M1 L6: Ax Motor Planning Flashcards
What is praxis?
Praxis is the neurological process by which cognition directs motor action. It involves planning what to do and how to do it.
What are 4 stages to know what to do (praxis)?
- we must first conceive the idea of what to do (ideation)
- then plan how we are going to do it (motor organisation, or motor planning)
- perform the movement correctly (execution)
- and then be able to reflect on feedback so we can adapt our movements in the future (feedback and adaptation- From ourselves or other people).
What is the perceptual - motor cyle?
What is the definition of motor (action) planning?
- Cognitive processes strongly linked to perception, which involve the interpretation of sensory information to plan an action.
- Impacted by intention.
What is the assessment of “visual-motor memory and planning” for visual-motor planning for Limb position copy (sequences)?
- Cratty’s arm position sequencing
- 7 positions
- Cue visually (demonstrate)
- Don’t name items, say ‘I want you to do this -> this –> this –> this’
- Build up from 1 item to 7
- Ax of visual-motor memory and planning
- Make sure they have the physical ability to do these positions first
- How many items they can do in row without making a mistake –> Jumble the order up
- Repeat on other side (start with right or preferred hand)
What is the assessment of “auditory-motor memory and planning” for auditory-motor planning for Limb position copy (sequences)?
Cratty’s arm position sequencing
- 7 positions
- Cue verbally starting from 1 item up to 7 items
- Say ‘Put your arm up; out to the side, in front, etc…’
- Do not show/demonstrate
- Ax of auditory-motor memory and planning
- Know where the arms go
- This is called … “hand out to the side”
- How many in row can they do without making a mistake?
- Put your hands behind your back. I am not going to use my hands so you need to listen to me very carefully.
- Right arm first and then left arm
What is the assessment of “visual-motor memory and planning” for visual-motor planning for Jump copy (sequences)?
Cratty’s jump sequencing
- 8 positions
- Cue visually (you jump)
- Increase length from 1-8 items
- Don’t say numbers, say ‘Copy me: I want you to jump here-here-here-here’
- Ax of visual-motor memory and planning
- For example: In a 4-item sequence, examiner jumps in the squares 1 –> 4 –> 6–>7
What is the assessment of “auditory-motor memory and planning” for auditory-motor planning for Jump copy (sequences)?
Cratty’s jump sequencing
- 8 positions
- Cue verbally (say numbers)
- Do not demonstrate cue
- Increase length from 1-8 items
- Ax of auditory-motor memory and planning
- For example: For a 4-item sequence say “I want you to jump in the squares 2-4-5-8”
What is the assessment of “visual-motor memory and planning” for visual-motor planning for Gross motor copy (sequences)?
Cratty’s gross motor sequencing
- Age-appropriate positions
- Cue visually (demonstrate)
- Don’t name items, say ‘I want you to do this –> this –> this – > this’
- Increase length from 1-8 items
- Ax of visual-motor memory and planning
What is the assessment of “auditory-motor memory and planning” for auditory-motor planning for Gross motor copy (sequences)?
- Cratty’s gross motor sequencing
- Age-appropriate positions
- Present verbally (do not demonstrate)
- Say ‘I want you to: jump up –> turn around –> sit down’)
- Increase length from 1-8 items
- Ax of visual-motor memory and planning
- Break down each position
- Step on one leg –> jump (need to reset and then jump –> do not hop)
What is the assessment of “auditory-motor memory and planning” for auditory-motor planning for Auditory clap pattern?
- Test of auditory short term memory
- Child’s vision is occluded (sit facing away from you)
- Clap patterns starting with 3 beats ranging up to 12 beats
- Each set contains one rhythmical pattern, and one arrhythmic
- Rhythmic - are closed/complete and may contain repeated motifs
- Arrhythmic patterns – have no regularity, are open/incomplete
- Present in order of difficulty (shortest first)
- Randomise conditions (rhythmic versus arrhythmic)
- Score as pass (all correct), or fail (any incorrect copy)
What are the 3 performance considerations of the assessment of “auditory-motor memory and planning” for auditory-motor planning for Auditory clap pattern?
- Improve with age
- Girls are better - Music related activities (eg. ballet, gymnastics)
- Rhythmic patterns easier than arrhythmic
How many should children be able to do in the assessment of “auditory-motor memory and planning” for auditory-motor planning for Auditory clap pattern?
What is the assessment of “ideo-motor planning” for translating idea to actions for “Make a bridge”?
What is the assessment of “ideo-motor planning” for translating idea to actions (acting something out) for “Make a … (insert animal)”?
What is the assessment of a “Goal directed movement” for “Finger-nose-finger”?
What is the assessment for Dysdiadochokinesia for Rapid alternating movements for Forearm supination & pronation?
What is the assessment of repeated motor planning for jump repetitions (Number of jumps side-to-side)?
While can observe jumping skills this is more for motor planning
What is the assessment of repeated motor planning for jump repetitions (Number of jumps forward-&-back)?
What are the 3 stages of motor learning?
- Cognitive: Learning what to do
- Associative: Refining the movement pattern
- Autonomous: Developing skill
What are 8 contributing factors of the impact of SENSATION and MOVEMENT?
- Available sensory information
- Accuracy/reliability of sensory information
- Resolution of sensory conflict
- Intrinsic versus extrinsic motivation level
- Integrity of efferent motor functions
- Capacity/health/fitness of motor structures
- Age & development
- Experience/exposure & practice
What are the 4 results of SENSATION and MOVEMENTS?
- Formal test procedures
- Adequacy of planning during general movement
- Errors, omissions, compensations
- Restricted activity to avoid challenging tasks
