Module 1

Question 1

main objective of functional competence

Answer 1

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

Question 2

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

Answer 2

neuroplasticity can be occured by all of these

Question 3

failure to drive specific brain function can lead to functional degraduation

Answer 3

use it or lose it

Question 4

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

Answer 4

use it and improve it

Question 5

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

Answer 5

specificity

Question 6

induction of plasticity requires sufficient repetition

Answer 6

repetition matters

Question 7

induction of plasticity requires sufficient training intensity

Answer 7

intensity matters

Question 8

different forms of plasticity occur at different times during training

Answer 8

time matters

Question 9

the training experience myst be sufficiently salient ro induce plasticity

Answer 9

salience matters

Question 10

training induced plasticity occurs more readily in younger brains

Answer 10

age matters

Question 11

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

Answer 11

transference

Question 12

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

Answer 12

interference

Question 13

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

Answer 13

use it or lose it & use it and improve it

Question 14

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

Answer 14

Specificity

Question 15

High-Intensity Locomotor training

Answer 15

Intensity matters

Question 16

best way to measure intensity

Answer 16

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

Question 17

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

Answer 17

Time matters

Question 18

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

Answer 18

salience matters

Question 19

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

Answer 19

age matters

Question 20

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)

Answer 20

transference

Question 21

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

Answer 21

interference

Question 22

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

Answer 22

motor control

Question 23

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

Answer 23

motor skill

Question 24

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

Answer 24

discrete

Question 25

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

Answer 25

continuous

Question 26

discrete movements strung together (playing piano, gymnastic routine)

Answer 26

serial

Question 27

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

Answer 27

open

Question 28

supporting surface, people are stationary, object

Answer 28

closed

Question 29

the movement/action that you can see

Answer 29

motor performance

Question 30

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

Answer 30

coordination

Question 31

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

Answer 31

motor development

Question 32

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

Answer 32

theories of motor behavior: biomechanics

Question 33

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

Answer 33

theories of motor behavior: dynamic pattern theory

Question 34

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

Answer 34

theories of motor behavior: dynamic systems

Question 35

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

Answer 35

motor learning

Question 36

perofrmance of the skill shows improvement over a period os time

Answer 36

improvement

Question 37

as learning progresses, performance becomes increasingly more consistent

Answer 37

consistency

Question 38

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

Answer 38

stability

Question 39

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)

Answer 39

persistence

Question 40

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

Answer 40

adaptability

Question 41

two functions of long term change in motor learning

Answer 41

consoldiation and generalization

Question 42

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

Answer 42

consolidation

Question 43

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

Answer 43

motor learning

Question 44

requirements for motor learning: noted change occurs over time

Answer 44

improvement

Question 45

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

Answer 45

consistency

Question 46

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

Answer 46

stability

Question 47

requirements for motor learning: permanent change in performance

Answer 47

permnent change in performance

Question 48

assessed after period of no practice

Answer 48

retention

Question 49

requirements for motor learning: adjusts to performance context; generalizable

Answer 49

adaptability

Question 50

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

Answer 50

retention

Question 51

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

Answer 51

consistency

Question 52

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

Answer 52

stability

Question 53

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

Answer 53

adaptability

Question 54

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

Answer 54

Explicit learning

Question 55

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

Answer 55

implicit learning

Question 56

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

Answer 56

Cognitive (early - novice)

Question 57

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

Answer 57

associative (mid)

Question 58

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

Answer 58

autonomous (late - expert)

Question 59

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

Answer 59

changes with learning

Question 60

motor performance: inherent biomechanical, psychological, and neuromuscular attruibutes

Answer 60

intrinsic constraints

Question 61

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

Answer 61

extrinsic constraints

Question 62

extrinsic constraints: spatial

Answer 62

surface, available space, size and location of objects

Question 63

extrinsic constraints: temporal

Answer 63

time limits

Question 64

when creating two major dimensions there are two factors

Answer 64

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

Question 65

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

Answer 65

attention

Question 66

interference is when we go above our limited capacity

Answer 66

true

Question 67

attentional focus has both ___ and ____

Answer 67

width and direction

Question 68

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)

Answer 68

width

Question 69

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

Answer 69

direction

Question 70

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

Answer 70

internal; External

Question 71

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

Answer 71

external; internal

Question 72

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)

Answer 72

action effect hypothesis

Question 73

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

Answer 73

selective

Question 74

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

Answer 74

divided

Question 75

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

Answer 75

attention switching/alternatign attention

Question 76

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

Answer 76

sustained attention

Question 77

narrow exclude too much

Answer 77

2-5 yrs old

Question 78

too broad - they take too much

Answer 78

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

Question 79

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

Answer 79

self-efficiacy

Question 80

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

Answer 80

social congitive theory

Question 81

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

Answer 81

optimal theory

Question 82

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

Answer 82

motivational interviewing