Measurement of Learning and Performance Flashcards
Appropriate measurement of motor performance in clinical rehabilitation is necessary to provide a quantitative basis for: (3)
- Assessing motor capabilities and limitations. 2. Determining the locus or source of performance limitations. 3. Providing evidence that skill improvement results from your chosen interventions.
What are the 4 characteristics of Performance
- represents the outcome of executing a motor task 2. outcome is directly measurable or observable at the time the skill is executed 3. performance can be very temporary in nature 4. can fluctuate in accordance with variables that do not affect learning
Give an example of performance fluctuating in accordance with variables that do not affect learning.
“Despite having studied for a test, temporary circumstances such as a headache or illness may lead to poorer performance on a test than the effort put into studying would predict.” or “A world-class athlete may have an off day that does not represent his or her usual standards, nor reflect his or her overall mastery of the skills involved.”
What are the 4 characteristics of Learning?
- Not directly observable 2. Inferred from performance 3. Results from practice 4. Relatively permanent change in capacity to perform a given skill
Learning is manifested by ____
internal processes in the brain, including structural or physiological adaptations in neural tissue.
If performance is a variable, how can we infer that learning has occurred?
- Persistent improvement in the capacity to perform a skill 2. Increased consistency of performance 3. Stability of performance 4. Adaptability 5. Reduction of Attenntional Demand
If we can infer that learning has occurred through persistent improvement in a capacity to perform a skill, what can be said about performance?
This means that improvement in performance over time is relatively permanent. While small reductions in improvement may occur occasionally, the average performance over time improves as a general lasting trend.
If we can infer that learning has occurred by increased consistency of performance, what can be said about error? Example?
The type and magnitude of errors become less variable. “For example a novice golfer may make seemingly random errors with no pattern, but with increased experience, may begin to show a specific patter of error, such as primarily slicing the ball rather than hitting it randomly over the course.”
If we can infer that learning has occurred by stability of performance, what can be said about disruptions?
A person is able to perform well even with disruptions or changes in the internal or external conditions when performing.
If we can infer that learning has occurred by adaptability, what can be said about other contexts? Example?
Adaptability means that a person can apply a learned skill across many contexts. “For example learning to play the guitar may make learning to play the bass guitar easier based on prior knowledge of a similar instrument.” or “If a person has truly learned to walk with crutches in a hospital environment, he or she should be able to apply the same rules when learning to walk with crutches on uneven terrain outdoors.”
If we can infer that learning has occurred by reduction of attentional demand when performing the skill, what can be said about proficiency gains?
As a person gains proficiency, the skill should become more automatic and require less mental effort.
What are your 3 tasks as a clinician?
- Identify the key features of a skill. 2. Prioritize the performance characteristic most necessary to function in the given environment 3. Measure the key performance characteristics that indicate the level of mastery and progress.
Based on your task as a clinician, what is an example of prioritizing the performance characteristic most necessary to function in the given environment for example when retraining gain in a patient returning home?
the ability to walk safely and independently for short distances will have a greater functional impact than the ability to walk long distances but needing the assistance of another person.
What are the 2 types of performance measures we use clinically?
- Outcome Measures 2. Production Measures
What does an Outcome Measure Indicate?
indicate the quantitative result of performing a motor skill.
What are 5 examples of Outcome Measures?
- Distance Walked 2. Speed of a thrown ball 3. Distance from a target 4. Number of successful shots on goal 5. Gait Speed
What information do Outcome Measures NOT provide?
Outcome Measures reflect only the result of performing the skill, but do not give qualitative information about the movement of limbs or body that contributed to the result.
What is an example of the limitations of Outcome Measures using a child with cerebral palsy?
For example, a child with cerebral palsy may be able to walk at a similar speed to a child without motor impairment, but the patter of muscle activation may be significantly different.
What are 7 examples of Outcome Measures?
- Time to complete a task 2. # of trials to completion 3. Number/percentage of errors 4. Time on/off target 5. Time on/off balance 6. Magnitude of error in performing a movement 7. Consistency of errors
For the Taget Exp. 1 determine the whether the absolute, constant, and variable error measurements would be Large or Small.
AE: Large (far from target)
CE: Large (leftward bias)
VE: Large (spread out)
For the Taget Exp. 2 determine the whether the absolute, constant, and variable error measurements would be large or small.
AE: Large (the dars are very far from the target)
CE: Small (don’t show any directional bias)
VE: Large (darts are very spread out)
For the Taget Exp. 3 determine the whether the absolute, constant, and variable error measurements would be large or small.
AE: Large (the darts are very far from the target)
CE: Large (leftward bias)
VE: Small (darts are clustered)
For the Taget Exp. 4 determine the whether the absolute, constant, and variable error measurements would be large or small.
AE: Small (darts are all on bulls-eye)
CE: Small (show no left or right bias)
VE: Small (close together)
