Cognitive and cerebellum disorders part 2 Flashcards
Types of practices
blocked practice
➤ Single motor skill is repeated
Example: AAABBBCCC
random practice
group of motor skills in random or unpredictable order
Example: ABCBACCAB
Better for retention
serial practice
group of motor skills in a serial or predictable order
Example: ABBABBABB
variable practice
➤ Practice varied motor skills
➤ Required to make rapid modifications of skill in order to match task demands
massed practice
working time>rest break
➤ Preferred for discrete tasks (tasks with specific recognized start and end points)
Example: throwing a ball
➤ Fatigue decreases performance, so be alert for and aware of fatigue during mass
practice
distributed practice
rest break>working time
➤ Used if individual has low endurance or fatigue or is mentally “checked out”
➤ Preferred for continuous tasks, superior performance
➤ Preferred most of the time
mental practice
➤ Cognitive rehearsal of task without physical performance
➤ Great for beginners!
transfer
■ Effect of previous practice of a skill on learning of a new skill
■ Can be positive (assisting learning) or negative (hindering learning)
whole transfer
simple training of the whole task
part transfer
complex task broken down into different subtasks
➤ Example: wheelchair training → locking brakes, lifting foot pedals, moving for-
ward in chair, and so one
3 parts of part transfer
Fractionization:
Segmentation:
Simplification:
fractionization
practicing individual limbs first for an asymmetrical coordinated task
segmentation
separating skill into parts and practicing them so the parts
build on each other
simplification
reducing object manipulation, cognitive load, or speed and
adding auditory cues
bilateral transfer
Improving performance with one, untrained limb results from practice of similar
movements with opposite, trained limb
lead up task
● Presented to learner for more information on complex task or activity
➤ Learning should begin with simple tasks and become more complex as the indi-
vidual demonstrates improved learning retention and ability to perform the task
➤ This can be a useful way to progress the patient and challenge them further
● Perform postural control in kneeling, half-kneeling, or plantigrade position before
standing
