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Neuromuscular 1 > Module 1 > Flashcards

Module 1 Flashcards

1
Q

main objective of functional competence

A

help patients do what they want to do in the best way possib;e

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2
Q

modification of synapses, sprouting of new fiber, neurotransmitter and receptor change

A

neuroplasticity can be occured by all of these

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3
Q

failure to drive specific brain function can lead to functional degraduation

A

use it or lose it

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4
Q

training that drives a specific brain function can lead to an enhancement of that function

A

use it and improve it

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5
Q

the nature of the training experiences dictates the nature of the plasticity

A

specificity

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6
Q

induction of plasticity requires sufficient repetition

A

repetition matters

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7
Q

induction of plasticity requires sufficient training intensity

A

intensity matters

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8
Q

different forms of plasticity occur at different times during training

A

time matters

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9
Q

the training experience myst be sufficiently salient ro induce plasticity

A

salience matters

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10
Q

training induced plasticity occurs more readily in younger brains

A

age matters

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11
Q

plasticity in response to one training experience can enhance the acquisition of similat bheaviors

A

transference

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12
Q

plasticity in response to one experience can interfere with the acquisition of other behaviors

A

interference

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13
Q

constraint-induced movement therapy: restricting use of uninvolved limb to emphasize the use of the involved limb

A

use it or lose it & use it and improve it

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14
Q

motor skill acquisition rather than ‘use’ is necessary for changes in neuronal activity
skilled vs. unskilled movement
performance of functional task

A

Specificity

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15
Q

High-Intensity Locomotor training

A

Intensity matters

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16
Q

best way to measure intensity

A

rating of perceived exertion, monitor heart rate (70-85% HR Max), Talk test (mod - talk but not sing; vig: only few words before breath)

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17
Q

intervene in the acute phase if medically stable; associated with greater functional gains than delayed treatment; delays in treatment also associated with development of compensatory strategies that may interfere with treatment

A

Time matters

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18
Q

making practice meaningful, motivation and attention are required to engage in a task; pt oriented goals

A

salience matters

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19
Q

mechanisms of neuroplasticity are reduced in the aging brain, the brai ncan still change with experience, but may be slower and/or not as signfiicant in older versus younger brains

A

age matters

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20
Q

plasticity within one set of neural circuits promotes concurrent or subsequent plasticity
(ie. exercise promotes angiogenesis and the expression of neurotrophins to enhance neuronal growth and survivial)

A

transference

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21
Q

plasticity within a given neural circuitry to impefe the induction of new, or expression of existing, plasticity within that same circuitry

A

interference

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22
Q

you cannot see ____! IT is the underlying processes that contribute to performance, you infer whether ___ is normal/abnormal from preformance

A

motor control

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23
Q

goal-oriented, voluntary, and developed as a result of practice

A

motor skill

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24
Q

recognizable beginning and ending (kicking a ball, swinging a bat)

A

discrete

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25
Q

no recognizable beginning/ending; skill initiated by performer and ended by performer (cycling, walking, running, swimming)

A

continuous

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26
Q

discrete movements strung together (playing piano, gymnastic routine)

A

serial

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27
Q

supporting surface, objects, people in motion (tennis, steering a car)

A

open

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28
Q

supporting surface, people are stationary, object

A

closed

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29
Q

the movement/action that you can see

A

motor performance

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30
Q

the patterning of head,body, and/or limb motions relative to the environmental context; space-time pattern

A

coordination

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31
Q

process of change that a person passes through as they grow and mature

A

motor development

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32
Q

motor perofrmance arises from an infinite variety of possible combinations (degrees of freedom) of joints, muscles, and nerves

A

theories of motor behavior: biomechanics

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33
Q

coordinated movement patterns are the primary elements of human motor behavior; a preferred coordinated movement pattern may be shifted depeneding on the conditions of the task and/or environment; velocity of forward translation: step, walk, run

A

theories of motor behavior: dynamic pattern theory

34
Q

coordinated movement patterns reflect the interaction of numerous underlying subsystems; each subsystem including environment, may act as a control parameter for an observed motor behavior

A

theories of motor behavior: dynamic systems

35
Q

the study of the acquisition of motor skills, or the reacquisition of skills that are difficult to perform or cannot be preformed due to injury to disease - can only be measured indirectly via performance

A

motor learning

36
Q

perofrmance of the skill shows improvement over a period os time

A

improvement

37
Q

as learning progresses, performance becomes increasingly more consistent

A

consistency

38
Q

as learning progresses, internal and external perturbations have less of an influence on performance

A

stability

39
Q

as the person progresses in learning the skill, the improved perofrmance capability lasts over increasing periods of time (ie changes in perofrmance become more permanent)

A

persistence

40
Q

the imrpoved performance becomes adaptable to a variety of performance characteristics i.e., the skill becomes more generalizable

A

adaptability

41
Q

two functions of long term change in motor learning

A

consoldiation and generalization

42
Q

the process by which motor skills are transformed from an initial fragile state, in which they are especially prone to being disrupted or lost, to a more solid or permanent state

A

consolidation

43
Q

change in capability to perform a skill inferred from relatively permanent improvement in performance as a result of practice or experience

A

motor learning

44
Q

requirements for motor learning: noted change occurs over time

A

improvement

45
Q

requirements for motor learning: regular performance (trial to trial)

A

consistency

46
Q

requirements for motor learning: less variability with internal or external disruption

A

stability

47
Q

requirements for motor learning: permanent change in performance

A

permnent change in performance

48
Q

assessed after period of no practice

A

retention

49
Q

requirements for motor learning: adjusts to performance context; generalizable

A

adaptability

50
Q

the period in which the pt ability to demonstrate skill over time and after a periof og no practice

A

retention

51
Q

Performance: Movement Variability - low variability, exhibits stable performance trial to trial

A

consistency

52
Q

Performance: Movement Variability - resistance to perturbation, exhibit stable performance with internal and external disruptions, can manage stress, environment conditions etc

A

stability

53
Q

Performance: Movement Variability - modifiable with context, exhibit ability to generalize the skill to changes in task, environment or personal demands, may modify a task to perform a similar one

A

adaptability

54
Q

Declarative knowledge about the activity that they are practicing
able to verbalize how they should solve a problem relating to kinematic variables of movement
cognitive demand is high
large elements of the movement being perofrmed consciously

A

Explicit learning

55
Q

procedural learning
acquisition of a skill without the concurrent acquisition of knowledge about the performance of that skill
results from large amounts of practice, often without conscious recollection of the individual componenets being learning

A

implicit learning

56
Q

stage of learning:
High concentration, self talk
need to understand the goal of task
lots of errors; highly variable performance

A

Cognitive (early - novice)

57
Q

stage of learning
link environmental cues with movements
less variability in performance
refining movement; begin to detect errors

A

associative (mid)

58
Q

stage of learning
less attention needed; almost automatic
may multi-task

A

autonomous (late - expert)

59
Q

knowledge structure of skill
attentional demands
focus of visual selective attention
ability to detect/correct errors

A

changes with learning

60
Q

motor performance: inherent biomechanical, psychological, and neuromuscular attruibutes

A

intrinsic constraints

61
Q

motor performance: spatial and temporal regularity features of tasks and environments

A

extrinsic constraints

62
Q

extrinsic constraints: spatial

A

surface, available space, size and location of objects

63
Q

extrinsic constraints: temporal

A

time limits

64
Q

when creating two major dimensions there are two factors

A

environmental (closed/open) and functional role (skill): stability /mobility

65
Q

characteristic associated with consciousness, awareness, and cognitive effort as they relate to the performance of skills, with particular reference to the limitations associated with these characteristics on the simultaneous performance of multiple skills, and the detection of relevasnt information in the environment

A

attention

66
Q

interference is when we go above our limited capacity

A

true

67
Q

attentional focus has both ___ and ____

A

width and direction

68
Q

amount of information and size of perceptual field
- broad: where the performer needs to attend to a large quantity of information
- narrow: attention is directed to 1 or 2 locations or cues
scanning the field for an open opponent (broad) finding your teammate to pass the ball (narrow)

A

width

69
Q

external: attends to information in environment
internal: internal thoughts, feelings

A

direction

70
Q

is it better to focus the patient’s attention on their own movements (____) or on the effect of their movement (___)

A

internal; External

71
Q

when the perofrmer’s attention is directed to the movement effect (____), compared with the actual movement (____), the result is typically greater movement accuracy and efficiency for the performer

A

external; internal

72
Q

actions are best planned and controlled by their intended effects; focus should be on the outcome rather than the specific steps of the action
(Ex. where you want to throw the ball; jump toward target; think of golf club as a pendulum)

A

action effect hypothesis

73
Q

types of attention: the ability to attend to important/relevant information while ignoring other sources of information

A

selective

74
Q

types of attention: the ability/inability to perform more than one task at a time. referred to as the dual-task paradigm

A

divided

75
Q

types of attention: the ability to quickly/seamlessly switch between 2 tasks or sources of information

A

attention switching/alternatign attention

76
Q

types of attention: ability to remain attentive over a period of time. also called ‘vigilance’

A

sustained attention

77
Q

narrow exclude too much

A

2-5 yrs old

78
Q

too broad - they take too much

A

6-11 years old, do not know relevant from irrelevant, too much info to process

79
Q

feeling confident about ones ability to attain a specific level of perofrmance in a given environment; major predictor of activity and participation

A

self-efficiacy

80
Q

patients need to have ealy task sucess to build confidence and a sense of achievements

A

social congitive theory

81
Q

considers the social-cognitive, affective, and attentional influences on behavior; emphasize the importance of priming the social cognitive and affective motivational state of the patient prior and during therapeutic activities

A

optimal theory

82
Q

these are examples of …
open - ended questions
affirmations, listen and comment on positive behaviors
reflection , active listening
summary

A

motivational interviewing

Neuromuscular 1 (4 decks)

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