Module 2

Question 1

What is the point of Challenge Point Hypothesis?

Answer 1

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

Question 2

Where should you start with challenge point hypothesis

Answer 2

nominal task difficulty

Question 3

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

Answer 3

all ways to adjust functional task difficulty through adaptive practice

Question 4

Is it better for the learner to choose when to adjust the difficulty of the task?

Answer 4

YES!

Question 5

functional rask difficulty depends on

Answer 5

nominal difficulty of the motor task
skill level of learner
age of learner (child or older adult)
neurological health of learner

Question 6

two parts of distribution of practice

Answer 6

massed practice and distributed practice

Question 7

repeition of a motor task with minimal rest between trials or between practice sessions

Answer 7

massed practice

Question 8

repetition of a task with trials, block of trials, or practice sessions spaced out over time

Answer 8

distributed practice

Question 9

Why should you utilize distributed practice?

Answer 9

fatigue, cognitive effort
memeory consolidation (sleep)
specificity of practice

Question 10

What is part practice?

Answer 10

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

Question 11

what is whole task?

Answer 11

things like locomotion cycle should not be broken down
it is more effective for tasks involving continuous motion

Question 12

practicing the sequence; vividness controlling the image; internal perspective; external perspective

Answer 12

mental practice

Question 13

Physical > Mental > None

Answer 13

true

Question 14

motor component needs ____ experience first

Answer 14

physical

Question 15

cogntiive component prior to

Answer 15

physical

Question 16

Helps with performance, not learning
can help beginner
can help if dangerous
don’t overuse –> will beocme dependent

Answer 16

guided practice

Question 17

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

Answer 17

guided discovery training

Question 18

Implicit learning through rep-task-specific w/o experience of error

Answer 18

Errorless learning

Question 19

tasks may be broken int parts and each part practiced before completing the whole task

Answer 19

Errorless learning

Question 20

feedback typically provided frequently at first and then may be faded over time

Answer 20

Errorless learning

Question 21

may allow for less generalization

Answer 21

Errorless learning

Question 22

implicit learning through skill execution without a prior instruction

Answer 22

errorful learning

Question 23

feedback is tyically withheld and learning occurs through practice

Answer 23

errorful learning

Question 24

allows for self correction and learning from mistakes

Answer 24

errorful learning

Question 25

therapist can elicit patient analysis of performance after the fact to generate adaptions for future performance

Answer 25

errorful learning

Question 26

Limitations of Task-Specific Training

Answer 26

May not be appropriate for all patients (selection is dependent on degree of recovery); severity of motor and/or cognitive deficits

Question 27

Is more practice better? T/F

Answer 27

True

Question 28

- Practice with ___ engagement - Keep ____ challenged - keep ___ context in mind - strategically use: constant, variable, random, blocked practice - ____ and mental practice - guided practice

Answer 28

- patient - learner - target - distribute

Question 29

how to increase intensity of practice

Answer 29

- increase hours of training/day - increased resistance - increased cardiovascular workload (HR, RPE) - challenging balance programs

Question 30

Performance should be similar to performance

Answer 30

Specificity of practice

Question 31

Specificity of Practice: motor/biomechanical characteristics

Answer 31

intrinsic feedback, external feedback, and internal forces

Question 32

specificity of practice: information processing

Answer 32

if pt needs practice walking in busy environments than recreate

Question 33

specific of practice: environmental conditions

Answer 33

environment

Question 34

Practice order: repeated practice of a task or group of tasks in specificed order

Answer 34

bloecked order (5 sts, 5 10ft walk, 5 spins)

Question 35

Practice order: practice of a task or group of tasks in a predictable repeating order

Answer 35

serial order (1 sts, 1 10ft, 1 spin x5)

Question 36

Practice order: practice of a non-repeating and unpredictable group of tasks

Answer 36

random order - randomly do STS, 10ft walk, spin, and other exercises

Question 37

Blocked or Random? practice sequence in which one repeatedly rehearses the same task

Answer 37

blocked

Question 38

Blocked or Random? allows the learner uninterrupted time to concentrate on the tasks at hand

Answer 38

blocked

Question 39

Blocked or Random? one skill is practiced and refined before foinf to the next

Answer 39

blocked

Question 40

Blocked or Random? practice sequence where the learner performs a number of different tasks or variation of a task in no particular order

Answer 40

random

Question 41

Blocked or Random? avoding or minimizing consecutive reptitions of any single taks

Answer 41

random

Question 42

Blocked or Random? Which is more beneficial?

Answer 42

Random! skilled performance is delayed initally but overall improved retention and generalization

Question 43

When is blocked practice the most beneficial?

Answer 43

for learning a new skill during the cognitive stage of learning

Question 44

when is random practice the most beneficial?

Answer 44

when the learner understands the movement strategy practice they should shift to random

Question 45

Repeat same skill, same parameters; only one variation of the task during a session

Answer 45

constant practice

Question 46

repeat same skill, different parameter

Answer 46

variable practice

Question 47

Stage of learning: blocked - more reps; then shift to semi-block later in this stage

Answer 47

cognitive stage

Question 48

stage of learning: semi-blocked - three trials of one skill, then switch, mid to later in this stage, random

Answer 48

associative stage

Question 49

stage of learning: random - switching from one skill to another

Answer 49

autonomous stage

Question 50

Stages of learning: Needs assistance to detect errors

Answer 50

cognitive or novice stage

Question 51

stages of learning: can error detect

Answer 51

associative or advanced stage

Question 52

stages of learning: can error detect and correct

Answer 52

autonomous or expert stage

Question 53

What are reasons that feedback is important?

Answer 53

- motivate or energize (compare to goal) - reinforce (positive reinforcement) - inform (descriptive - their errors; prescriptive - how to correct)

Question 54

Intrinsic/Extrinsic? Inherent through movement; somatosensory or visual information; auditory, tactile indications about accuracy. success

Answer 54

intrinsic

Question 55

Intrinsic/Extrinsic? "Augmented feedback"; supplemental information; may be verbal, visual, or manual

Answer 55

extrinsic

Question 56

Outcome of moveement related to the goal that is objective/measurable

Answer 56

augmented feedback

Question 57

____ feedback to focus attention on body movement; explains organization of action for early learning stages; refine coordination or technique for later learning stages

Answer 57

Qualitative Feedback

Question 58

____ Feedback can be used about the movement; motivational, can guide temporary performance

Answer 58

Quantitative

Question 59

Knowledge of ____: given to the learner about the outcome of his performance; promotes an external focus of attention

Answer 59

results

Question 60

knowledge of _____: feedback about quality of the movement; promotes an internal focus of attention

Answer 60

performance

Question 61

when using augmented feedback, you should consider the task and individual

Answer 61

YES

Question 62

What is a benefit for using augmented feedback?

Answer 62

it is usable and interpretable

Question 63

What is the internal focus on augmented feedback?

Answer 63

may disrupt automaticity of movement/motor control

Question 64

what is the external focus of augemented feedback?

Answer 64

goal-directed; enhances retention, works across specialties "Push against the ground" VS "shift weight onto front foot" "RUN SOFTER" vs "more knee bend"

Question 65

Concurrent feedback

Answer 65

feedback provided during movement

Question 66

Delayed feedback

Answer 66

feedback given after a brief period of time - time for self-assessment - do not delay too long

Question 67

immediate feedback

Answer 67

immediately following movement

Question 68

Faded feedback

Answer 68

decreasing frequency

Question 69

bandwidth feedback

Answer 69

feedback only when performance is outside of a predetermined error range

Question 70

self-selected feedback

Answer 70

based on the learner's request (help); tends to fade, after good trial, begin to seld-identify error

Question 71

Stages of learning & Feedback: high concentration, self talk; learning task goal, developing stratgies and understanding important environmental features

Answer 71

cognitive or novice stage

Question 72

Stages of learning & Feedback: refining movement, less variability in performance; more consistent and efficient performance

Answer 72

associative or advanced stage

Question 73

Stages of learning & Feedback: refining movement, less variability in performance; more consistent and efficient performance

Answer 73

associative or advanced stage

Question 74

Stages of learning & Feedback: less attention needed, may multi-task; optimize movement for environmental constrains; fixing closed skills/diversifying open skills

Answer 74

autonomous or expert stage

Question 75

Considerations when creating goals?

Answer 75

consider individual, task, and environment, consider feedback available/required

Question 76

Is this a good goal? Patient will perform STS from standard height chair with verbal cues for safety awareness in 1 week

Answer 76

YES

Question 77

Should task complexity be considered when creating goals?

Answer 77

yes

Question 78

Relevance or salience of the goal to the client is important for neurorehabilitation

Answer 78

yes