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Motor Learning Flashcards

1
Q

what is motor learning?

A

focuses on understanding the acquisition and or modification of movement through practice

a “relatively permanent” change, resulting from practice or a novel experience, in the capability for responding

  • often involves improving the smoothness and accuracy of movements
  • necessary for complicated movements (speaking, piano, climbing trees)
  • also important for calibrating simple movements like reflexes, as parameters of the body and environment change over time
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2
Q

what is motor control?

A

focuses on understanding the control of movement already acquired

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3
Q

what are the theories of motor control?

A 
reflex theory
Hierachical theory
Motor programming theories
Reed's action system theory
Ecological theories
dynamical theory
systems theory
parallel distributes processing theory
task oriented theories
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4
Q

what are the theories of motor learning?

A 
adam's closed loop theory
Schmidt's scema theory
Fit and Posner: stages of motor learning
Newell's theory of learning in exploration
Gentile's 2 stage
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5
Q

what is Adam’s Closed Loop Theory?

A

researcher in physical education. Adams was the first person to attempt to create a comprehensive theory of motor learning

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6
Q

what is Schmidt’s schema theory?

A

researcher in physical education

the individual learns a generalized set of rules that can be applied to a variety of contexts

4 things are stored in memory:

  • initial movement conditions
  • parameters of generalized program
  • outcome of movement: KR
  • sensory consequences
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7
Q

what is Fit and Posner: stages of motor learning?

A

3 main stages involved in learning:

  • cognitive
  • associative
  • autonomous
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8
Q

what is Newell’s theory of learning in exploration?

A

perception and action are linked in the task solution

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9
Q

what is Gentile’s 2 stage model?

A

identify aspects of the skill and environment that are relevant

math the movement pattern with the environment

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10
Q

what are Traditional Neurophysiologic treatment approaches?

A

sensory integration (Jean Ayres)

movement therapy in hemiplegia (Signe Brunnstrom)

motor relearning approach (Janet Carr, Roberta Shepherd)

rood approach to neuromuscular dysfunction

PNF (Herman Kabat, Margaet Knott, Dorothy Voss)

neurodevelopment treatment (NDT) (Berta and Karel Bobath)

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11
Q

what are Contemporary Theoretical frameworks?

A

models of disablement

systems approach

task-oriented approach

evidence based practice

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12
Q

what do we need to know for motor learning?

A

WHO is the learner? (resources/constraints)

WHAT is the task? (type of motor skills)

WHERE is it done? (environment/context)

HOW does the learning occur best?

how do they all match? or not?

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13
Q

What do we need to know for ML?

what aspects to think about when asking “who is the learner” ??

A

PHYSICAL:

  • ROM
  • Motor weakness
  • Tone
  • Coordination

SENSORY

  • somatosensory
  • vision
  • vestibular

COGNITIVE/PERCEPTION

  • integration of sensory info
  • attention
  • memory

=CONSTRAINTS/RESOURCES AVAILABLE
(what interferes with ability to perform? what can they do? what/who can they rely on?)
(fear- limits ability of the system to change)

Example: Reaction time- time lag b/w presentation of stimulus and initiation of response (reaction time is NOT constant; depends on the processing demands imposed by a given situation)

Influencing variables:

  • time needed to prepare a response
  • number of response choices
  • event anticipation, stimulus-response compatibility
  • amount of practice
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14
Q

what is attention?

A

limited number of things you can pay attention to, or process at one time

limit exceeded=

  • competition for resources
  • interference b/w items
  • decreased performance
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15
Q

what is selective attention?

A

the ability to attend to or focus on specific aspects of the environment while ignoring others

an optimal level of arousal exists for each person

Low= attention too broad, attend to relevant and irrelevant cues

Too high = decreased effectiveness in scanning environment, miss cues

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16
Q

what is the role of the PT?

A

identifying and utilizing resources available

identifying and manipulating key constraints to guide learner’s search for optimal movement solutions
fixed? changeable?

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17
Q

what are abilities?

A

genetic traits that are prerequisite for skilled performance

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18
Q

What do we need to know for ML?

what aspects to think about when asking “what is the task” ??

A

MOTOR SKILLS:

  • stabilizing the body in space as it applies to postural and balances control
  • moving the body in space as it applies to movement
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19
Q

what do motor skills involve?

A

INVOLVES CNS ORGANIZATION

  • MS and NM systems
  • information processing
  • interpretation and integration of sensory information from the environment or body
  • storage and retrieval to allow for: selection of movement; control; coordinated movements; and skilled action
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20
Q

what are the 4 criteria that need to be satisfied for a movement to be considered a motor skill?

A

1- goal oriented

2- body and/or limb movements are required to accomplish the goal

3- movements must be voluntary

4- developed as a result of practice

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21
Q

what are the 5 classifications of motor skills?

A

1- inherited vs. learned

2- simple vs. complex

3- discrete/serial/continuous

4- fine vs. gross

5- closed vs. open

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22
Q

simple/complex motor skills:

A

even simple tasks are complex:

ex: reaching for a cup of coffee:
- seeing the cup
- coordinating movement to reach
- anticipating size, weight, squish ability
- feeling the cup
- sensing the weight when moving
- adjusting movements while moving
- modify movements during the process

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23
Q

what is a discrete motor skill?

A

a skill whose beginning and end points are clearly defined

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24
Q

what is a serial motor skill?

A

motor skill composed of discrete skills whose integrated performance is crucial for goal achievement

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25
what is a continuous skill?
a skill whose beginning and ending points are either arbitrary or determined by some environmental factor rather than by the task itself
26
how do gross and fine motor skills differ?
GROSS MOTOR SKILLS: involve less emphasis on precision and are typically the result of multi limb movements - require the use of large ms. groups to perform tasks - the skill required is not extensive and therefore are usually associated with continuous tasks - much of the development of these skills occurs during early childhood - the performance level of gross skills remains unchanged after periods of non-use FINE MOTOR SKILLS: involve very precise movements normally accomplished using smaller musculature - activities like manipulating objects (piano, video games) - generally, there is a retention loss of find skills over a period of non-use - discrete tasks usually require more fine motor skill than gross motor
27
how do closed and open motor skills differ?
CLOSED SKILLS: performed within a stable and predictable environment, allowing the performer to control the performance situation OPEN SKILL: performed in an unpredictable, ever changing environment
28
what is Gentile's taxonomy? what are regulatory conditions?
assessment tool used to determine functional level provides a checklist on how to assess a person's motor response and capabilities- function REGULATORY CONDITIONS: environmental factors that specify the movement characteristics necessary to perform a skill successfully
29
What do we need to know for ML? what aspects to think about when asking "what is the environment" ??
open/closed environments interactions with the environment: - in space: proximal --> distal - in interaction with the environment: distal --> proximal
30
how do open and closed environments differ?
rapid adaptations required vs. consistent, stable performance - environment constantly changes, unpredictable - environment predictable - environment semi-predictable
31
what are forms of learning?
1- non associative learning 2-declarative learning 3- procedural learning
32
what is non-associative learning?
a single stimulus is given repeatedly HABITUATION: a decrease in responsiveness as a result of repeated exposure to a non-painful stimuli (i.e. vestibular rehab, children who are "tactile defensive") SENSITIZATION: an increase responsiveness following a threatening or noxious stimulus
33
what is declarative learning?
results in knowledge that can be consciously recalled - requires processes such as awareness, attention and reflection - constant repetition can transform declarative into procedural knowledge
34
what is procedural learning?
learning tasks that can be performed automatically without attention or conscious thought, like a habit - develops slowly through repetition of an act over many trials - expressed through improved performance of the tasks that was practiced does not depend on awareness, attention or other higher cognitive processes
35
what is the goal of motor learning?
SKILL ACQUISITION
36
what is skill acquisition?
the process of acquiring and retaining motor skills - acquisition of skill begins at the cognitive level and later becomes automatic - acquisition occurs through practice and correction of errors following feedback about performance - requires comparison of motor command (intentions) with sensory input (feedback)
37
what are Fitts and Posner stages of learning/skill acquisition?
COGNITIVE: what to do (discovery) ASSOCIATIVE: perfecting the movement pattern (mastery) AUTONOMOUS: reduced or eliminated attentional requirements (generalization)
38
what is Gentile's 2 stage model of learning?
stage 1- getting the idea of the movement stage 2- fixation (closed skills)/ diversification (open skills)
39
how is skill acquired?
Task selection: - structuring the task context and environment - progressively increasing task difficulty and complexity Task variation: - structuring the task context and environment - switching to new tasks Practice: - active problem solving during practice - exploration - develop motor programs - postural control- organized with specific tasks
40
what defines the process of skill acquisition?
goal-directed learning! the single most important factor that shapes the overall process of skill acquisition is what specific tasks the learner is challenged with
41
how can learning be enhanced?
mental imagery -the combo of physical practice and imagery (the visualization or cognitive rehearsal of movement) is superior to physical practice alone.
42
the essence of learning is a cyclic process of what?
discovery, mastery and generalization learning does not end with technical mastery, but rather learning refines existing knowledge
43
how do you know if learning has occurred?
retention tests transfer tests assess performance changes, including: - changes in coordination and control - muscle activity - energy expenditure - consistency - attentional focus - knowledge and memory - error detection and correction - self-confidence
44
how do you measure motor behavior?
objectivity, sensitivity, reliability, validity measures of movement magnitude measures of time and speed movement kinematics (location, acceleration, velocity)
45
motor learning occurs when..
1- when participation is active 2- when actions are goal directed 3- when sessions include both repetition and problem solving 4- by practicing in meaningful contexts 5- when performance is enhanced by assuming an optimal state of readiness it is the clinical judgement and skill of the PT to differentiate errors that are occurring as part of the problem solving process and when errors or "bad habits" are just being reinforced.
46
how to give instructions?
keep explantations short and simple use developmental appropriate terms direct learners' attention to critical elements of the skill during initial instructions provide learners with a frame of reference for correctness consider learners' learning styles and previous experiences VERBAL CUES: - focus attention - prompt - movement sequence - need to be: concise, accurate, limited in #, and repeated DEMONSTRATION: - dependent on complexity of skill - extend of understanding discovery learning guided practice manual guidance
47
what is practice structure?
discovery vs. guided amount of practice practice structure -random vs. blocked practice schedule: - massed practice - distributed practice variable vs. constant part vs. whole training -transfer of skills
48
does practice make perfect?
constant vs. variable error Performance plateau: period of time during the learning process in which no overt changes in performance occur -transitional periods in the learning process- integration of task components (and perhaps strategy) is being resolved; not necessarily indicative of a cessation in the learning process clinical judgement
49
what is the critical factor in improving learning?
the subject has to do something different on consecutive trials factors that make performing a task more difficult initially often make learning more effective in the long run. These types of factors have been called context effects. - random order vs. blocking - variable vs. structured - -guided vs. discovery - part vs. whole - amount and type of feedback
50
what is feedback?
during the learning process of a motor skill - feedback is the positive or negative response that tells the learner how well the task was completed - inherent feedback is the sensory information that tells the learner how well the task was completed extrinsic vs. intrinsic
51
what is extrinsic feedback?
"augmented feedback" - concurrent - terminal - immediate or delayed
52
what are types of augmented feedback?
1- knowledge of results (KR) 2- knowledge of performance (KP)
53
what is knowledge of results?
information provided that tells about whether the task was completed or not, successful or not, etc.
54
what is knowledge of performance?
information provided about how the task was accomplished - videotape - kinematic info - artificial sensory feedback
55
what is intrinsic feedback?
visual, proprioceptive, auditory reference of correctness "subjective reinforcement"
56
how does one develop intrinsic feedback?
learners need time to process intrinsic feedback and formulate a new movement plan for the next attempt prompting learners to estimate their own performance errors before providing them with augmented feedback results in superior learning *with intrinsic involvement, don't need extrinsic
57
when to use manual guidance?
Task: - balance training - gait training Person: - unable to move- understand the task - fearful - impaired sensation - impaired cognition/motor planning - implicit and explicit learning problems (guidance) Environment: -safety
58
how to use manual guidance?
provide clear understanding of task correct sequence not to encourage passivity assist in developing reference of correctness
59
what should the frequency of feedback be?
initial stage of learning= high frequency too much feedback: detrimental to learning -unless frequency is reduced as the learner becomes more proficient, the learner may develop and over dependence on augmented feedback reduce feedback frequency: -faded, bandwidth, summary, average, learner-regulated feedback
60
how is feedforward different than feedback?
FEEDFORWARD: - DRIVES - anticipatory - self-generated - goal or task oriented FEEDBACK - REFLECTS - positive or negative info: how well the task was completed
61
what are our most powerful tools in therapy?
1- task selection 2-task variation 3- feedback ability to provide appropriate feedback to facilitate learning ability to know when to touch and when to take your hands off
62
learning is a process of ...
acquiring the capability for skilled action
63
patient exam, task and environment analysis are needed to understand..
the interaction between constraints and available resources
64
practice requires ...
active participation problem solving development intrinsic feedback
65
factors that make performing a task more difficult initially very often...
make learning more effective in the long run
66
it is the clinical judgement and skill of the therapist to ...
differentiate errors that are occurring as part of the problem solving process and when errors or "bad habits" are just being reinforced

Neuro Clinic (14 decks)

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