VIVA - random knowledge Flashcards
(31 cards)
Motor learning stages (stage - characteristics – best practice type)
Cognitive - inconsistent, requires attention – blocked, part practice
Associative - more fluid, reliable, less conscious – begin random, combine whole practice
Atonomous - consistent, automatic, adaptable – random, whole practice
Motor control centres (BCCP)
- Basal Ganglia – movement initiation/refinement
- Corticospinal Tract – signal conduction
- Cerebellum – coordination
- Peripheral nerves – motor/sensory pathways
Sensory control systems
- Vision, vestibular, somatosensory (kinaesthesia, touch, pain)
Higher cortical in biomechanics CPV
- Cognition, perception, verticality
Whole and part practice?
Whole Practice
Used when Ptx can complete movement with appropriate form (e.g., STS)
Encourages independence, function
Needed for safety and real-world transfer
Part Practice
Used when Ptx struggles with movement (e.g., STS)
Targets strength, flexibility, timing
Useful for rehab if patient is weak or unsafe
Part practice techniques SS
- Segmentation – break task into parts
- Simplification – adjust conditions (e.g. raised plinth)
Practice variability BVR
- Blocked: repeat same skill with no changes
- Varied: predictable changes to conditions
- Random: unpredictable, high-context interference
High variability - Better for retention & transfer
What practice to use at cognitive, associative and autonomous stage of learning?
Cognitive - blocked, part practice
Associative - begin to introduce variability
Autonomous - random, whole practice
What might go wrong - reduced PROM hip/knee extension
Body stays upright, can’t extend leading to short steps, early/excess heel rise, lumbar lordosis
What might go wrong - reduced PROM ankle DF
Tibia can’t progress forward -> knee hyperextension, toe walking, compensatory hip flexion
What might go wrong - calf weakness
Can’t stabilise for heel rise causing loss of heel lift, short steps or lack of forward progression, collapse in end-range DF if control is poor
Types of intrinsic and extrinsic feedback
Intrinsic - Visual, proprioceptive, auditory, vestibular
Extrinsic - Instructions, demonstrations, touch, metronome, music
- Intrinsic feedback is automatic from movement itself
- Extrinsic feedback supports learning when intrinsic is impaired
Avoid over-reliance on external feedback – can hinder long-term independence.
Best practice for feedback
- Use external focus
- Provide less frequent, delayed feedback
- Support with gestures, demonstrations, tactile guidance
Common Compensations for Poor Swing Shortening
Hip hitch Lifts pelvis on swing side
Trunk lean Leans trunk to clear leg (can mimic Trendelenburg)
Circumduction Foot moves in a lateral arc due to lack of flexion
Vaulting Contralateral plantarflexion to raise body
Ankle is in plantarflexion, quads are weak, whats up?
When in plantarflexion the GRF moves forward creating knee hyperextension, if knee extensors are weak, there will be huge reliance on passive structures (long-term strain on passive knee structures).
Measurable tests to observe movement
- 10m Walk Test
- Timed Up and Go (TUG)
- 5x Sit-to-Stand
- Berg Balance Scale
- 6-Minute Walk Test
Cortical Regions & Roles
- Frontal lobe – planning, decision-making, inhibition (lesion: apathy, impulsivity)
- Right fronto-parietal – spatial perception (lesion: neglect, agnosia)
- Left fronto-parietal – language and motor planning (lesion: aphasia, apraxia)
- Occipital lobe – visual processing
Common disorders to note
- Dysexecutive syndrome – poor judgement, abstract thinking
- Unilateral neglect – ignoring one side of space (typically left)
- Asomatognosia – body schema dysfunction
- Lateropulsion – active pushing toward affected side
- Aphasia – speech/language impairment
- Motor apraxia – impaired motor planning (not due to weakness)
Challenges to STS
- Forward CoM translation – limited by poor proprioception, ankle mobility, fear of falling
- Upward CoM translation – requires quadriceps and glute strength
- Balance transition – BOS narrows rapidly; coordination and postural control critical
Principles of Motor Learning
- Learning must be inferred through performance.
- Requires specific, meaningful practice with the right complexity.
- Supported by neuroplasticity – brain reorganisation through experience.
Factors that affect learning
- Task complexity (discrete vs continuous, dual-tasking)
- Environmental factors (open/closed, predictable/unpredictable)
- Learner factors (motivation, impairments, engagement)
Assisting STS (Hemiparesis)
- Support weak knee to prevent collapse
- Hands on thorax or ischial tuberosity to assist
- Raise plinth height, ensure good pelvic and foot position
Types of Rolling in bed
- Segmental Roll:
o Pelvis and upper trunk move independently
o Used in rehab to improve control - Log Roll:
o All body segments move as one
o Used post-surgery to reduce pain/movement
Follow IRIS to promote plasticity, what is IRIS?
- Importance
- Repetition
- Intensity
- Specificity
