Motor Skill Teaching and Learning: Exam 1 Flashcards
1
Q
Motor Learning
A
Acquisition of new skills w/ practice
-
Permanent change in behavior
- experience + practice
- NOT attributable to aging
2
Q
Motor learning in terms of older adult patients…
A
NOT learning NEW skills BUT…
relearning old skills w/ a damaged NS
3
Q
Motor learning rule to live by….
A
Practice makes perfect
Specificity of training
Practice makes permanent and…
MORE practice gen’ly leads to better performance
4
Q
learning====
A
memorizing new info or skills
5
Q
2 type of memory:
A
- Declarative
- Procedural
6
Q
Declarative Learning
can be _____ or _____ recalled
A
Knowledge that can be verbally or mentally recalled
7
Q
Declarative memory involves what strx’s
A
Temporal lobe
Hippocampus
- Ex’s Declarative memory
- O/I/I/A
- FACTS
8
Q
Procedural Memory —–Skill learning
tasks that can be performed W/OUT _______ or _______
A
tasks that can be performed w/out attention or conscious thought
9
Q
Procedural memory involves what strx’s
A
Cb
portion of BG
- Ex’s Procedural Memory
- tie a tie
- walking
10
Q
Remember these…
A
- Fundamental unit of therapy is the TASK
- All learning is GOAL-ORIENTED
- Motor Learning is NOT PASSIVE
- ExperienceandActive problem solving are necessary for learning to take place
11
Q
fundamental unit of therapy
A
task
12
Q
ALL learning is
A
Goal-oriented
13
Q
Motor learning is NOT PASSIVE.
what is necessary for learning???
A
- Experience
- Active problem-solving
14
Q
Focus of Motor learning interventions
pts engaged in repeated attemtps to produce
A
pts engaged in repeated attemtps to produce motor behaviors beyond their PRESENT capabiliites
HOW WILL THEY IMPROVE???
15
Q
Practice?
A
continuing and repetitive effort to become proficient @ a skill
NOTE: PRACTICE NEEDS TO BE ACCURATE
Practice makes permanent
imperfect practice==imperfect results—-DON’T WANT THIS!!!
16
Q
Practice must have…
A
PURPOSE
- most effective interventions===functional
- practice must incorp functional tasks into exercise
17
Q
3 traditional stages of Motor Learning
A
- Cognitive
- Associative
- Autonomous
18
Q
Stages of Motor Learning:
Cognitive
A
- UNDERSTAND task
- develop strategies
- HIGH deg of attn
19
Q
Stages of Motor Learning:
Associative
A
- BEST strategy selected
- Skill refinement
20
Q
Stages of Motor Learning
Autonomous
A
- Skill now automatic
- LOW deg attention
21
Q
Attentional Demands w/ stages of motor learning:
A
LVL of attention DEC’s as you progress in stages
see pic
22
Q
Cognitive stage of motor learning
what centers are active?
*developing strategies stage*
A
Association motor cortex
lang centers
23
Q
Associate/Autonomous Stage motor learning
what centers are active?
*skill refinement and then skill becomes automatic*
A
BG
Motor cortex
24
Q
Processes of motor learning
A
- acquisition
- retention
- generalizability
- Application in altered contexts
25
Process of motor learning
**Skill Acquisition**
**ex. walking w/ crutches**
* **initial development** of motor skill
* **NOTE: skill acquisition is IMPOSSIBLE w/out practice --------\> USE THIS!!!**
* ****
26
Motor learning processes
## Footnote
**Skill Retention**
* REMEMBERING a motor skill
* will a skill learned in **practice** be **retained in ALL environmental contexts???**
## Footnote
****
27
Motor learning processes
## Footnote
**Skill Generalizability**
* **positive influence** that a **prev practiced skill** has on the **learning of a new skill**
* In what manner does a practiced skill generalize or **transfer** to other similar activities?
28
Motor learning processes
## Footnote
**Altered contexts**
Will this pt be able to perform **same activity** in **different context?**
## Footnote
**EX. if you can do it in the clinic, can you now do it on sidewalk? On beach? In the street? Crosswalks??**
29
Feedback
* Return of info TO the brain regarding the **result of action of process**
* ****feedback from your action
* Traditionally...
* feedback used in PT **informs pt of HOW they performed or completed an activity**
30
Feedback
Timing: 2 types
1. Frequent
2. Concurrent or Continuous
31
**Frequent** Timing Feedback
* Distracts or interferes w/ info processing
* bc now pt **dependent on feedback**
* **NEGATIVELY impacts learning (see above)**
32
**Concurrent and Continuous** Timing Feedback
* MOST effective for performance
* MAXIMIZE dependency
33
Intrinsic Feedback
Think "Inside"
generated from......
Pt's sensory organs
34
Ex's of Intrinsic Feedback
Proprio (jt. pos sense, mm tension, mvmt)
Tactile
Visual
Vestibular
35
Extrinsic Feedback
Think "outside"
provided by.....
some external source
* EX's
* YOU
* Device
* Biofeedback
* balance master
* etc..
36
Feedback
Knowledge of Performance (KP)
Vs.
Knowledge of Results (KR)
Journal club entry----REVIEW
Michael J. Majsak
37
Knowledge of Performance
KP
Feedback on \_\_\_\_\_\_\_
Execution
## Footnote
**gives info on mvmt COMPONENTS**
38
Knowledge of Performance Example:
feedback on execution
* Ex: goal to transfer from sit--\> stand in less than 5s
* feedback on execution:
* insuff trunk flex
* incorrect sitting pos. @ initiation
* incorrect pos. of feet
39
Knowledge of Results
KR
Feedback on \_\_\_\_\_\_\_
Outcome
\***gives info about TASK COMPLETION**
40
Knowledge of Results
Example
\*info about task completion\*
EX: goal to transfer from sit---\> stand in less than 5s
* info about task completion
* successful completion of the transfer
* time to complete transfer
41
KP vs. KR
Simple Example:
you are watching someone don their shirt, and he/she puts it on backwards
* KP
* you did not turn the shirt around first before you put your head thru neck opening
* KR: **better for LT learning!!!**
* ****your shirt is on backwards
42
Immediate vs. Summary Feedback
exactly what they sound like!!!
* **Immediate:**
* ****given after EACH trial
* **Summary:**
* ****given after a NUMBER of trials
* "summarize results"
43
Bandwidth Feedback
\*provided when a **certain lvl of accuracy is NOT achieved**
**ex. golf--\> as long as ball lands w/in 5ft of hole**
44
This type of feedback is MOST EFFECTIVE for long-term retention
Faded feedback
45
Early feedback should be:
**in Cognitive phase of motor learning**
* **Frequent**
* **concurrent**
46
Once performance improves....
Feedback should be:
* LESS freq, very brief
* focused on **precision**
* given in **summary**
47
What is significant about **Error Detection**
Pt MUST have opportunity to **sense** and **correct** errors in order to make improvements!
48
Remember these tips....
* **practice** of a given skill is the **KEY** to recovery of that skill
* PT must be structured to **give pts the greatest amt of effective practice**
* Pt must be allowed to **make** and **correct** mistakes
49
Goals of Practice (2)
* Acquisition---**acquiring the new skill**
* initial learning
* Retention and Transfer (**Generalizability)**
* **LT learning**
50
2 considerations for practice
1. Phys. practice
2. Mental practice
51
Mental practice aka
Cognitive rehearsal
52
W/ physical and mental practice....
what is most effective?
Combo of phys/mental practice
53
Mental practice can be used when?
before, during, after activity
54
Mental practice allows for correction of \_\_\_\_\_\_\_\_\_
errors in **execution**
55
Mental practice improves\_\_\_\_\_\_\_\_
concentration
56
Which type of mental practice more useful?
random vs. blocked
RANDOM
57
Physical practice is still Essential!!!
KNOW THIS!!!
58
Mental practice has been found to inc/improve 3 things:
1. inc **speed of task perform.**
**2.** improve **balance**
**3.** improve **task efficiency and accuracy**
59
Part Practice most useful when?
* Long task
* Diff. aspects
60
Whole Practice most useful when:
* Learner has **pre-req skills**
* task \< 1s
* **Minimal cognitive processing**
61
Practice: Part vs. Whole
See pic
62
Blocked Practice
tasks or sequence rep'd in a \_\_\_\_\_\_\_\_\_
task or seq. rep'd in a **very predictable way**
## Footnote
**ex. Steph Curry making 100 3pointers**
63
Blocked practice improves \_\_\_\_\_\_\_\_
Skill **Acquisition**
64
Serial Practice
"In a series..."
Tasks are **predictable** but **order is changed**
65
Serial Practice is BETTER for.....
Skill **retention** and **transfer**
66
Random Practice
KEY WORD: **Random**
Tasks are ordered **unpredictably** and **out of sequence**
67
Random practice is **BEST for**
Skill **retention** and **transfer**
\*meaning LT results!!!\*
ex. Now you can walk on linoleum, carpet, pavement, OR combo of all three!
68
Practice Scheduling:
Distributed (spread out)
vs.
Mass
see chart
69
Distributed practice or spread out
defined:
Rest pds \> practice time
70
Distributed practice results in:
INC performance
71
Distributed practice best for:
1. continuous tasks
2. complex tasks
3. learner w/ DEC motivation
72
Mass practice (practice all @ once)
defined:
Practice time \> rest pds
73
Mass practice results in:
INC retention
74
Mass practice best for:
1. discrete tasks
2. Learner w/ INC skill lvl
75
Facilitation of Skill Acquisition: 3 ways
1. Feedback
2. Guidance
3. Practice
76
Facilitation of Skill Acquisition:
## Footnote
**Feedback**
* Freq. AND Concurrent w/ performance
77
Facilitation of Skill Acquisition:
## Footnote
**Guidance**
* Manual guiding
* verbal cueing
78
Facilitation of Skill Acquisition:
**Practice**
* Blocked
* **correct ONLY sig. errors**
* allow for **problem solving**
79
Facilitation of **Skill Retention and Generalizability**
## Footnote
**3 ways**
1. Extrinsic (outside) Feedback
2. Guidance
3. Practice
80
Facilitation of Skill Retention and Generalizability
## Footnote
**Extrinsic Feedback**
* Faded and Summary feedback
81
Facilitation of Skill Retention and Generalizability
**Guidance**
* NO MANUAL GUIDANCE
* Do NOT overcue
* allow for error and refinement
\***remember we want them to *retain it***
82
Facilitation of Skill Retention and Generalizability
## Footnote
**Practice**
* Promote ENTIRE mvmt pattern
* Encourage **active problem solving**
* **Task oriented practice**
* RANDOM practice
* **Diversify!**
83
Summary of Tx Implications
* MIN. blocked practice
* EARLY random practice
* Change the environment (for transfer of skill)
* MIN. inappropriate feedback
**Practice problem solving is MORE EFFECTIVE for learning than simply repeating solution\*\*\***
84
Dual Tasks or **Task Loading**
exactly what it sounds like....
adding another task on to a task you're already doing!!!
* When skill is well learned, than any task **added to it makes it MORE diff.**
* ****perceptual
* cognitive
* motor
85
Perceptual manipulation
3 ex's
1. Eyes open/closed
2. Conflicting visual input (visual envir. doesn't change---lined paper in front of their eyes)
3. Confusing environment/hazard negotiation
86
Cognitive Manipulation
* simple arithmetic
* Abstract thought\*\*\*
* **backwards alphabet**
* **Serial 7's, etc..**
* ****count down FROM 7 starting w/ the # \_\_\_
87
Motor Manipulation
* Modify the environment
* **Additional mvmts**
* **ex's???**
* **stairs**
* **slippery surface**
* **sand**
88
What can we do to optimally structure **skill learning?**
\***Difficult but Doable\***
* achievable, **functional tasks**
* **CHANGE environment**
* **VARY cond's**
* **Consider spectrum of "difficulty"**
89
What can we do to optimally structure **Tx?**
* Instruct pt about goal **Carefully!**
* **UNCLEAR goal is NOT achievable!**
90
What MORE can we do to optimally structure **Tx?**
* Set up environment **as appropriate:**
* ****noisy vs. quiet
* visually busy vs. bland
* Internal controls or External controls
91
Optimally structuring **Tx**
* promote **selective attention**
* **exactly what it sounds like**
* **suggest mvmt patterns**
* structure practice to promote **active pt problem solving\*\*\*\***
92
Optimally structuring **Tx**
* provide feedback if necessary
* ex. if the pt cannot provide their own
* use a WIDE VARIETY of tasks
* **Maint motivation by changing intensity**
93
Optimally structuring **Tx**
* Do not treat EVERYTHING that is different from "Normal"
* ID which mvmts are "good enough" **and which need to be changed**
94
Session length and Freq vary depending on: 3
1. demand of task
2. skill lvl and endurance
3. nature of the skill
95
Session **Intensity:**
## Footnote
**depends on:**
* Indiv. clinician
* clinician avail.
* **severity of cond.**
* Guide to PT Practice
96
Negative implications of Motor learning intervents:
* DEC hands-on tx
* DEC verbal interaction w/ pt
* NOT ALWAYS successful for **seriously involved pts**
97
4 steps of the Motor Relearning Program
1. analysis of task
2. practice of the task
3. practice of **missing components**
4. Transference of training (how well does it transfer)
98
Analysis of the Task: 3 components
Observation
Comparison
Analysis
99
Analysis of the Task:
**Observation**
what do you see? How are they doing it?
## Footnote
**what motor strategy is your pt employing to accomplish the specific task?**
100
Analysis of the Task:
## Footnote
**Comparison**
* What **essential components** of the mvmt are
* present?
* absent?
* Abnormal?
101
Analysis of the Task:
## Footnote
**Analysis**
* WHY are these **essential components** absent or abnorm?
102
When it comes to practice of the **Missing Components**
## Footnote
**YOUR EXPLANATION**
Be CLEAR
Clear ID of the goal
103
KISS or...
Keep It Simple Student
* keep commands **simple and straightforward**
* **don't confuse pt**
* create goals that **motivate**
* "Once a person finds **meaning..**a sense of **purposefulness** is possible"
104
When it comes to **Goals...**
* use appr. words and demos that your pt can understand
* **then confirm that understanding!**
* Instructions about the activity should be offered about the **entire mvmt**
* ******describe the typ. speed and accuracy req'd**
105
Practice of the task
\_\_\_\_\_ of the task w/ ID of the \_\_\_\_\_\_
Explain task
ID goal
106
practice of the task
KISS instructions, then....
Practice + verbal/visual feedback + manual guidance
107
Practice of the task
RE-observe and \_\_\_\_\_\_\_\_
Re-observe and **encourage flexibility**
108
Practice of missing components:
## Footnote
**Explanation**
Clear ID of goal!!
109
practice of missing components:
## Footnote
**Instruction**
What do you want the pt to do?? What is **expected of them?**
## Footnote
**make the goal CLEAR**
110
PRACTICE of missing components
the equation...
Practice + Verbal and Visual feedback + Manual guidance
111
Practice of missing components
## Footnote
**Re-observe**
**Encourage flexibility**
* Re-observe
* did it work ?
* Encourage flexibility
* **let the pt be an active problem solver**
112
Transference of training means you give the opportunity for what?
give opportunity for **consistent practice in diff. contexts**
**OUT OF THE GYM!**
113
Transference of Training
**CRUCIAL to provide our clients w/ GREATEST volume of quality practice**
**Why??**
PRACTICE
MAKES
PERFECT!
**\*Perfect Practice Makes Perfect\***
114
Transference of training
give the opportunity for quality practice, **in varied contexts,** away from therapy gym
this encourages what?
Structured self-learning/practice
Involvement of other staff/disciplines
Involvement of family/friends
115
