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Developmental Concepts > Lec 5 > Flashcards

Lec 5 Flashcards

1
Q

Motor Control

A

the ability to regulate or direct the mechanisms essential to movement

information processing that organizes the musculoskeletal system to create coordinated, goal-directed movement

feed-forward and feed-back strategy

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2
Q

movement emerges from the interaction of three factors

A

individual
task
environment

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3
Q

Constraints on movement: individual

A

action, cognition, perception

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4
Q

Action (Individual)

A

body is characterized by a high number of muscles and joints, all of which must be controlled during the execution of coordinated, functional movement

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5
Q

degrees of freedom problem

A

choosing among equivalent solutions and then coordinating the many muscles and joints involved in a movement

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6
Q

Perception (Individual)

A

integration of sensory impressions into psychologically meaningful info

info about state of body and the environment

peripheral mechanism and higher-level processing that adds meaning to afferent info

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7
Q

Cognition (individual)

A

attention, planning, problem solving, motivation and emotional aspects of motor control

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8
Q

single vs dual task control

A

running on a treadmill vs being in the school with shoving and carrying things

move functionally with many demands on the body systems

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9
Q

Task

A

nature of task being performed determines the type of movement needed so several classification parameters have been developed

understanding the nature of the tasks can provide a framework for functional evaluation and can serve as a progression for retraining functional movement

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10
Q

Task Classification; functional categories

A

bed mobility tasks
Transfer tasks
Walking and ADLs

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11
Q

Task Classification; critical attributes that regulate neural control mechanisms DISCRETE VS CONTINUOUS

A

discrete - definite beginning and end

continuous - no recognizable beginning and end points, end point is not an inherent characteristic of task (walking, running, swimming)

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12
Q

Task Classification; stable vs in motion

A

stability; stable base of support
mobility - moving base of support

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13
Q

task classification; whether object manipulation is required

A

sequenced task - increase the demand for stability (standing and lifting)

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14
Q

Task classification; movement variability

A

open - constantly changing or unpredictable environments (crossing busy street)

closed - relatively fixed, predictable environments (getting on and off toilet)

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15
Q

Environment

A

classified by whether features of the environment shape the movement itself

regulatory - movement must conform to regulatory features in order to achieve the goal of task (ex; different sized cups require different grasping patterns; walking on an uneven grassy surface impacts the gait pattern differently than walking on smooth floor) *these features shape the movement itself

non-regulatory; movement does not have to conform to these features, may or may not affect movement (background noise, lighting)

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16
Q

Systems Theory

A

describes the body as a mechanical system with many degrees of freedom that need to be controlled

hierarchical control exists to simplify control of many DFs; higher level of nervous system activate lower levels, which activate synergies (group of muscles)

as demands of a task increase, control signals to synergy increase (parallel increases in activation in all muscles) if you start juggling, youre going to need more synergies invovled

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17
Q

Systems theory: Movement emerge from __

A

interplay between the body system, external force, and variations in the initial condition

same central command can result in different movements

different commands could result in the same movement

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18
Q

Dynamic systems theory

A
  • similar to systems theory but de-emphasizing the notion of commands from CNS in controlling movement and seeking physical explanations

self-organization (systems come together in an ordered way, dont need higher center for commands)

  • new movement emerges because of a circitcal changes in one of the systems called controlled parameter (ex; velocity)

*variability

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19
Q

Dynamic systems - Variability

A

variability is not considered to be the result of error but rather a necessary condition of optimal function

optimal variability provides flexible, adaptive strategies and allows for adjustments to environmental changes

too little variability can lead to injury, too much can lead to impaired movement (ataxia - walking with limbs all over the place, on and off)

small amount of availability indicates a highly stable behavior or a preferred pattern viewed as attractor state

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20
Q

Dynamics system - Attractor well

A

the deeper the well, the harder it is to change preferred pattern, suggesting a stable movement pattern

less ability to have variability

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21
Q

controlled parameters

A

a variable that regulates changes the behavior of the entire system

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22
Q

Theoretical framework

A

theoretical framework is the basis for clinical methods related to examination and intervention in patients with neurological and ortho problems (any problems!)

theory helps us to generate research questions and hypothesis about the nature and cause of movement

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23
Q

Motor Learning

A

study of the acquisition and/or modification of movement

in the context of recovery of function is referred to the re-acquisition of movement skills lost through injury

motor learning emerges from a complex of perception, cognition, and action processes

the search for a task solution that emerges from an interaction of the individual with the task and the environment; task solutions are new strategies for perceiving and acting

24
Q

Four concepts of motor learning

A
  • learning is a process of acquiring the capability for skilled action
  • learning results from experience or practice
  • learning cannot be measured directly, referred from behavioral changes
  • learning produces relatively permanent changes in behavior
25
Q

Performance

A

temporary change in motor behavior observed during practice

look at ex

26
Q

Learning

A

relatively permanent change in behavior and involved in skill retention

look at example

27
Q

Motor learning theories

A

adams closed loop theory

schmidts schema theory

ecological theory

28
Q

Closed loop

A

control achieved by feedback

Adams closed-loop theory; sensory feedback from ongoing movement is compared with the stored memory of the intended movement

29
Q

Open loop

A

execution of preprogrammed movements called a motor program without perceptual feedback,

no positive feedback of a moving object

“muscle memory”

ex: Schmidts Schema theory emphasizes open loop control processes and the generalized motor program concept

30
Q

Fitts and Posner Three Stage Model

A

cognitive stage - what is it that must be done?

Associative stage - how should it be done?

Autonomous stage - what presents success?

31
Q

FITTS Cognitive stage

A

what must be done

involves understanding the task and selecting a strategy for the optimal performance

characterized by large number of errors and requiring a high degree of cognitive activity such as attention

improvements in performance are large

32
Q

FITTS Associative stage

A

how should it be done

  • best strategy selected
    begins to refine the skill
  • characterized by small variability of performance and slow
  • begins to refine skill
33
Q

FITTS Autonomous stage

A

what presents success

perform skill automatically with a low level of attention

the person is ready for advanced challenges such as dual task performance

34
Q

Systems 3 stage model

A

based on systems theory of MC with emphasis on learning to control the degrees of freedom of the body segments

  1. Novice stage
  2. Advanced Stage
  3. Expert stage
35
Q

Novice stage 3 Systems stage model

A

Freeze degree of freedom

learner simplifies the movement by stiffening body segments in an attempt to control the degree of freedom and complete the task

learned can perform the task accurately but inefficiently

36
Q

Advanced Stage
3 Systems stage model

A

Release additional of degree of freedom

Biomechanical constraints and degree of freedom are being refined. Muscle synergies across number of joints would be used to create a well-coordinated movement; Co-contraction of agonist and antagonist is reduced

37
Q

Expert Stage
3 Systems stage model

A

Release all DF

learn to use energy more efficiently by taking advantage of passive forces increasingly in movement control and reduce fatigue; movements are optimally controlled

38
Q

Gentle two stage model

A

describe the learner’s goals in two stages

  1. Understanding the requirements of the movement
  2. refine the movement (fixation/diversification)
39
Q

Stage 1 Gentle Model

A

understand requirements of the movement

  • goal of task
  • develop an appropriate movement strategy to achieve the goal
  • task and environmental features critical to the movement
  • learn to distinguish relevant or regulatory features of the environment from those that are non regulatory
40
Q

Stage 2 Gentle Model

closed vs open skills

A

refine the movement

  • the ability to adapt movement to changing task and environmental demands while performing the task consistently and efficiently

closed skills require fixation - have minimal variation and require movement consistency

open skills require diversification - performed in changing environments and require movement diversity

41
Q

Acquisition or practice phase

A

initial fumbling

skills are learned or relearned

indicated performance

42
Q

retention and transfer phase

A

mastery of a skill

information stored for retrieval and application to novel situation

indicates learning

43
Q

Practice

A

continuing and repetitive effort to become proficient in a skill

practice should be accurate (faulty may lead to development of bad habits)

practice should be active, not passive, initiated by patient

44
Q

What are 2 key components of practice

A

practice should incorporate enough variability to allow a patient to explore the perceptual-motor workspace and to discover solutions to movement dilemmas

should be task specific

45
Q

intrinsic feedback

A

via the various sensory systems

may be distorted in patients with neuro lesions

46
Q

extrinsic feedback

A

come from the external resource

provide person with knowledge of results (KR) or knowledge of performance (KP)

KR; terminal feedback
KP: movement pattern

47
Q

Massed vs Distributed practice

A

massed practice - defined as a session in which the amount of practice time in a trial is greater than the amount of rest between trials

distributed - a session where the amount of rest between trials is equal to or greater than the amount of time for a trial

48
Q

constant vs variable practice

A

constant - learners practice a skill repeatedly under the same parameter setting

variable - learner practices a skill under a variety of parameter settings

49
Q

random vs blocked practice

A

random - learners practice a set of motor tasks in a random order

blocked - learners practice a set of motor tasks in a fixed order

50
Q

Whole vs Part practice

A

Whole; practice the entire movement at once

Part; break down the task into different components

51
Q

Transfer (Practice)

A

amount of transfer is dependent on the similarity between two tasks/environments so that the neural processing demands would be similar

52
Q

Mental practice

A

supplementary motor cortex

enhances skill acquisition

53
Q

Guidance vs Discovery

A

presence of physically guidance

unguided conditions less effective for immediate skill acquisition but more effective for transfer

54
Q

the brain is ___

key learning elements for all ages

A

dynamic organ, some plasticity continues throughout life

environmental considerations
motivation
attention
guidance and instruction
selection fo feedback and practice

55
Q

Learning changes related to aging

A

processing new info typically takes longer due to normal age-related changes in the CNS

adapting both the principles of motor learning and the environment in which skills are practiced are key elements when working with older adults

essential component for geriatric rehab

56
Q

Ability to learn is dependent on

A

intelligence

learning sills acquired over the years

flexibility of learning style

various non-cognitive factors

Developmental Concepts (4 decks)

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