Lecture 4: Motor Learning

Question 1

Motor development

Answer 1

change in motor behavior over the lifespan

Question 2

Motor development is determined by

Answer 2

merging of genetic predisposition for movement and our experiences

Question 3

A child who is promoted to walk despite being concerned for safety or falling well learn how to walk ___ than a child who is prevented from walking due to safety concerns

Answer 3

faster

Question 4

Motor development theory: Neuronal Group Selection theory phase 1

Answer 4

basic movement patterns generated

Question 5

Neuronal group selection phase 2

Answer 5

sensory feedback from experience

Question 6

Neuronal group selection phase 3

Answer 6

resulting adaptation and strengthening of movement pattern

Question 7

Motor learning is the process by which

Answer 7

an individual learns or modifies a motor task

Question 8

Motor learning is impacted by:

Answer 8

characteristics of the task, the learner, and the environment

Question 9

There are variations in motor learning between

Answer 9

children and adult learners

Question 10

Fitts stages of motor learning - cognitive stage

Answer 10

active involvement of individual - goal

• have to think very hard about the task
• usually used when first introduced to a task
• individual tries a variety of strategies to achieve the movement goal

Question 11

Fitts stage of motor learning - associative stage

Answer 11

learner has developed the general movement pattern necessary to perform the task and is ready to refine and improve the performance of the skill

refining performance; making subtle adjustments to adjust errors and to adapt to the sill to varying environmental demands

focus switches from “what to do” to “how to do”

Question 12

Fitts stage of motor learning - autnomous stage

Answer 12

consistent, efficient performance

• able to attend to other components of the task, such as scanning for subtle environmental obstacles
• better able to adapt to changes in features in the environment

Question 13

3 Stages of skill acquisition

Answer 13

1. acquisition
2. retention
3. transfer

Question 14

Motor development theory: Dynamic systems theory

Answer 14

• system that changes over time
• development of control of the body systems involved in movement occurs asynchronously
• the interface of the mover, the task, and the environment is where the movement pattern emerges to best fit the needs at that time
• both the body systems involved in movement and psychological understanding of the mind and body are maturing over time to provide motivation, ideation and understanding

Question 15

blocked practice

Answer 15

same task is repeated several times in a row

• one task is practiced several times before a second-task is practiced
• helps someone improve form on a task in an isolated setting but does not seem to translate into performing that skill in a natural situation
• best used in early stages of learning brand new skills that have never been done; early cognitive stages of learning for children and individuals with cognitive impairments (down syndrome)

Question 16

random practice

Answer 16

variety of tasks are practiced in a random order

• one skill rarely practiced two times in a row
• adults learn better from random practice; retention and transfer of motor skills is stronger following random practice
• best for killed learners because it allows them to derive a range of solutions to the task that can be used at a later time

Question 17

mixed practice

Answer 17

episodes of both random and blocked practice are incorporated into the practice session

Question 18

constant practice

Answer 18

individual practices one variation of a movement skill several times in a row
example: repeatedly practicing standing up from aa wheelchair and throwing a basketball into a hoop

Question 19

variable practice

Answer 19

learner practices several variations of a motor skill

ex: rehab pt practices standing up from wheelchair, standing up from bed, standing up from floor, etc
- useful in helping a learner generalize a motor skill over a wide variety of environmental settings

Question 20

whole task practice

Answer 20

a task can be practiced as a complete action

-continuous tasks like walking, running, stair climbing are more effectively learned with whole task practice

Question 21

part practice

Answer 21

task is broken up into component parts
-useful for skills that can be broken down into discrete parts (i.e., transgering out of a wheelchair, a child dressing themselves)

Question 22

concurrent feedback

Answer 22

information given during task performance

• when used too frequently it can impede learning because the learner becomes dependent on it
• beneficial when a child is learning a new task; need to be specific

Question 23

terminal feedback

Answer 23

feedback given at the end of the task

• knowledge of results: successful or not
• knowledge of performance: execution of th etask

Question 24

Intrinsic feedback

Answer 24

internal feedback received during and after the execution of a movement

Question 25

extrinsic feedback

Answer 25

external feedback received after the movement is compeleted