Motor Control and Learning Flashcards
Motor control
Ability to regulate or direct mechanisms essential to movement.
Information processing to organize musculoskeletal system in goal oriented movements
3 factors of movement
Individual, task and environment
3 aspects of the individual :Motor learning
Action, perception, cognition
Constraints on movement: Action
Individual Aspect. Ability to control movements and the multiple ways it can be done.
Constraints on movement: perception
Individual Aspect. Sensory integration of information
Constraints on movement: cognition
Individual Aspect. Planning, motivation, attentiom, problem solving, emotions. Single vs dual task
Task: Classifications
Functional, regulating neural control, base of support, object manipulation, movement variability
Functional categories of tasks
Classification of tasks. Bed mobility, transfers, adls
Task classification: Regulation of neural control mechanisms
Classification of tasks.
Discrete : defined beginning and end
Continuous: not recognizable beginning and end. End point not inherent
Task Classification Base of support
Classification of tasks.
Stable: stable base of support
Mobility: moving base of support
Task classification: Object manipulation requirements
Classification of tasks.
Sequenced task: increase demand for stability
Task classification: Movement variability
Classification of tasks.
Open movements: constantly changing or unpredictable environments
Closed movements: relatively fixed, predictable environments
Environment Contraints on movement
Regulatory: movement must conform to environment, environment shapes movement
Non regulatory: affects environment in other aspects than movement
Theories of Motor Control
Systems theory and dynamic systems theory
Systems theory
Describes the body as a mechanical system with many degrees of freedom that need to be controlled. Higher levels of the nervous system activate lower, the sizes, the synergy of muscle groups.
Dynamic systems theory
Describes the body as a mechanical system with many degrees of freedom, but with the principal of self organization that states that the individual parts of the system come together without the need for a higher command center
Variability of motor control
Necessary condition for optimal function. Too little variability equals injury to much variability leads to impaired movement performance (ataxia). A small amount of variability indicates highly stable, behavior, or preferred patterns.
Attractor well
They’re deeper than well, the harder it is to change, preferred patterns, suggesting a stable movement pattern
Early definition of motor learning
Acquisition or modification of movement to recover function.
4 concepts: acquiring the capability, results from experience, referred behavior changes, permanent change in behavior.
Current definition of motor learning
Complex system of perception, cognition, and action processes.
Performance
Temporary changing motor behavior during practice
Learning
Relatively permanent change in behavior involved in skill retention
Teaching strategies for motor learning
Instruction, feedback, practice, and motivation
Closed loop Learning
Motor control achieved by feedback from an actual response that conforms to the desired response by means of correction
Open loop learning
Control of motor systems with no feedback of a moving object. Execution of pre-programmed movements (motor program) without actual feedback, also known as muscle memory.
Fitts Three stage of motor skill learning
cognitive stage, associative stage, autonomous stage
Fitts and Posner Cognitive stage
Part of the fitts model. What must be done. Understanding the task and selecting a strategy characterized by a large number of errors and needing a lot of cognitive activity.
Fitts and posner Associative stage
Part of the fitts model. how should it be done best strategy to refine the skill. Characterized by small variability and slow improvement.
Fitts and posner Autonomous stage
What presents success performance of skills automatically with a low level of attention. Ready for advanced challenges like dual tasks.
Systems three stage model
Novice stage, advance stage, expert stage
Systems, three stage model: Novice stage
Part of the systems three stage model. Freeze degrees of freedom. Simplifies the movement by stiffening body segments.
Systems, three stage model: Advanced stage
Part of the systems three stage model. Release additional degrees of freedom. Well coordinated movement.
Systems, three stage model: Expert stage
Part of the systems three stage model. release all degrees of freedom. Increased movement control, and reduce fatigue.
Gentile 2 stage model stages
Stage one and two
Gentiles 2 stage model: Stage one
Gentiles to stage model. Understand the requirements of the movement, and create a strategy.
Gentile 2 stage model: Stage two
Gentiles to stage model. refine the movement, adapt, the movement to changing tasks and environmental demands.
Closed skills: have minimal environmental variation, and are consistent.
Open skills: are performed in changing environments and require diversity.
Acquisition or practice phase
Fumbling attempts, skills are learned or relearned, indicates performance
Retention in transfer phase
Mastery of skill, information, stored for retrieval, indicates learning
Practice levels
Should be accurate, active, how is variability, and be task specific
Feedback
Use of sensory information to control in action. Can be intrinsic or extrinsic.
Intrinsic feedback
Comes from the sensory systems.
Extrinsic feedback
Comes from external resources. Provides knowledge of results (KR) : outcome of movement, terminal feedback. knowledge of performance (KP): movement patterns
Practice conditions
Massed versus distributed. Constant versus variable. Random verse is blocked. whole versus part.
Massed versus distributed practice
Massed: amount of practice in a time to trial is greater than the rests
Distributed: amount of rest between trials are equal to, or greater than the time of the trial
Constant versus variable practice
Constant: practice, a skill repeatedly under the same setting
Variable: practice go under variety of parameters
Random versus blocked practice
Random: practice instead of motor tasks in random order
Blocked: practice his son of motor tasks in a fixed order
Whole versus part practice
Whole: practice entire movement at once
Part: break down the task into different components
Transfer: practice conditions
Transfer is dependent on similarity between two tasks so that the neural processing demands would be similar
Mental practice
Takes place in supplementary motor cortex, enhances, skill acquisition
Guidance versus discovery: practice conditions
Physically guide. Unguided conditions are less effective for immediate skill acquisition, but more effective for transfer.
Key elements of motor learning
Environmental considerations, motivation, attention, guidance and instruction, selection of Feedback and practice
Ability to learn elements
Intelligence, learning skills required over the years, flexibility of learning styles, noncognitive factors
Three aspects of a task
Stability, mobility, manipulation
