L6 Functional Rehab Pt 2

Question 1

External Focus of attention

Answer 1

focus is on the intended movement effect (touch that wall while swimming)

Question 2

Internal focus of attention

Answer 2

focus is on the body movements
(fingers and arms need to extend more while swimming)

Question 3

Recovery of function

Answer 3

motor relearning and the recovery of skilled action

may be spontaneous or forced via targeted and specific interventions

Question 4

Recovery

Answer 4

regaining ability to perform a complex activity, or function, lost after injury

achieving the functional goal in the same way it was performed before injury

Question 5

Compensation

Answer 5

alternative strategies adopted to complete a task

Question 6

Recovery Factors

Answer 6

Stage of development (age)
characteristics of a lesion or injury
preinjury neuroprotective factors (nutrition, wellness)
postinjury factors (medicine, exercise, etc)

Question 7

Guidance Learning

Answer 7

providing learners with external assistance or support to help them perform a skill correctly, especially during the early stages of learning

can be physical, verbal, visual

Question 8

Discovery learning

Answer 8

encourages learners to actively explore and uncover information or concepts on their own

learners are encouraged to engage in problem solving, critical thinking, and experimentation

Question 9

Fitts and Posner Three Stage Model

Answer 9

describes the progression of skill acquisition through three stages: the cognitive stage, the associative stage, and the autonomous stage

Question 10

Characteristics of Cognitive Stage

Answer 10

“what to do”–> learning how to ride a bike initially

1. Develop an understanding of task
2. Assesses task demands, abilities
3. Identify and select responses, initial trials
4. Structures motor program
5. Modifies Initial responses

Question 11

How to facilitate learning during the cognitive stage

Answer 11

-> focus on understanding of purpose of task and direct individual to critical events of the task

Avoid stressors, mental fatigue

Reduce extraneous stimuli, distractors

Initial practice: emphasis on controlled movements, distributed practice for complex tasks, mental practice, variable

Question 12

Feedback during Cognitive Stage

Answer 12

Emphasis on sensory systems, intrinsic and extrinsic, use vision, use reinforcements.

KR: Focus on successes and eval of own performance

KP: Focus on consistent, not random errors

vary the schedule of feedback

Question 13

Characteristics of Associative Stage

Answer 13

Ex: improving tennis serve. After mastering basics, focus on refining your technique, adjusting your grip, etc

1. Practice movements
2. Refine motor program
3. spatial, temporal organization
4. decrease in errors
5. some decrease in dependence of visual feedback, increased use of proprioceptive, less cognitive monitoring

Question 14

Associative Stage Feedback

Answer 14

Facilitate improved self-eval, decision-making skills, avoid physical guidance with movements

KR: Focus on functional outcomes
KP: focus on consistent, not random errors

Schedule: motivational of self-assessment for achievements. avoid excessive augmented feedback, vary schedule

Question 15

How to facilitate learning during the associative stage

Answer 15

Organize practice: emphasis on consistency of performance, variable and random sequences of related skills for improved retention

Structure environment: progress toward changing environments, increased extraneous distractions, prepare learner for home, community and work environments

Question 16

Characteristics of Autonomous Stage

Answer 16

Practice movements
continues refinement
highly organized spatial and temporal parameters
movements largely error-free
cognitive monitoring very minimal

Question 17

Feedback of Autonomous Stage

Answer 17

Learner can demonstrate appropriate self-evaluation, decision-making skill

KR: occasional when performing errors
KP: occasional when errors

Question 18

How to facilitate learning during the autonomous stage

Answer 18

Organize practice: High emphasis on consistency in variable environments, variation of tasks, high levels of massed practice

Structure environment: vary to increase challenge, help facilitate readiness for home, community, work as well as competitiveness if appropriate