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7333 Bringman > Exam 2- Motor control > Flashcards

Exam 2- Motor control Flashcards

1
Q

3 stages for motor

A

~motor control
~motor learning
~motor development

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2
Q

Motor Control

A

~The ability to regulate the mechanisms of movement
~The ability to maintain and change posture and movement
~Is the results of neurological and mechanical processes

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3
Q

Motor Learning

A

~The process that bring about the change in motor performance as a result of practice and experience
~Control will become learning

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4
Q

Motor Development

A

~Learning will become development
~Athletes have developed things
~Walking, rolling over, sit to stand, etc have been learned to develop over our years
**If a person has a stroke, that person has to relearn it (start over)
**Have to relearn the motor side again even though they know what it is like to do these tasks

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5
Q

How long does motor control last?

A

milliseconds

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6
Q

How long will it take to get motor learning?

A

hours, days, weeks depending on what you are learning

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7
Q

How long to get to motor development?

A

Takes months, years, decades

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8
Q

What are the 3 major categories of movement?

A

~individual
~task
~environment
*Bringman liked this

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9
Q

What are the 3 subcategories of Individual?

A

~Action
~Perception
~Cognition

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10
Q

Details on action of individual

A

~The specific task that you do; how the individual actually moves
~How do we do this task; what muscle do we use

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11
Q

Detail on perception of individual

A

~The sensory input the person is receiving while doing the movement
~How much input do we use- how much force for writing; etc

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12
Q

Details on cognition of individual

A

~Why are they doing it; reasoning behind the task
~How much attention are they giving to the task
~Emotions/ motivations- why are they doing the task (walking their child down the aisle)

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13
Q

What are the 3 subcategories of Task?

A

~mobility
~stability
~manipulation

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14
Q

Details on mobility of task

A

is the person mobile enough to do this task (ROM)

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15
Q

Details on stability of task

A

are you stable enough to do the task

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16
Q

Details on manipulation of task

A

~As other demands are applied to the task, is the person able to adjust to the task
~The ability to react and maintain

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17
Q

What are the 4 subcategories of Environment?

A

~regulatory
~non-regulatory
~predictable
~non-predictable

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18
Q

details on regulatory of environment

A

~Your task must conform to the env

~Walking a flat surface- staying on that surface (or staying in bounds at a basketball game)

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19
Q

details on non-regulatory of environment

A

~When there are outside forces that can cause a distraction

~All the distractions (fans distracting during a free throw; a person talking to you while walk)

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20
Q

details on predictable of environment

A

the env is always constant

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21
Q

details on non-predictable of environment

A

the env is not always constant

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22
Q

what are the 3 theories that were talked about?

A

~reflex
~top down
~systems

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23
Q

Details on reflex theory

A

~Complex movements can be explained by series ind reflex that causes movements
~Can be explained by stimuli
~Doesn’t give you top down control- just reflexive movements
~Doesn’t explain new movements
~If every time we touch something hot, we would jump back-reflex (But we can override a reflex)

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24
Q

Details on top down theory

A

~Another name is Hierarchical
~We have primitive reflexes and then we incorporate them
~We give all actions to the brain
~This would mean everything would have to go to the brain
~However, we still have reflexes that just enter the spine and cause an immediate response (When you step on a pin, just in the spine)

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25
Q

Details on Systems theory

A

~We can put all our systems work together to cause the movement
~Don’t worry about these theories too much

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26
Q

Which theory was feedback introduced in?

A

system theory

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27
Q

Details about feedback

A

~Allows the ind to know if previous attempts have been successful and to adapt accordingly
~Can have internal feedback to know how you are doing while you are doing the task

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28
Q

What are the two loops in feedback?

A

~open

~closed

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29
Q

Open feedback loops

A

~Not a real loop
~Have to wait until the movement is completed
~Playing golf- don’t know how you did until after the swing was over; throwing a ball

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30
Q

Closed feedback loops

A

~It’s a constant feedback (circular loop)
~As you are playing a game, you are constantly getting feedback on how you are doing and able to adjust how you are playing
~In a controlled manner, we get the feedback in, get more information in, adjust, etc

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31
Q

4 big concepts of motor learning

A

~Learning is the process of acquiring the capability of skilled action
~Results from experience or practice or both
~Motor learning cannot be measured directly- it can only be measured indirectly; can infer from behavior of their actions
~Learning produces relatively permanent changes in a behavior, thus short term adaptations in behavior are not thought of as learning but are thought of as performance (Until it is a constant behavior, it is not learned)

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32
Q

Phase of motor learning (3)

A

~cognitive
~associative
~autonomous

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33
Q

Details on cognitive phase of motor learning

A

~The task is new or the way they have to do the task is new
~The ind’s task may be new (stroke- new body, peds- young and have never done it)
~Learning what to do- imagery is important! (Have the patient visualize the task)
~Patient may not get past this phase; may always need help with this

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34
Q

Details on associative phase of motor learning

A

~How we learn to do the task
~Error detection; after each attempt of the task, we should be fine tuning the task
~This is where frustration can be a stumbling block
~Have to do something 300 times to remember it

35
Q

Details on autonomous phase of motor learning

A

~Task has been mastered and can be carried out with little attention
~Driving- we don’t even think about it
~Change comes very slowly; it’s hard to change if you are doing a task incorrectly

36
Q

Details on poor form

A

~Form fatigue
~You want to stop them before the pts are doing the wrong way
~You will be reinforcing the incorrect way
~You do not want them to learn the wrong way in associative phase, which will then become autonomous phase

37
Q

Intrinsic feedback

A

how did the movement feel

38
Q

Extrinsic feedback

A

~what were the results of the movement

~did it produce a positive results; what did the coach/ PT say about the results

39
Q

What is KR?

A

knowledge of results

40
Q

details on KR

A

~A type of extrinsic feedback
~What was the outcome of the action
~Optimal delay before you give feedback- 3 sec

41
Q

positive and negative of giving constant feedback

A

~positive- learn faster because you are constantly getting feedback
~negative- have a harder time retaining the results

42
Q

positive and negative of varied feedback

A

~positive- you will remember more

~negative- will take longer to learn

43
Q

details on summed feedback

A

~go through everything at the end

~giving a lot of feedback each time at the end

44
Q

details on faded feedback

A

~ give more in the beginning and then start to give less by the end
~let the pt become more independent

45
Q

What does KP stand for?

A

knowledge of performance

46
Q

details on KP

A

~Will tell what part you are doing well in, as well as the negative feedback
~Will end on a good note, but give positive feedback so that they know that they are at least doing something right

47
Q

what is feed forward?

A

~To tell them about what they were doing wrong beforehand, so you remind them how to do it correct
~When they keep making mistakes and give feedback after; not correcting- try feed forward

48
Q

Massed practice

A

~Practice time is greater than rest time
~Good: More reps, learn it quicker
~Bad: high risk of injury

49
Q

Distributed practice

A

~Rest is greater than or equal to practice time
~Good: won’t get as tired, won’t get form fatigue, less chance of injury
~Bad: will learn slower

50
Q

variable practice

A

~Will be changing some aspect of the task

~Are able to apply it to many different tasks (more variable)

51
Q

constant practice

A

~Will do the same task, everything is the same
~Good for one specific activity, but they don’t apply it to other tasks
~Often good for the beginning of learning a new task
~Takes less time to learn, but is not very transferrable

52
Q

blocked practice

A

~Will in blocks of the same tasks
~Will do 10 reps of this, 15 reps of that, walk for 5 min, etc
~Will be able to perform better

53
Q

random practice

A

~Will do random/integrated tasks
~The tasks are more fluid (like life is)
~Will be able to learn better

54
Q

what type of practice is best before the pt is ready to return home?

A

~massed
~variable
~random
*should be like a normal day

55
Q

Whole practice

A

~the whole task

~gait

56
Q

Part practice

A

~part of the task

~weight shift, step, hip flexion, DF, etc

57
Q

reverse order practice

A

~If the last step of supine to side lying are ok, but the first are not; can break it down and do just the last few step (plus one more)
~keep working on it until you have all parts

58
Q

carryover

A

~Does my pt remember what we worked on last time and are able to complete the task next visit
~The pt is able to complete when working with pt by the end of a pt session, but does not remember the previous day; every day is like a new day

59
Q

contextual interference

A

The ability to learn something from one task and take the task out of context to be able learn another similar task

60
Q

mental practice

A

~Imagery
~Visualize the task; have the pt just sit there and think about it
~cardiovascular training through imagery

61
Q

guidance

A

~Guiding/ Talking though the pts through the tasks

62
Q

ways to help guild/ train the pts

A

~written
~verbal
~visual
~tactile

63
Q

Non associative learning

A

~A repetitive single stimulus
~Can habituate (get used to and ignore; ignore child saying mommy, mommy, mommy) or sensitize (not used to it at the time and will react; wake up to a sound in the middle of the night)

64
Q

associative learning

A

~Associative one aspect of a movement with an attribute of another to become an integrated whole
~If this, than that

65
Q

procedural learning

A

~Once a task is learned, it will become second nature; it is a procedural- it is learned
~You don’t have to think about it any more

66
Q

declarative learning

A

~It is more intentional, we have to think more about it when we are doing the task
~When we are learning it, we have to think more about

67
Q

Who created the stages of development?

A

erikson

68
Q

what are the 8 stages of development?

A 
~infant
~late infant
~childhood
~school age
~adolescence
~early adult
~middle adult
~late adult
69
Q

What is the stage associated with infant?

A

trust vs mistrust

70
Q

What is the stage associated with late infancy?

A

autonomy vs shame or doubt

71
Q

What is the stage associated with childhood?

A

initiative vs guilt

72
Q

What is the stage associated with school age?

A

industry vs inferiority

73
Q

What is the stage associated with adolescence?

A

identity vs role confusion

74
Q

What is the stage associated with early adult?

A

intimacy vs role confusion

75
Q

What is the stage associated with middle adult?

A

generativity vs stagnation

76
Q

What is the stage associated with late adult?

A

ego integrity vs disperse

77
Q

Other details on infant stage

A

~Self-trust and attachment issues

~will attach to certain people and hate others

78
Q

other details on late infancy stage

A

~Independence and self control

~Are they able to do thing on their own

79
Q

other details on childhood stage

A

~Initiation of own activity

~Are you driven to do this or do you have to guilt them to do this?

80
Q

other details on school age stage

A

~Working on projects for recognition
~Being ind/ doing things on their own or are you as good as your peers
~Rubrics; short term, long term goals

81
Q

other details on adolescence stage

A

~Sense of self (physically, socially, sexually)
~Middle school/ high school
~Time bomb- find out how you should word everything

82
Q

other details on early adult stage

A

Relationship with significant other

~You are a relationship if the pt is isolated

83
Q

other details on middle adult stage

A

~Guiding the next generation
~You are bettering society or your are just working- not really going the way you thought it was going to be (depression- pain amped, tired)

84
Q

other details on late adult stage

A

~Elderly
~Sense of wholeness, vitality, wisdom
~Can you still hold on the positives or do you start to think that you are just going down hill

7333 Bringman (23 decks)

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