L5 Functional Rehab Pt 1

Question 1

Motor Learning

Answer 1

Set of processes associated with practice or experience leading to relatively permanent changes in the capability for producing skilled action

Learning–> relatively permanent changes
Performance –> temporary change in motor behavior observed during practice

Question 2

Performance

Answer 2

quality, automaticity, level of effort, speed of decision-making

Question 3

Retention

Answer 3

skill demonstrated after a time period without practice

Question 4

Generalizability

Answer 4

Application of learned skill to other, similar tasks

example: bringing object to mouth –> feeding self with utensil –> brushing teeth)

Question 5

Resistance to contextual change

Answer 5

application of learned skill to other environmental contexts

Question 6

Motor development theories

Answer 6

normal progression of aging on molecular, cellular, tissue, systems levels

Question 7

Motor learning theories

Answer 7

understanding acquisition and/or modification of learning

Question 8

Motor control theories

Answer 8

theoretical ideas about control of movement

Question 9

Measures of Motor Learning

Answer 9

Performance
Retention
Generalizability
Resistance to contextual change

Question 10

Forms of Learning

Answer 10

Explicit declarative learning
Implicit nondeclarative learning

Question 11

Explicit, declarative learning

Answer 11

knowledge can be consciously recalled, requires attention, awareness, reflection

Question 12

Implicit non-declarative learning

Answer 12

Associative
Non-associative
Procedural

Question 13

Associative Implicit non-declarative learning

Answer 13

Prediction of relationships

Classical conditioning–> pavlovs dogs
Operant conditioning–> Consequences are used as conditioning

Question 14

Non-associative non-declarative learning

Answer 14

Habituation: decreased responsiveness

Sensitization: increased responsiveness following noxious or threatening stimulus

Question 15

Procedural non-declarative learning

Answer 15

learned tasked performed automatically without attention or conscious thought

Question 16

Schmidt’s Schema Theory

Answer 16

Motor programs contain generalized rules for a class of movements (SCHEMA) that an individual learns to apply to various contexts, rather than specific motor programs

suggest rules for creating spatial and temporal patterns of muscle activity

Implications: learning affected by extent AND variability of practice

Limitations: unclear how schema theory explains interactions with other systems during motor learning

Question 17

Things available in short term memory

Answer 17

1. Initial movement condition
2. Parameters used in generalized program
3. Outcome of movement
4. Sensory consequences of the movement

Question 18

Ecological Theory

Answer 18

Motor learning is a process that increases coordination between perception and action. both action and perception are incorporated into optimal task solution. Theory drawn from both systems and ecological motor control theories

Implications: distinguishes regulatory and non-regulatory cues for what is relevant to task. Creating optimal strategies through exploration of workspaces.

Limitations: not enough research

Question 19

Perceptual Cues

Answer 19

known as regulatory cues, integrated with movement strategies for a specific task

Roles in motor learning:
1. Relates to understanding of goal of task and the movements to be learned
2. Feedback–> knowledge of performance and results
3. Can be used to structure the search for solutions appropriate to task

Question 20

Optimal Theory

Answer 20

Motivational and attentional factors contribute to performance and learning by strengthening the coupling of goals to actions.

Emphasizes: enhanced expectancies for future performances, autonomy, external focus of attention

Proposes that dopamine levels are associated with expectancy of positive outcome of performance and skill practice

Question 21

Fitts and Posner’s Three Stage Model

Answer 21

Cognitive
Associative
Autonomous

Question 22

Cognitive Fitts and Posner’s Three Stage Model

Answer 22

Learners are trying to understand the basic mechanics of the skill and develop a mental representation of how it should be performed. Movements are slow, inconsistent and require significant cognitive effort

Ex: learning to ride a bike for the first time. Learner is focusing on balance, coordination, adjusting to prevent falling

Question 23

Associative Fitts and Posner’s Three Stage Model

Answer 23

Learners have basic understanding of the skill and begin to refine their movements through practice. Errors decrease, movements become fluid and efficient. Learners identify patterns and adjust techniques to improve performance

Ex: improving tennis serve. adjusting grip, using body rotation for power

Question 24

Autonomous Fitts and Posner’s Three Stage Model

Answer 24

increased automaticity of the skill, low degree of attention to the task itself. More available to scan environment or think about energy efficiency

Skills are executed smoothly and accurately, even in complex or changing environments. Learners are focusing on strategy vs mechanics

Ex: Professional dancers performing a dance. Can complete dance w/out focusing on it

Question 25

Bernstein's Three-Stage Approach to Motor Learning, Mastering degrees of Freedom

Answer 25

describes how the nervous system coordinates and organizes the multiple degrees of freedom (independent movement components) involved in complex motor tasks. 1. Novice 2. Advanced 3. Expert

Question 26

Novice in Bernstein's 3 stage approach

Answer 26

Learner experiences reduction in # of degrees of freedom of movement at a joint when novice. Learner gradually increases degrees of freedom. Focus on muscle tonicity to couple multiple joints or freeze Reducing complexity of movement by controlling certain aspects of it Learning to play a basic chord on a guitar; limiting the finger movements

Question 27

Advanced in Bernstein's 3 stage approach

Answer 27

learning more focused on synergies with increased task complexity and practice. learners gradually release some of the previously constrained degrees of freedom, allowing more natural and fluid movements Ex: guitar playing, changing pressure on the chords, changing finger placement

Question 28

Expert in Bernstein's 3 stage approach

Answer 28

learners fully exploit and coordinate all available degrees of freedom to execute the task efficiently and adapt to different conditions. Movements become highly skilled, coordinated, and adaptable, allowing for precise and nuanced performance Ex: guitar playing begins to incorporate medleys, songs, etc.

Question 29

Gentile's Two Stage Model

Answer 29

recognizes the importance of both understanding the basic mechanics of a skill and developing the ability to adapt and refine that skill in changing contexts Stage 1: Describes goal of the learner as developing an understanding of task dynamics (learning to dribble a basketball) Stage 2: Defines goal of the learner as refining movement for consistent and efficient performance (adapting to different dribbling environments)

Question 30

Intrinsic feedback

Answer 30

sensory information acquired during performance of a task

Question 31

Extrinsic Feedback

Answer 31

external feedback. presented during or after performance

Question 32

Knowledge of Results

Answer 32

augmented feedback with information about outcome

Question 33

Knowledge of Performance

Answer 33

augmented feedback with information about the movement characteristics themselves

Question 34

Summed feedback

Answer 34

after a set number of trials

Question 35

Fading feedback

Answer 35

decreasing over trials

Question 36

Bandwidth feedback

Answer 36

setting a certain parameter/time/accuracy for the skill to be performed

Question 37

Constant Practice

Answer 37

repetition, motor skill practiced repeatedly under same conditions

Question 38

Variable Practice

Answer 38

varied parameters

Question 39

Blocked practice

Answer 39

practice in predictable order in the same context

Question 40

Random Practice

Answer 40

practice in no predictable order for a group or class of motor skills

Question 41

Massed Practice

Answer 41

Relatively continuous, rest time is small, less than practice time ex: hour of music practice, taking a break for 15 minutes, beginning again

Question 42

Distributed Practice

Answer 42

relatively large rest time, larger than practice time

Question 43

Whole training

Answer 43

practice of the entire task

Question 44

Part training

Answer 44

breaking the task into interim steps

Question 45

Mental Practice

Answer 45

Cognitive rehearsal without physical performance of the skill itself, imagining the actions and movement

Question 46

Transfer practice

Answer 46

Transfer to new tasks Transfer to new environments