Module 2 Flashcards
What is the point of Challenge Point Hypothesis?
Optimal level of information that helps learner learn
keep the learner challenged
adjust task and practive environment so there is some success while still challenging the learner
Where should you start with challenge point hypothesis
nominal task difficulty
use of assisted device
practice as a closed vs open skill
less info to process; fewer parts
size of racquet; size of bat; size of ball; speed of object, etc
all ways to adjust functional task difficulty through adaptive practice
Is it better for the learner to choose when to adjust the difficulty of the task?
YES!
functional rask difficulty depends on
nominal difficulty of the motor task
skill level of learner
age of learner (child or older adult)
neurological health of learner
two parts of distribution of practice
massed practice and distributed practice
repeition of a motor task with minimal rest between trials or between practice sessions
massed practice
repetition of a task with trials, block of trials, or practice sessions spaced out over time
distributed practice
Why should you utilize distributed practice?
fatigue, cognitive effort
memeory consolidation (sleep)
specificity of practice
What is part practice?
a task that is broken into component parts and practiced
works best when the actions of one part does not influence the actions of the next part
effective if the parts being practice are naturally occuring subdic
make sure pt understand bigger picture
what is whole task?
things like locomotion cycle should not be broken down
it is more effective for tasks involving continuous motion
practicing the sequence; vividness controlling the image; internal perspective; external perspective
mental practice
Physical > Mental > None
true
motor component needs ____ experience first
physical
cogntiive component prior to
physical
Helps with performance, not learning
can help beginner
can help if dangerous
don’t overuse –> will beocme dependent
guided practice
Directed by patient with SOME PT help
yields better skill acquiition, retention, and genralization
less prevalent in clinical practice
Pt involved in selection of activities, assessment of performance, determining strategies to complete task
may not appropriate for all
guided discovery training
Implicit learning through rep-task-specific w/o experience of error
Errorless learning
tasks may be broken int parts and each part practiced before completing the whole task
Errorless learning
feedback typically provided frequently at first and then may be faded over time
Errorless learning
may allow for less generalization
Errorless learning
implicit learning through skill execution without a prior instruction
errorful learning
feedback is tyically withheld and learning occurs through practice
errorful learning
allows for self correction and learning from mistakes
errorful learning
therapist can elicit patient analysis of performance after the fact to generate adaptions for future performance
errorful learning
Limitations of Task-Specific Training
May not be appropriate for all patients (selection is dependent on degree of recovery); severity of motor and/or cognitive deficits
Is more practice better? T/F
True
- Practice with ___ engagement
- Keep ____ challenged
- keep ___ context in mind
- strategically use: constant, variable, random, blocked practice
- ____ and mental practice
- guided practice
- patient
- learner
- target
- distribute
how to increase intensity of practice
- increase hours of training/day
- increased resistance
- increased cardiovascular workload (HR, RPE)
- challenging balance programs
Performance should be similar to performance
Specificity of practice
Specificity of Practice: motor/biomechanical characteristics
intrinsic feedback, external feedback, and internal forces
specificity of practice: information processing
if pt needs practice walking in busy environments than recreate
specific of practice: environmental conditions
environment
Practice order: repeated practice of a task or group of tasks in specificed order
bloecked order (5 sts, 5 10ft walk, 5 spins)
Practice order: practice of a task or group of tasks in a predictable repeating order
serial order (1 sts, 1 10ft, 1 spin x5)
Practice order: practice of a non-repeating and unpredictable group of tasks
random order - randomly do STS, 10ft walk, spin, and other exercises
Blocked or Random? practice sequence in which one repeatedly rehearses the same task
blocked
Blocked or Random? allows the learner uninterrupted time to concentrate on the tasks at hand
blocked
Blocked or Random? one skill is practiced and refined before foinf to the next
blocked
Blocked or Random? practice sequence where the learner performs a number of different tasks or variation of a task in no particular order
random
Blocked or Random? avoding or minimizing consecutive reptitions of any single taks
random
Blocked or Random? Which is more beneficial?
Random! skilled performance is delayed initally but overall improved retention and generalization
When is blocked practice the most beneficial?
for learning a new skill during the cognitive stage of learning
when is random practice the most beneficial?
when the learner understands the movement strategy practice they should shift to random
Repeat same skill, same parameters; only one variation of the task during a session
constant practice
repeat same skill, different parameter
variable practice
Stage of learning: blocked - more reps; then shift to semi-block later in this stage
cognitive stage
stage of learning: semi-blocked - three trials of one skill, then switch, mid to later in this stage, random
associative stage
stage of learning: random - switching from one skill to another
autonomous stage
Stages of learning: Needs assistance to detect errors
cognitive or novice stage
stages of learning: can error detect
associative or advanced stage
stages of learning: can error detect and correct
autonomous or expert stage
What are reasons that feedback is important?
- motivate or energize (compare to goal)
- reinforce (positive reinforcement)
- inform (descriptive - their errors; prescriptive - how to correct)
Intrinsic/Extrinsic? Inherent through movement; somatosensory or visual information; auditory, tactile
indications about accuracy. success
intrinsic
Intrinsic/Extrinsic? “Augmented feedback”; supplemental information; may be verbal, visual, or manual
extrinsic
Outcome of moveement related to the goal that is objective/measurable
augmented feedback
____ feedback to focus attention on body movement; explains organization of action for early learning stages; refine coordination or technique for later learning stages
Qualitative Feedback
____ Feedback can be used about the movement; motivational, can guide temporary performance
Quantitative
Knowledge of ____: given to the learner about the outcome of his performance; promotes an external focus of attention
results
knowledge of _____: feedback about quality of the movement; promotes an internal focus of attention
performance
when using augmented feedback, you should consider the task and individual
YES
What is a benefit for using augmented feedback?
it is usable and interpretable
What is the internal focus on augmented feedback?
may disrupt automaticity of movement/motor control
what is the external focus of augemented feedback?
goal-directed; enhances retention, works across specialties
“Push against the ground” VS “shift weight onto front foot”
“RUN SOFTER” vs “more knee bend”
Concurrent feedback
feedback provided during movement
Delayed feedback
feedback given after a brief period of time
- time for self-assessment
- do not delay too long
immediate feedback
immediately following movement
Faded feedback
decreasing frequency
bandwidth feedback
feedback only when performance is outside of a predetermined error range
self-selected feedback
based on the learner’s request (help); tends to fade, after good trial, begin to seld-identify error
Stages of learning & Feedback: high concentration, self talk; learning task goal, developing stratgies and understanding important environmental features
cognitive or novice stage
Stages of learning & Feedback: refining movement, less variability in performance; more consistent and efficient performance
associative or advanced stage
Stages of learning & Feedback: refining movement, less variability in performance; more consistent and efficient performance
associative or advanced stage
Stages of learning & Feedback: less attention needed, may multi-task; optimize movement for environmental constrains; fixing closed skills/diversifying open skills
autonomous or expert stage
Considerations when creating goals?
consider individual, task, and environment, consider feedback available/required
Is this a good goal? Patient will perform STS from standard height chair with verbal cues for safety awareness in 1 week
YES
Should task complexity be considered when creating goals?
yes
Relevance or salience of the goal to the client is important for neurorehabilitation
yes
