Lecture Four: Motor Learning Flashcards
What is the Definition of Motor Learning?
The study of the acquisition and/or modification of skilled action
- Is a process of acquiring the capability for skilled action
- Learning results from practice or experience
- Learning cannot be measures directly- it is inferred from behavior
- Produces relatively permanent changes in behavior
Motor learning emerges from
Perception —>Cognition —> Action Processes
Interaction with : Individual, task, and Environment
Motor learning focuses on
- Acquisition/Modification of movement
- Reacquisition of Movement
Components of Motor Learning
- Sensory Processing
- Motor Skill Acquisition
- Ability to perform a skill during various conditions
- Retention/Memory of an Acquired skill
Motor Performance vs. Motor Learning
Motor Performance is the temporary change in motor behavior observed during practice sessions- may not be retained
Motor Learning is Relatively permanent change in motor performance
Performance Vs. Learning
Performance during practice
Learned Skill = Retention
Performance Characteristics of Skills
- Improvement
- Consistency : able to do the skill over time
- Stability: can do the skill well
- Persistence : will stick with it
- Adaptability : can apply the skill to different environments
Forms of learning and long term memory
Implicit/Procedural Learning and Memory
Explicit( Declarative) Learning & Memory
Implicit/Procedural Learning and Memory
Learned behaviors or habits that are performed automatically without excessive mental concentration
Explicit( Declarative) Learning & Memory
Learning of factual knowledge that can be consciously recalled: requires awareness, attention reflection
Theories of Stage of Motor Learning
- Fitts and Posner Three Stage Model
- Bernstein’s Three- Stage Model
- Gentile’s Two Stage Model
Fitts and Posner
3 Stages: Cognitive Stage–> Associative Stage –> Auntonomus Stage
Fitts and Posner
3 Stages: Cognitive Stage–> Associative Stage –> Auntonomus Stage : Skill is becoming automatic; little cognitive attention needed
Bernstein Three Stage Model( System)
Novice --> Advanced Stage --> Expert Stage Novice - Constraining degrees of freedom -Decreased efficiency and flexibility Advanced Stage - Releasing degrees of freedom - Use of muscle synergies Expert Stage -Efficient and Coordinated -Incorporates use of other systems( mechanics) for efficiency
Gentile’s Two Stage Model
First Stage—> Second Stage
First Stage
- Develops an understanding of task dynamics and possible movement strategies
Second Stage
- Fixation/Diversification stage- refine movement
-Develop ability to adapt to changing task and environmental conditions
-Learn to perform task consistently and efficiently
What is Fixation/Diversification
Open vs closed skills
Open Skill
A skill performed in an environment that is unpredictable or in motion that requires individuals to adapt their movements in response to dynamic properties of the environment
Closed Skill
A skill performed in an environment that is predictable or stationary and that allows individuals to plan their movements in advance
Practice levels
Intensity: LOTs of Practice
Not just reps
Practice Considerations
Specificity
Variability
Specificity
Practicing a task in a n environment as close as possible to the one the patient is expected to function in : practicing a task in one environment does not necessarily mean that skill will transfers to another environment
Variability
Variability in practice allows for variability in performance
Practice Conditions
- Blocked vs. Random
- Whole vs. Part
- Massed vs Distributed
- Constant vs. Variable
- Mental Practice/Imagery
- Guidance vs. Discovery
Blocked vs. Random Practice
Blocked : Repeat the same skill several time ( XXXXX)
Random: Practice several skills in a randomized time( XXZYXYY)
Serial: Practice several skills in the same order/pattern (XYZXYZXYZ)
Blocked Design
Has increased initial performance and a decrease retention
Random/Serial Design
Has decreased initial performance, and increased retention and learning
Whole vs. Part Practice
Whole: the entire task
Part Practice: Breaking down the task into interim steps
Part Progressive training: learn one part of a task in isolation, then move on to learn the next part in isolation, and progressively adding a new part after the previous part has been mastered
Massed vs Distributed
Massed: Amount of practice time in a trial is greater that amount of rest between trials
Distributed: Amount of practice time in a trial in less that amount of rest between trials
Constant vs. Variable
Variable practice increases ability to adapt and generalize learning
Mental Practice/ Imagery
The act of performing the skill in one imagination, without any action involved
- Most effective in combination with physical practice
- Mental practice in between period of physical practice may be the optimal sequence for learning
- Simple task may be more readily improved through mental practice
Guidance vs. Discovery Practice
Guidance : Helping them
Ex: tactile Support
Discovery Practice: Active exploration, trial and error
Types of Feedback
- Intrinsic
- Extrinsic( Augmented)
- Knowledge of Results and Knowledge of Performance
- Summary
- Faded
Knowledge of Results( KR)
Terminal feedback about outcome of the action related to goal of movement
Knowledge of Performance ( KP)
Terminal feedback related to the movement pattern used to attempt to achieve the goal
Timing of Feedback
Concurrent , Delayed, Terminal, Summary
Concurrent Timing
Feedback given During performance
Delayed Timing
Feedback given AFTER the performance
Terminal Timinig
Feedback BEFORE and After the performance
Summary Timing
Feedback is WITHHELD until a certain number of attempts have been complete
Results of Scheduling of Feedback
- Optimal KR delay interval -?
- Faded KR better for retention than 100% KR
How precise should feedback be ?
Descriptive ( general) feedback
- Indicates something you did, right or wrong
- Ex: There was no follow through
Prescriptive (precise) feedback
-Provides you with precise correction statements about how to improve your movements
Ex: snap your wrist more on the follow through
- Precise feedback generates far better results
Types of Augmented Feedback
Auditory
Visual
Haptic( tactile, vibratory)
Multimodal
Auditory Feedback
Giving instruction, verbal cues
Visual Feedback
EX: Mirror therapy, video, VR
Haptic( Tactile, Vibratory)
Providing cues through touch
Multimodal
A mixture of auditory and/or visual and/or haptic
A mix of them in no specific order or fashion
Verbal Cues
Short concise phrases
Direct attention to information relevant to performing skills
Prompt for key movement-pattern elements of performing skills`
Motor learning in optimized when the patient is …
- Highly motivated
- Attending fully to the task
- Able to relate or integrate new information to the information they already know about the task
