Module 1 Flashcards
main objective of functional competence
help patients do what they want to do in the best way possib;e
modification of synapses, sprouting of new fiber, neurotransmitter and receptor change
neuroplasticity can be occured by all of these
failure to drive specific brain function can lead to functional degraduation
use it or lose it
training that drives a specific brain function can lead to an enhancement of that function
use it and improve it
the nature of the training experiences dictates the nature of the plasticity
specificity
induction of plasticity requires sufficient repetition
repetition matters
induction of plasticity requires sufficient training intensity
intensity matters
different forms of plasticity occur at different times during training
time matters
the training experience myst be sufficiently salient ro induce plasticity
salience matters
training induced plasticity occurs more readily in younger brains
age matters
plasticity in response to one training experience can enhance the acquisition of similat bheaviors
transference
plasticity in response to one experience can interfere with the acquisition of other behaviors
interference
constraint-induced movement therapy: restricting use of uninvolved limb to emphasize the use of the involved limb
use it or lose it & use it and improve it
motor skill acquisition rather than ‘use’ is necessary for changes in neuronal activity
skilled vs. unskilled movement
performance of functional task
Specificity
High-Intensity Locomotor training
Intensity matters
best way to measure intensity
rating of perceived exertion, monitor heart rate (70-85% HR Max), Talk test (mod - talk but not sing; vig: only few words before breath)
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
Time matters
making practice meaningful, motivation and attention are required to engage in a task; pt oriented goals
salience matters
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
age matters
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)
transference
plasticity within a given neural circuitry to impefe the induction of new, or expression of existing, plasticity within that same circuitry
interference
you cannot see ____! IT is the underlying processes that contribute to performance, you infer whether ___ is normal/abnormal from preformance
motor control
goal-oriented, voluntary, and developed as a result of practice
motor skill
recognizable beginning and ending (kicking a ball, swinging a bat)
discrete
no recognizable beginning/ending; skill initiated by performer and ended by performer (cycling, walking, running, swimming)
continuous
discrete movements strung together (playing piano, gymnastic routine)
serial
supporting surface, objects, people in motion (tennis, steering a car)
open
supporting surface, people are stationary, object
closed
the movement/action that you can see
motor performance
the patterning of head,body, and/or limb motions relative to the environmental context; space-time pattern
coordination
process of change that a person passes through as they grow and mature
motor development
motor perofrmance arises from an infinite variety of possible combinations (degrees of freedom) of joints, muscles, and nerves
theories of motor behavior: biomechanics
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
theories of motor behavior: dynamic pattern theory
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
theories of motor behavior: dynamic systems
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
motor learning
perofrmance of the skill shows improvement over a period os time
improvement
as learning progresses, performance becomes increasingly more consistent
consistency
as learning progresses, internal and external perturbations have less of an influence on performance
stability
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)
persistence
the imrpoved performance becomes adaptable to a variety of performance characteristics i.e., the skill becomes more generalizable
adaptability
two functions of long term change in motor learning
consoldiation and generalization
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
consolidation
change in capability to perform a skill inferred from relatively permanent improvement in performance as a result of practice or experience
motor learning
requirements for motor learning: noted change occurs over time
improvement
requirements for motor learning: regular performance (trial to trial)
consistency
requirements for motor learning: less variability with internal or external disruption
stability
requirements for motor learning: permanent change in performance
permnent change in performance
assessed after period of no practice
retention
requirements for motor learning: adjusts to performance context; generalizable
adaptability
the period in which the pt ability to demonstrate skill over time and after a periof og no practice
retention
Performance: Movement Variability - low variability, exhibits stable performance trial to trial
consistency
Performance: Movement Variability - resistance to perturbation, exhibit stable performance with internal and external disruptions, can manage stress, environment conditions etc
stability
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
adaptability
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
Explicit learning
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
implicit learning
stage of learning:
High concentration, self talk
need to understand the goal of task
lots of errors; highly variable performance
Cognitive (early - novice)
stage of learning
link environmental cues with movements
less variability in performance
refining movement; begin to detect errors
associative (mid)
stage of learning
less attention needed; almost automatic
may multi-task
autonomous (late - expert)
knowledge structure of skill
attentional demands
focus of visual selective attention
ability to detect/correct errors
changes with learning
motor performance: inherent biomechanical, psychological, and neuromuscular attruibutes
intrinsic constraints
motor performance: spatial and temporal regularity features of tasks and environments
extrinsic constraints
extrinsic constraints: spatial
surface, available space, size and location of objects
extrinsic constraints: temporal
time limits
when creating two major dimensions there are two factors
environmental (closed/open) and functional role (skill): stability /mobility
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
attention
interference is when we go above our limited capacity
true
attentional focus has both ___ and ____
width and direction
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)
width
external: attends to information in environment
internal: internal thoughts, feelings
direction
is it better to focus the patient’s attention on their own movements (____) or on the effect of their movement (___)
internal; External
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
external; internal
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)
action effect hypothesis
types of attention: the ability to attend to important/relevant information while ignoring other sources of information
selective
types of attention: the ability/inability to perform more than one task at a time. referred to as the dual-task paradigm
divided
types of attention: the ability to quickly/seamlessly switch between 2 tasks or sources of information
attention switching/alternatign attention
types of attention: ability to remain attentive over a period of time. also called ‘vigilance’
sustained attention
narrow exclude too much
2-5 yrs old
too broad - they take too much
6-11 years old, do not know relevant from irrelevant, too much info to process
feeling confident about ones ability to attain a specific level of perofrmance in a given environment; major predictor of activity and participation
self-efficiacy
patients need to have ealy task sucess to build confidence and a sense of achievements
social congitive theory
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
optimal theory
these are examples of …
open - ended questions
affirmations, listen and comment on positive behaviors
reflection , active listening
summary
motivational interviewing
