M1 L6: Ax Motor Planning Flashcards

1
Q

What is praxis?

A

Praxis is the neurological process by which cognition directs motor action. It involves planning what to do and how to do it.

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2
Q

What are 4 stages to know what to do (praxis)?

A
  1. we must first conceive the idea of what to do (ideation)
  2. then plan how we are going to do it (motor organisation, or motor planning)
  3. perform the movement correctly (execution)
  4. 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).
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3
Q

What is the perceptual - motor cyle?

A
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4
Q

What is the definition of motor (action) planning?

A
  • Cognitive processes strongly linked to perception, which involve the interpretation of sensory information to plan an action.
  • Impacted by intention.
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5
Q

What is the assessment of “visual-motor memory and planning” for visual-motor planning for Limb position copy (sequences)?

A
  • 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)
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6
Q

What is the assessment of “auditory-motor memory and planning” for auditory-motor planning for Limb position copy (sequences)?

A

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
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7
Q

What is the assessment of “visual-motor memory and planning” for visual-motor planning for Jump copy (sequences)?

A

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
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8
Q

What is the assessment of “auditory-motor memory and planning” for auditory-motor planning for Jump copy (sequences)?

A

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”
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9
Q

What is the assessment of “visual-motor memory and planning” for visual-motor planning for Gross motor copy (sequences)?

A

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
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10
Q

What is the assessment of “auditory-motor memory and planning” for auditory-motor planning for Gross motor copy (sequences)?

A
  • 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)
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11
Q

What is the assessment of “auditory-motor memory and planning” for auditory-motor planning for Auditory clap pattern?

A
  • 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)
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12
Q

What are the 3 performance considerations of the assessment of “auditory-motor memory and planning” for auditory-motor planning for Auditory clap pattern?

A
  1. Improve with age
  2. Girls are better - Music related activities (eg. ballet, gymnastics)
  3. Rhythmic patterns easier than arrhythmic
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13
Q

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?

A
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14
Q

What is the assessment of “ideo-motor planning” for translating idea to actions for “Make a bridge”?

A
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15
Q

What is the assessment of “ideo-motor planning” for translating idea to actions (acting something out) for “Make a … (insert animal)”?

A
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16
Q

What is the assessment of a “Goal directed movement” for “Finger-nose-finger”?

A
17
Q

What is the assessment for Dysdiadochokinesia for Rapid alternating movements for Forearm supination & pronation?

A
18
Q

What is the assessment of repeated motor planning for jump repetitions (Number of jumps side-to-side)?

A

While can observe jumping skills this is more for motor planning

19
Q

What is the assessment of repeated motor planning for jump repetitions (Number of jumps forward-&-back)?

A
20
Q

What are the 3 stages of motor learning?

A
  1. Cognitive: Learning what to do
  2. Associative: Refining the movement pattern
  3. Autonomous: Developing skill
21
Q

What are 8 contributing factors of the impact of SENSATION and MOVEMENT?

A
  1. Available sensory information
  2. Accuracy/reliability of sensory information
  3. Resolution of sensory conflict
  4. Intrinsic versus extrinsic motivation level
  5. Integrity of efferent motor functions
  6. Capacity/health/fitness of motor structures
  7. Age & development
  8. Experience/exposure & practice
22
Q

What are the 4 results of SENSATION and MOVEMENTS?

A
  1. Formal test procedures
  2. Adequacy of planning during general movement
  3. Errors, omissions, compensations
  4. Restricted activity to avoid challenging tasks