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Essential Skills II > Motor Learning/ Exercise Adherence > Flashcards

Motor Learning/ Exercise Adherence Flashcards

1
Q

Motor task: a task with a clear beginning and end.

A

Discrete

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2
Q

Motor task: A series of discrete movements that are combined in a particular sequence

A

Serial

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3
Q

Motor task: repetitive, uninterrupted movement that have no distinct beginning and end

A

Continuous

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4
Q

Changes are made to the task or environment between repetitions (or trials) to assist with improved learning and increased difficulty of the training

A

Variability

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5
Q

A(n) [open/closed] environment includes little variability in the environment or task while a(n) [open/closed] environment includes a variable task or variable conditions

A

Closed; open

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6
Q

Little to no movement of the individual is required for completion of the task.

A

Stable

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7
Q

Movement is a basic requirement of the task.

A

Mobile

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8
Q

Tasks are more difficult if completed while the upper extremities are involved in _____________.

A

Object manipulation

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9
Q

Stage of learning that requires conscious thought and attention to task; Should be performed in a closed environment with little variability; High rates of error in this stage of learning; Requires feedback regarding performance

A

Cognitive

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10
Q

What are the stages of motor learning?

A
  1. Cognitive
  2. Associative
  3. Autonomous
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11
Q

Stage of learning that is characterized by fewer errors; Active problem-solving to decrease variability and increase consistency of performance; Require less feedback related to performance

A

Associative

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12
Q

Stage of learning where the completion of the task is automatic; Individuals can dual-task while completing the task; Infrequent feedback needed

A

Autonomous

- level of attention needed for a task is lowest

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13
Q

What are some pre-practice considerations?

A
  1. Increase patient adherence by educating on the purpose of the exercise or motor task.
  2. Make it meaningful!
  3. Consider the attentional demands and stage of motor learning
  4. Demonstrate
  5. Concise verbal instruction before practicing the task
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14
Q

Type of practice: Practicing a portion of the motor task; Most effective during the cognitive stage of learning: i.e., Anterior weight shift during sit to stand

A

Part

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15
Q

Type of practice: Practicing the entire motor task; More effective when learning a continuous skill, such as walking or stairs

A

Whole

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16
Q

Type of practice: Rapidly improves performance through repetition of a motor task; Improved generalizability and skill retention

A

Blocked

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17
Q

Type of practice: Requires more cognitive processes, additional challenge for the patient; Improved retention of a task after patient has progressed past the cognitive stage of learning; i.e., obstacle course

A

Random

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18
Q

Type of practice: Practice of a motor task

A

Physical

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19
Q

Type of practice: Imagining performance of a motor task

A

Mental

20
Q

Source of this type of feedback are any sensory systems of the learner; Inherent to the movement itself; Provides information related to movement quality; Continuous in nature

A

Intrinsic feedback

21
Q

Also known as Augmented Feedback; Supplemental to intrinsic feedback; Particularly important in those patients who have sensory impairments

A

Extrinsic feedback

22
Q

What are the types of extrinsic feedback?

A
  1. Verbal
  2. Tactile (haptic)
  3. Visual
  4. Auditory
  5. Videotape
23
Q

Maybe intrinsic or extrinsic

Relates to information about the quality of performance

A

Knowledge of performance

24
Q

Recent evidence suggests this form a feedback may be more effective for motor learning than knowledge of performance; Extrinsic feedback related to the outcome of a motor task

A

Knowledge of results

25
Q

Feed back schedule/frequency that happens while the action is going on

A

Concurrent

26
Q

Feedback schedule/frequency: Extrinsic feedback given to the patient after a number of trials; Promotes retention and generalizability; Associated with slower skill acquisition– may want to utilize in the associative stage of motor learning.

A

Summary

27
Q

Concurrent feedback: setting a threshold where feedback is provided

A

bandwidth

28
Q

A form of summary feedback provided immediately following performance of a motor task; Best to utilize during cognitive stage of learning; May cause patient to be dependent upon the therapist for knowledge of performance or knowledge of results

A

Immediate, Post-response

29
Q

A form of summary feed back that allows the patient to utilize intrinsic feedback first to assess performance of the task; Preferred in the associative and autonomous phases; Utilized to promote independence

A

Delayed, post-response

30
Q

Improves skill acquisitions (performance) more quickly during cognitive stage of learning than variable feedback

A

Continuous or constant feedback

31
Q

Type of concurrent feedback that promotes retention

A

Variable or intermittent

32
Q

What should you take into consideration when providing feedback

A
  1. Facilitating dependence
  2. Attention to task (distraction/interruption)
  3. Utilize fading
33
Q

A complex set of internal processes that involves the acquisition of relatively permanent retention of a skilled movement or task through practice

A

Motor learning

34
Q

True or False: Fading is an import feature of effective f/b for motor learning

A

T

35
Q

What type of motor task is brushing teeth?

A

serial

- can be broken down into smaller tasks

36
Q

What stage are you in if you’re learning what and how to do a motor task?

A

Cognitive

37
Q

Awareness of position in space(proprioception) is an example of what type of feedback?

A

Intrinsic feedback

- coming from pt themselves

38
Q

True or False: Summary feedback is more effective than immediate, postresponse feedback in the associative, or autonomous, motor learning

A

True

39
Q

Refinement of a motor skill happens in the _____ phase of motor learning

A

Associative

40
Q

What type of task is a sit to stand transfer?

A

discrete

41
Q

What does “AIDES” stand for? what does it mean?

A

Assessment – assess all medication
Individual – individualize the regimen
Documentation – provide written documentation
Education – provide accurate and continuing education tailored to the needs of the individual
Supervision – provide continue supervision of the regimen

42
Q

What are examples of barriers to adherence?

A
  1. Complexity
  2. Lack of understanding
  3. Time
  4. Patient perception of barrier (lifestyle change)
  5. Patient perception of therapy
  6. Poor communication and or instruction
  7. Lifetime habit
43
Q

What improves exercise adherence?

A
  1. Patient preference (swimming vs. biking)
  2. Supervision: more is better (HEP, Individual, group)
  3. Educate patients on self-management of their condition
  4. Behavior change strategies were effective
    - mode of exercise does not affect exercise adherence
44
Q

the acting in accordance with, or the yielding to a desire, request, condition, direction, etc; a consenting to act in conformity with; an acceding to; practical assent

A

Compliance

- lamens: acting in accordance with advice [from the practitioner]

45
Q

the fact of agreeing or being concordant; agreement, harmony

A

Concordance

- lamens: prescriber and pt. should come to an agreement about the regimen

46
Q

persistence in a practice or tenet; steady observance or maintenance

A

Adherence

- preferred term, suggests more of a partnership btwn pt. & PT

Essential Skills II (10 decks)

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