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BIOL1900 > Motor Control And Learning > Flashcards

Motor Control And Learning Flashcards

1
Q

What is motor control

A

Field of scientific study - seeks to determine principles and mechanisms that govern how we PLAN and EXECUTE movement

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2
Q

Examples of motor control

A
  • learning new movements during development (child)
  • learning new movements as an adult (learning to play tennis) “skill acquisition”
  • injury that prevents normal/desired movement (spinal cord injury, Parkinson’s disease)
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3
Q

2 different kinds of neutrons

A
  • sensory neuron (afferent)

- motor neuron (efferent)

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4
Q

What is a motor unit

A

A motor neuron and all the muscle fibres it innervates

  • each muscle fibre innervated by a single motor neuron
  • each motor neuron innervates many muscle fibres
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5
Q

Two extreme types of movements? Any relationship ?

A
  • reflexes
  • voluntary movements
  • there’s a continuum - not a dichotomy between these extremes
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6
Q

What is the stretch reflex

A
  • Muscle spindle detects magnitude and rate of stretch
  • excitation of synergists to assist in bringing joint angle to original position
  • inhibition of antagonist to allow stretch to be corrected
  • reciprocal inhibition
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7
Q

Characteristics of reflexes

A
  • fast
  • relatively simple
  • somewhat flexible
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8
Q

Reflexes in rehabilitation

A
  • spinal circuits may operate below the level of injury/lesion
  • can induce repeating movements via reflex pathways in some patients
  • useful for cardiovascular health and perhaps locomotion
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9
Q

Voluntary movements

A
  • goal directed (intentional)
  • multiple areas contribute to movement planning
  • commands sent via m1 to spinal cord
  • huge flexibility of the tasks that can be performed
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10
Q

Characteristics of voluntary movements

A
  • speed varies
  • highly complex to simple(highly complex tasks can be performed relatively easy)(processing of movement plan is done subconsciously)
  • highly flexible
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11
Q

Is sensation essential for normal movement ?

A
  • we move to interact with world
  • therefore need to sense environment to move effectively
  • use our sensory systems to get information about our environment
  • sensori-motor integration
  • need to consciously perceive sensory information to use it
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12
Q

Perception vs. sensori-motor integration

A
  • conscious perception involves the awareness of a stimulus

- only a small percentage of sensory signals picked up by the body are consciously perceived

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13
Q

What is perception

A
  • accurate perception of the world requires processing and experience
  • it’s not necessary for a signal to be fully perceived for it to contribute to the control of movement
  • perception is not always accurate (can be creative/predictive)
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14
Q

Vision

A
  • crucial sensor for external events

- also provides important information about our own movements

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15
Q

Vestibular apparatus
semicircular canals
otolith organ
functions?

A

-Provides information about head movements and head tilt
-semicircular canals: respond to angular acceleration in three planes
-otolith organs: respond to linear acceleration
Functions: linked with vision

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16
Q

Example of body receptors

A

Muscle, skin, joints

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17
Q 
Body receptors
(hint: muscle spindles, golgi tendon organs, other receptors)
A
  • muscle,skin,joint
  • length (and velocity) receptors (muscle spindles)
  • tension receptors (Golgi tendon organs)
  • other receptors provide information about skin pressure ,touch,joint deformation etc
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18
Q

Properties of sensory receptors (hint: what do they provide?)

A
  • provide incomplete information (need to integrate information from various sensors and past experience for accurate perception)(implications for timing)
  • may influence behaviour without conscious perception
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19
Q

Roles of sensory information in motor control (hint: 4 main roles)

A
  • assess environment - decision making
  • relatively direct contributions to muscle activation (reflexes)
  • crucial for planning the details of movements
  • essential to make corrections to inaccurate movements (online or next trial)
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20
Q

what is sensory information essential for? where does sensory information come from/why?
how many main roles does sensory information have?

A
  • essential for normal movement however we generally don’t perceive this information
  • sensory information comes from a number of varied sources to provide different types of information
  • sensory information has 4 main roles in contributing to human movement
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21
Q

Role of models in scientific study (hint: 3 roles)

A
  • models allow scientific theories to be visualised and understood
  • simplify complex systems to concepts we are more easily able to deal with/process (often use everyday analogies/examples)
  • provides basis for further experimentation on the model or parts of the model rather than concerned with the complexity of the underlying system
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22
Q

Information-processing models

(hint: origins? , aim? , usefulness?, analogies

A
  • origins in psychology 1940s/70s
  • aimed at answering practical questions e.g physical education or skill acquisition
  • usefulness of information processing model
  • allowed human motor control situations to be thought of as a computer
  • simplifies this process for clearer understanding of how we perform movements
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23
Q

Central processing stages

A

Serial processing of information

-perceiving, deciding , acting

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24
Q

What are the three processing stages of information processing models

Give an example of each

A

Perceiving - obtaining relevant information about the task (self, environment)

Deciding - choosing a response from a range of alternatives

Acting - organising and executing the selected response

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25
Q

What are the approaches of the three processing stages of information processing models

A

Perceiving and deciding : traditional psychology approach

Acting: recent neurophysiological approach

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26
Q

What is perceiving

A

-accurate perception of the world requires processing and experience (expert vs novice performers)

  • perception is not always accurate
  • multiple sources of sensory information can conflict/cause ambiguity
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27
Q

How does perceiving benefit experts

A

Experts can use precontact information to make decisions about their responses

-experts can use information from proximal body parts for decision making (timing implications)

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28
Q

What is deciding

A

-depends on accurate and relevant sensory processing

  • need to draw on previous experience to select the best response
  • processing speed limitations
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29
Q

How does reaction time play a role in deciding

A
  • reaction time is an important type of measurement to assess principles of motor control
  • can be very simple (SRT) or choice (CRT)
  • provide a stimulus, measure a time to respond
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30
Q

Decision making in deciding

A
  • the more options there are to decide between, the longer it takes to react
  • skilled performers have a greater range of options
  • can also decide which options opponents most likely use
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31
Q

Conflicts in deciding

A
  • it takes longer to react to stimuli that don’t usually occur together
  • conflicts in stimulus increase processing time
  • stroop task
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32
Q

What is acting

A
  • organising and executing the movement commands (which muscle to contract, timing of contractions, keep opposing muscle quiet)
  • complex process that may involve multiple areas of the nervous system
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33
Q

Complexity with acting

A
  • acting also depends on complexity of task
  • reaction time used to show more processing used up in movement execution for difficult tasks than others
  • index finger flexion - extension task
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34
Q

Acting and resources

A

Amount of resources needed to organise movement depends on skill/ experience

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35
Q

What are the implications when we perform poorly

A
  • not just the mechanics/techniques
  • perception/decision making important
  • can it be trained?
36
Q

An info processing approach to human motor control

A
  • models help us to simplify our understanding of complex concepts using everyday analogies
  • perceiving: accurately process relevant sensory information
  • deciding : make an accurate decision based upon the sensory information that has been perceived
  • acting: implement a motor plan that can best respond to the decision
37
Q

What are two examples of motor changes through the lifespan

A

Maturation/ development

Ageing

38
Q

What are the developmental milestones of motor development 0-2 years

A
  • primarily concerned with skills of survival

- posture, locomotion, reaching and grasping

39
Q

What are the two main principles of motor development and what age

A

0-2 years

  • cephalocaudal principle
  • proximodistal principle
40
Q

What happens with motor development >2 years

A
  • develop a range of fundamental motor skills that form the basis for specialised adult motor behaviour
  • locomotor skills (walking running jumping)
  • non locomotor skills (throwing kicking striking catching )
41
Q

What occurs in the running stage of motor skills development and what age

A

Initial 18mo-2yrs

-no flight phase
-short leg swing
-arm swing horizontally
Elementary:
-limited flight phase
-more arm swing
-increase stride length
Mature(4-6yr old)
-definite flight phase
-max stride length

42
Q

What occurs in the initial stage of throwing for motor skills development

A
  • mainly elbow
  • trunk perpendicular
  • feet stationary
43
Q

elementary stage of throwing in motor skills development

A
  • increased shoulder rot

- leg on same side

44
Q

mature throwing stage in motor skills development

age?

A

boys, 12 years

  • leg on opposite side
  • trunk rotation
45
Q

what neuromuscular changes occur in the visual system

A
  • comprehensively developed by birth
  • visual acuity improves with age during childhood
  • 10 yr for stationary, 12 yr for moving objects
46
Q

neuromuscular changes in the kinaesthetic/vestibular system

A
  • comprehensively developed by birth

- 8yr for precise kinaesthetic judgements

47
Q

neuromuscular changes in muscles

A
  • get larger and affect our movement patterns
48
Q

neuromuscular changes: changes in reflex system

primitive reflexes

A
  • protection and survival
  • birth to 3-4 months
  • sucking reflex, moro reflex
49
Q

postural and locomotor reflex changes

A
  • preparing nervous system pathways
  • 2 to 12 month (postural)
  • e.g body righting, neck righting, parachute reflexes
  • birth to 4-5 month (locomotor)
  • e.g walking, swimming reflex
50
Q

information processing in children/adolescents

PERCEPTION

A
  • maturation of perceptual skills (8-10yrs) continues after sensory system has matured structurally
  • more complex perceptual judgements take longer to develop (stationary vs moving objects)
  • tasks requiring visual-kinaesthetic integration develop simultaneously with separate maturation of visual and kinaesthetic systems (hitting a ball)
51
Q

what are implications for HPE teachers

?

A
  • objective method of monitoring motor development to detect any movement
  • provides information for teachers
  • can examine neurophysiology to determine underlying mechanisms
52
Q

changes in balance and posture: what is postural sway?

A
  • 40% of vestibular receptors lost by age 70

- less cutaneous receptors and less sensory neurons innervating receptors

53
Q

changes in balance and posture: what is recovery

A
  • weaker, smaller muscles

- fewer motor neurons innervating muscle fibres

54
Q

changes in balance and posture: extra examples

A
  • poorer vision
  • altered gait
  • increased use of medication
55
Q

changes in more complex motor skills?

A
  • complex tasks deteriorates with aging
  • last in, first out rule (CRT vs SRT)
  • however, skills can be learned and improved in elderly
56
Q

changes in the visual system for elders

A
  • visual acuity, sensitivity to glare and contrast decline

- narrowing visual field and difficulty with low light

57
Q

changes in kinaesthetic/vestibular system for elders

A

-loss of balance, sensitivity to touch, vibration, temperature and pain

58
Q

changes in muscle in elders

A
  • reduced size, number of motor units (fast twitch)

- activation of motor units becomes variable

59
Q

implications for exercise physiologists?

A
  • regular exercise

- regular practice

60
Q

what is typical child and adolescent development characterised by

A
  • types of movements they exhibit (motor development milestones)
61
Q

when do perception, decision, and action stages improve

A

-from childhood to adolescence

62
Q

what do elderly exhibit in the quality and complexity of their motor skills

A
  • reversal

- however, this reversal can be slowed or complex skills can be learned with practice

63
Q

what is motor learning

A
  • relatively permanent change in the control elements of the nervous system that occurs as a result of practice and not attributed to maturation
  • not directly observed or measurable (we measure performance instead)
64
Q

how do you measure motor behaviour (performance)

A
  • measuring of movement or outcome (error rate, #correct responses, #goals, time , kinematics, muscle activity)
65
Q

how do you measure motor behaviour (learning)

A
  • retention test

- transfer test

66
Q

what is plasticity

A
  • brain is highly malleable
  • changes in synapse efficiency/connections
  • changes in cortical representation
67
Q

what changes occur in sensory reception of experts

A
  • no changes in sensory receptors (vision)
68
Q

what changes in perception occur with skill (experts)

A

experts are better at recognizing patterns and predicting upcoming events

69
Q

what changes in decision making occur with skill (experts)

A

experts make decisions faster and better

70
Q

what changes in acting occur with skill (experts)

A

experts perform better as well with high efficiency, repeatability and accuracy.

71
Q

what is the (verbal) cognitive phase of motor skill acquisition

A
  • learning the new task’s demands
  • thinking, planning and comprehension
  • explanation and demonstrations are very important
72
Q

what is the associative phase of motor skill acquisition

A
  • development and fine tuning of the control pattern

- practice is essential in this phase

73
Q

what is the autonomous phase of motor skill acquisition?

A
  • automatic initiation of movement patterns
  • selective and global focus
  • control programs are ingrained (habits)
74
Q

why is feedback a factor that affects learning

A
  • effective practice requires feedback of the movement to promote learning
  • Knowledge of results (KR)
  • Knowledge of performance (KP)
  • both internal and external sources
75
Q

It is important that feedback is..

A
  • compared to previous performances
  • specific to the activity/skill being performed and to the performer
  • in manageable amounts for the performer to take in
  • linked to goals of the movement/outcome
76
Q

how does type of practice affect learning practice

A
  • length of rest intervals (massed vs. distributed)

- variable (multiple tasks) vs. constant (one task) practice

77
Q

what are performance curves?

A
  • learning is a relatively permanent change in our nervous system that is indirectly inferred from changes in performance
78
Q

function of semicircular canals in the vestibular apparatus

A

respond to angular acceleration on three planes

79
Q

function of otolith organs in the vestibular apparatus

A

respond to linear acceleration

80
Q

example of motor control in a child

A

learning new movements during development

81
Q

example of motor control in adult

A

learning new movements as an adult (skill acquisition)

82
Q

example of motor control with spinal injury/disease

A

injury that prevents normal/desired movement

83
Q

is it necessary for a signal to be fully perceived for it to contribute to the control of movement?

A

no it’s not necessary

84
Q

is perception always accurate?

A

no it can be creative or predictive

85
Q

what kind of receptors are muscle spindles

A

length and velocity receptors

86
Q

what kind of receptors are golgi tendon organs

A

tension receptors

BIOL1900 (6 decks)

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