model: Expert stage

Answer 33

Part of the systems three stage model. release all degrees of freedom. Increased movement control, and reduce fatigue.

Question 34

Gentile 2 stage model stages

Answer 34

Stage one and two

Question 35

Gentiles 2 stage model: Stage one

Answer 35

Gentiles to stage model. Understand the requirements of the movement, and create a strategy.

Question 36

Gentile 2 stage model: Stage two

Answer 36

Gentiles to stage model. refine the movement, adapt, the movement to changing tasks and environmental demands. Closed skills: have minimal environmental variation, and are consistent. Open skills: are performed in changing environments and require diversity.

Question 37

Acquisition or practice phase

Answer 37

Fumbling attempts, skills are learned or relearned, indicates performance

Question 38

Retention in transfer phase

Answer 38

Mastery of skill, information, stored for retrieval, indicates learning

Question 39

Practice levels

Answer 39

Should be accurate, active, how is variability, and be task specific

Question 40

Feedback

Answer 40

Use of sensory information to control in action. Can be intrinsic or extrinsic.

Question 41

Intrinsic feedback

Answer 41

Comes from the sensory systems.

Question 42

Extrinsic feedback

Answer 42

Comes from external resources. Provides knowledge of results (KR) : outcome of movement, terminal feedback. knowledge of performance (KP): movement patterns

Question 43

Practice conditions

Answer 43

Massed versus distributed. Constant versus variable. Random verse is blocked. whole versus part.

Question 44

Massed versus distributed practice

Answer 44

Massed: amount of practice in a time to trial is greater than the rests Distributed: amount of rest between trials are equal to, or greater than the time of the trial

Question 45

Constant versus variable practice

Answer 45

Constant: practice, a skill repeatedly under the same setting Variable: practice go under variety of parameters

Question 46

Random versus blocked practice

Answer 46

Random: practice instead of motor tasks in random order Blocked: practice his son of motor tasks in a fixed order

Question 47

Whole versus part practice

Answer 47

Whole: practice entire movement at once Part: break down the task into different components

Question 48

Transfer: practice conditions

Answer 48

Transfer is dependent on similarity between two tasks so that the neural processing demands would be similar

Question 49

Mental practice

Answer 49

Takes place in supplementary motor cortex, enhances, skill acquisition

Question 50

Guidance versus discovery: practice conditions

Answer 50

Physically guide. Unguided conditions are less effective for immediate skill acquisition, but more effective for transfer.

Question 51

Key elements of motor learning

Answer 51

Environmental considerations, motivation, attention, guidance and instruction, selection of Feedback and practice

Question 52

Ability to learn elements

Answer 52

Intelligence, learning skills required over the years, flexibility of learning styles, noncognitive factors

Question 53

Three aspects of a task

Answer 53

Stability, mobility, manipulation