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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
Sensory Nourishment
Adequate sensory stimulation at critical periods. Safe place to sensorily "explore" within reason
25
Adaptive Response
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)
26
Neural plasticity
Ability of a structure and concomitant function to be changed gradually by it's own ongoing activity.
27
Tactile Discrimination Deficits
- difficult tactile interpretation - cant Identify by touch - fine more skills suffer
28
stereognosis
cant identify and object by touch
29
What are tasks difficult for someone with tactile discrimination deficit?
- writing with a pencil - holding paper w one hand and cutting with the other - buttoning a shirt
30
proprioception deficits
- 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
vestibular-proprioceptive deficits
-bilateral integration difficulties: delay in hand preference, can't cross midline spontaneously, left- right discrimination
32
praxis
the ability to conceptualize, plan, and execute a non-habitual motor act
33
dyspraxia
- 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
Postural control
ability to maintain body alignment while upright in space
35
Antigravity movement steps
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
Postural Reactions
- maintain head alignment with body | - maintain upper and lower body alignment
37
Righting Reactions
- turning of head produces a roll - rotation of hips produces a roll - head position in response to body touching surface(supine or prone)
38
Landau Reaction
- maintain body alignment during prone suspension | - produced by neck, trunk, and leg extension
39
Flexion Righting Reaction
Child is able to keep head aligned with trunk when pulled into sitting from supine
40
Optical Righting Reflex
realigns head vertically when the body is displaced | -mediated by visual system
41
Labyrinthine Righting Reflex
realigns head vertically when the body is displaced | -mediated by vestibular system
42
Progression of protective reactions
forward>lateral>backwards
43
Moro Reflex
infantile response to loss of balance | -moves arms out to side, palms up, then arms in, legs flexed
44
Babinski Reflex
normal toe curl with touching on bottom of foot | abnormal toe extension in adults but normal in infants
45
Asymmetric Tonic Neck Reflex
side facing extension and opposite side flexion
46
symmetric tonic neck reflex
extend upper extremity while flexing lower extremity
47
tonic labyrinthine reflex
flexion response from whole body when head is pushed down (prone)
48
Stages of info processing
1: ID stimulus 2: response selection 3: movement programming
49
Reaction Time Interval
time from when stimulus is presented to when a response begins
50
Movement Time
time taken to complete the movement
51
Response Time
Reaction Time + Movement Time
52
Spatial Anticipation
what is going to occur and where
53
Temporal Anticipation
when a stimulus is going to occur
54
Ventral Stream
object ID central field of vision answers "What is it?" conscious perception
55
Dorsal Stream
``` specialized movement control entire visual field non-conscious fine motor control movements answers "Where is it?" "Where am I relative to it?" ```
56
Stimulus that triggers vision?
light
57
Visual info
spatial and temporal
58
Eyesight
either we see or we don't we can't be taught to see born with
59
vision
developed skill through movement movement teaches eyes to make SENSE of sights
60
must haves for vision development
movement balance postural responses muscle control
61
Basic Visual Skills
acuity adjusting from dark to light accommodation (focus at varying distances) detection of movement
62
Binocularity
ability to move eyes together in coordinated way | form a single picture from images from both eyes
63
Oculomotor Skills
fixation (focus on an object) efficient movement from point to point tracking a movement
64
Discrimination Skills
``` peripheral depth perception stable visual field (moving vs still) Spatial Relationships visual discrimination (differences in shape, size, pattern, form, position, color) ```
65
Visual-Motor Skills
connect seeing with doing hand-eye coordination foot-eye coordination eye-ear coordination
66
Vision and Balance
optical illusions | holding a pose
67
Poor Visual Discrimination
doesn't perceive what is seen difficulty discerning colors, shapes, numbers, letters, foreground-background may miss social visual cues
68
Poor Visual-Motor Skills
overreaching, stumbling, riding bike, tying shoes
69
Poor hand-eye coordination
struggling using hands and eyes toegther
70
poor foot-eye coordination
struggles with walking, running, sports
71
poor eye-ear coordination
seeing then saying, speaking, writing, reading
72
First sense to develop and when?
Vestibular, 9 weeks post conception
73
What would a baby crossing midline be a sign of ?
Using both sides of the brain together
74
Ideation
Ability to conceptualize what to do in a given situation
75
Sensory defensiveness
Child is overwhelmed by ordinary sensory input and reacts defensively to it
76
Gravitational insecurity
Over-responsiveness to vestibular sensations

Motor Development (3 decks)

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