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Motor Development > Exam 1 > Flashcards

Exam 1 Flashcards

0
Q

Difference between skill and movement?

A

Skill implies a goal, while movement doesn’t always. Skills can consist of movements.

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1
Q

What is a “skill”?

A

The ability to bring about an end result with max certainty and min time/energy.

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2
Q

Minimization

A

Physical or mental energy conservation. Ability to pay little attention and free cognitive processes for other features of activity.

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3
Q

Closed skill?

A

Stable and predictable environment

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4
Q

3 elements critical to all skills ?

A

1) perceiving relevant environmental features
2) deciding where and what to do
3) producing movement to achieve goal

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5
Q

Open skills?

A

Variable and unpredictable environment

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6
Q

Examples of closed skills ?

A

Gymnastics, archery, typing.

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7
Q

Examples of open skills?

A

Football, wrestling, soccer.

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8
Q

Discrete skills?

A
  • defined beginning and end

- brief duration

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9
Q

Continuous skill?

A
  • no particular beginning or end

- longer duration

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10
Q

Tracking?

A
  • continuous skill

- controlling a lever, wheel, or handle, to follow the movements of a target track

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11
Q

Serial skill

A
  • group of discrete skills strung together
  • order of movements matters
  • moments are longer than discrete skills, but still have starts and ends
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12
Q

Proprioception

A

Knowing where you are in space, how our body parts relate to one another, timing, speed and force of our bodies.

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13
Q

Vestibular sense

A

Balance, where our heads and bodies are in relation to the earths surface. Sends sensory messages about balance and movement from eyes, neck and body to to CNS for smooth movement.

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14
Q

Closed Loop Control System

A

Executive (decision making about errors)
Effector (carrying out decisions)
Reference of correctness (feedback is compared against to define error)
Error signal (executive can act on)

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15
Q

Closed Loop Example

A

Goal: desired temp of house
Output: thermometer measures thermometer
Error: difference in temp
Exec: thermostat (sends info to effector)
Effector: furnace (changes temp)

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16
Q

Sensory integration

A

Neurological processes that organize sensation from ones own body and from the environment and make it possible to use the body effectively within the environment

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17
Q

Proximal senses

A

Vestibular, tactile, proprioceptive.

Primitive and primary

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18
Q

Distal senses

A

Vision and hearing.

Become more dominant with maturity

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19
Q

What does vestibular sense tell us?

A

Whether we are moving or still, whether objects are moving or motionless compared to our body.

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20
Q

What force does the vestibular sense rely on?

A

Gravity and how we experience it

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21
Q

Proprioceptive sense continued

A

Unconscious/subconscious

-muscle sense

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22
Q

Where are proprioreceptors located?

A

Muscles, skin, joints, ligaments, tendons, connective tissues

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23
Q

Why do we need proprioceptions?

A

Increase body awareness, motor control and awareness, body expression, motion sequencing, efficient movement, trusting our body

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24
Q

Sensory Nourishment

A

Adequate sensory stimulation at critical periods. Safe place to sensorily “explore” within reason

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25
Q

Adaptive Response

A

When a child/person can utilize sensory input to master a skill or meet a challenge in the environment. (Crawling up stairs, writing a name)

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26
Q

Neural plasticity

A

Ability of a structure and concomitant function to be changed gradually by it’s own ongoing activity.

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27
Q

Tactile Discrimination Deficits

A
  • difficult tactile interpretation
  • cant Identify by touch
  • fine more skills suffer
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28
Q

stereognosis

A

cant identify and object by touch

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29
Q

What are tasks difficult for someone with tactile discrimination deficit?

A
  • writing with a pencil
  • holding paper w one hand and cutting with the other
  • buttoning a shirt
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30
Q

proprioception deficits

A
  • cant receive reliable body position info- clumsy
  • must rely of visual cues/ cognitive processes for tasks
  • use too much force (writing, clapping)
  • breaking toys, bumping into others, misjudging personal space
31
Q

vestibular-proprioceptive deficits

A

-bilateral integration difficulties: delay in hand preference, can’t cross midline spontaneously, left- right discrimination

32
Q

praxis

A

the ability to conceptualize, plan, and execute a non-habitual motor act

33
Q

dyspraxia

A
  • new motor activities are hard
  • failure is frequent
  • hard to transition from one body movement to another
  • hard to sequence and time actions
  • hard to imitate others actions
  • poor directionality
  • poor ideation
34
Q

Postural control

A

ability to maintain body alignment while upright in space

35
Q

Antigravity movement steps

A

1-mobility: antigravity movement
2-stability:maintain weight bearing postures
3-mobility superimposed on stability
4-skill: combo of mobility and stability in non weight bearing

36
Q

Postural Reactions

A
  • maintain head alignment with body

- maintain upper and lower body alignment

37
Q

Righting Reactions

A
  • turning of head produces a roll
  • rotation of hips produces a roll
  • head position in response to body touching surface(supine or prone)
38
Q

Landau Reaction

A
  • maintain body alignment during prone suspension

- produced by neck, trunk, and leg extension

39
Q

Flexion Righting Reaction

A

Child is able to keep head aligned with trunk when pulled into sitting from supine

40
Q

Optical Righting Reflex

A

realigns head vertically when the body is displaced

-mediated by visual system

41
Q

Labyrinthine Righting Reflex

A

realigns head vertically when the body is displaced

-mediated by vestibular system

42
Q

Progression of protective reactions

A

forward>lateral>backwards

43
Q

Moro Reflex

A

infantile response to loss of balance

-moves arms out to side, palms up, then arms in, legs flexed

44
Q

Babinski Reflex

A

normal toe curl with touching on bottom of foot

abnormal toe extension in adults but normal in infants

45
Q

Asymmetric Tonic Neck Reflex

A

side facing extension and opposite side flexion

46
Q

symmetric tonic neck reflex

A

extend upper extremity while flexing lower extremity

47
Q

tonic labyrinthine reflex

A

flexion response from whole body when head is pushed down (prone)

48
Q

Stages of info processing

A

1: ID stimulus
2: response selection
3: movement programming

49
Q

Reaction Time Interval

A

time from when stimulus is presented to when a response begins

50
Q

Movement Time

A

time taken to complete the movement

51
Q

Response Time

A

Reaction Time + Movement Time

52
Q

Spatial Anticipation

A

what is going to occur and where

53
Q

Temporal Anticipation

A

when a stimulus is going to occur

54
Q

Ventral Stream

A

object ID
central field of vision
answers “What is it?”
conscious perception

55
Q

Dorsal Stream

A 
specialized movement control
entire visual field
non-conscious
fine motor control movements 
answers "Where is it?" "Where am I relative to it?"
56
Q

Stimulus that triggers vision?

A

light

57
Q

Visual info

A

spatial and temporal

58
Q

Eyesight

A

either we see or we don’t
we can’t be taught to see
born with

59
Q

vision

A

developed skill
through movement
movement teaches eyes to make SENSE of sights

60
Q

must haves for vision development

A

movement
balance
postural responses
muscle control

61
Q

Basic Visual Skills

A

acuity
adjusting from dark to light
accommodation (focus at varying distances)
detection of movement

62
Q

Binocularity

A

ability to move eyes together in coordinated way

form a single picture from images from both eyes

63
Q

Oculomotor Skills

A

fixation (focus on an object)
efficient movement from point to point
tracking a movement

64
Q

Discrimination Skills

A 
peripheral 
depth perception 
stable visual field (moving vs still)
Spatial Relationships
visual discrimination (differences in shape, size, pattern, form, position, color)
65
Q

Visual-Motor Skills

A

connect seeing with doing
hand-eye coordination
foot-eye coordination
eye-ear coordination

66
Q

Vision and Balance

A

optical illusions

holding a pose

67
Q

Poor Visual Discrimination

A

doesn’t perceive what is seen
difficulty discerning colors, shapes, numbers, letters, foreground-background
may miss social visual cues

68
Q

Poor Visual-Motor Skills

A

overreaching, stumbling, riding bike, tying shoes

69
Q

Poor hand-eye coordination

A

struggling using hands and eyes toegther

70
Q

poor foot-eye coordination

A

struggles with walking, running, sports

71
Q

poor eye-ear coordination

A

seeing then saying, speaking, writing, reading

72
Q

First sense to develop and when?

A

Vestibular, 9 weeks post conception

73
Q

What would a baby crossing midline be a sign of ?

A

Using both sides of the brain together

74
Q

Ideation

A

Ability to conceptualize what to do in a given situation

75
Q

Sensory defensiveness

A

Child is overwhelmed by ordinary sensory input and reacts defensively to it

76
Q

Gravitational insecurity

A

Over-responsiveness to vestibular sensations

Motor Development (3 decks)

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