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Neuroscience and Rehabilitation 5MPT2015 (Y2) > Motor Control and Learning > Flashcards

Motor Control and Learning Flashcards

1
Q

Define Motor control

A

Motor Control is defined as the process of initiating, directing, and grading purposeful voluntary movement.

Shumway-Cook has defined motor control as the ability to regulate mechanisms essential to movement

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2
Q

How does motor control work (in a flow chart style)

A
  1. The task that needs to be completed is identified→ body gathers sensory information from the environment→ perceives the information→ chooses a movement plan appropriate plan to meet the goal of the task,
  2. Plan is coordinated within the CNS → executed through motor neurons in the brain stem and spinal cord → outcome communicated to the muscles in postural and limb synergies, and in the head and neck→ motor units timed to fire in a specific manner.
  3. Sensory feedback supplied to the CNS by the movement → decision taken to (1) modify the plan during execution, (2) acknowledge the goal of the task to be achieved, and (3) store the information for future performance of the same task-goal combination[1].
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3
Q

What is the Reflex theory on motor control?

A
  • Movement is controlled by stimulus-response.

- Reflexes are the basis for movement - Reflexes are combined into actions that create behaviour.

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4
Q

What are the clinical implications of Reflex theory of motor control?

A
  • Use sensory input to control motor output
  • Stimulate good reflexes
  • Inhibit undesirable (primitive) reflexes
  • Rely heavily on Feedback
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5
Q

What is the Dynamical systems theory on motor control?

A
  • Movement emerges to control degrees of freedom.
  • Patterns of movements self-organize within the characteristics of environmental conditions and the existing body systems of the individual.
  • Functional synergies are developed naturally through practice and experience and help solve the problem of coordinating multiple muscles and joint movements at once.
  • De-emphasize commands from CNS in controlling movement and emphasize physical explanations for movement.
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6
Q

What are the clinical implications of the dynamical systems theory on motor control?

A
  • Movement is an emergent property from the interaction of multiple elements.
  • Understand the physical & dynamic properties of the body - i.e. Velocity- important for dynamics of movement. May be good to encourage faster movement in patients to produce momentum and therefore help weak patients move with greater ease.
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7
Q

What are the Hierarchal theories on motor control?

A
  • Cortical centres control movement in a top-down manner throughout the nervous system.
  • Closed-loop Mode: Sensory feedback is needed and used to control the movement.
  • Voluntary movements initiated by “Will” (higher levels). Reflexive movements dominate only after CNS damage.
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8
Q

What are the clinical implications of Hierarchal theories on motor control?

A
  • Identify & prevent primitive reflexes
  • Reduce hyperactive stretch
  • Normalise tone
  • Facilitate “normal” movement patterns
  • Developmental Sequence
  • Recapitulation
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9
Q

What is the Motor programme theory on motor control?

A
  • Adaptive motor programs (MPs) and generalized motor programs (GMPs) exist to control actions that have common characteristics.
  • Higher-level Motor Programs - Store rules for generating movements.
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10
Q

What are the clinical implications of the Motor programme theory on motor control?

A
  • Abnormal Movement - Not just reflexive, also including abnormalities in central pattern generators or higher level motor programs.
  • Help patients relearn the correct rules for action
  • Retrain movements important to functional task
  • Do not just re-educate muscles in isolation
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11
Q

What are the Ecological theories on motor control?

A
  • The person, the task, and the environment interact to in motor behaviour and learning. The interaction of the person with any given environment provides perceptual information used to control movement.
  • The motivation to solve problems to accomplish a desired movement task goal facilitates learning.
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12
Q

What are the clinical implications of the Ecological theories on motor control?

A

Help patient explore multiple ways in achieving functional task → Discovering best solution for patient, given the set of limitations

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13
Q

What is the Systems model on motor control?

A
  • Multiple body systems overlap to activate synergies for the production of movements that are organized around functional goals.
  • Considers interaction of the person with the environment.
  • Goal-directed Behaviour - Task Orientated
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14
Q

What are the clinical implications of the Systems model on motor control?

A
  • Identifiable, functional tasks
  • Practice under a variety of conditions
  • Modify environmental contexts
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15
Q

What sensory/perceptual systems are involved in Motor control?

A
  • Somatosensory
  • Visual
  • Vestibular
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16
Q

What action systems are involved in Motor control?

A
  • Motor cortex.
  • Basal Ganglia.
  • Cerebellum.
  • Central pattern generator.
17
Q

Define motor learning

A

Any of the following:

  • The process of acquiring a skill by which the learner, through practice and assimilation, refines and makes automatic the desired movement”.
  • “An internal neurologic process that results in the ability to produce a new motor task”.
  • “A set of internal processes associated with practice or experience leading to relatively permanent changes in the capability for skilled behaviour”
18
Q

What is the Adam’s closed loop theory on motor learning?

A
  • Closed Loop
  • Sensory feedback is used for the ongoing production of skilled movement
  • Slow movements
  • Relies on sensory feedback (Sherrington)
  • Blocked Practice
  • Errors = Bad! Needs to be accurate!
  • Memory Trace - Initiation of movement
  • Perceptual Trace - Built up over a period of practice & is the reference of correctness.
  • Improvements = Increased capability of performer to use the reference in closed loop
19
Q

What are the clinical implications of Adam’s closed loop theory on motor learning?

A
  • Perform same exact movement repeatedly to one accurate end point
  • Increase Practice → Increase Learning
  • Errors produced during learning → Increase strength of incorrect perceptual trace
20
Q

What is Schmidt’s Schema theory on motor learning?

A
  • Open Loop
    (Schema - Abstract memory representation for events → RULE)
  • Generalized Motor Program - Rules that allow for the generation of novel movements
  • Rapid, ballistic movements = recall memory with motor programs and parameters to carry out movement without peripheral feedback
  • Variability of Practice → Improve Motor Learning
21
Q

What are the clinical implications of Schmidt’s Schema theory on motor learning?

A
  • Optimal Learning → Task practiced under many different conditions
  • Positive benefits for error production (learn from own mistakes)
  • Schema has rules for all stored elements, not just correct elements
22
Q

What is the Ecological theory on motor learning?

A
  • Based on Systems & Ecological Motor Control Theories
  • Motor Learning = Increases coordination between perception and action thru task & environmental constraints.
  • Perceptual-motor workspace - Identifies movements and perceptual cues most relevant to performance of task
  • Optimal task-relevant mapping of perception & action → NO Rules!
23
Q

What is the clinical implication of the Ecological theory on motor learning?

A
  • Patient learns to distinguish relevant perceptual cues important to action.
24
Q

What are the 3 stages of motor learning?

According to Fitts and Posner Model

A
  • Cognitive
  • Associative
  • Autonomous
25
Q

What are the; Characteristics, Attention demands, Activities and Description of the Cognitive stage of motor learning?
According to Fitts and Posner Model

A

Characteristics

  • Movements are slow, inconsistent and inefficient.
  • Considerable cognitive activity is required.

Attention Demands

  • Attention to understand what must move to produce a specific result.
  • Large parts of the movement are controlled consciously
Activities 
Practise sessions are:
- performance focused
- less variable
- incorporate a clear mental image (technical & visual).

Description
Early Cognitive;
Elements were not observed or not present

Late Cognitive;
Essential elements are starting to appear

26
Q

What are the; Characteristics, Attention demands, Activities and Description of the Associative stage of motor learning?
According to Fitts and Posner Model

A

Characteristics

  • Movements are more fluid, reliable and efficient
  • Less cognitive activity is required

Attention demands
- Some parts of the movements are controlled consciously, some automatically.

Activities

  • Practise sessions link performance and results, conditions can be varied.
  • Clear Mental Image = Accurate Performance

Description
- Early Associative;
Essential elements appear, but not with consistency.

  • Late Associative;
    Essential elements appear regularly at a satisfactory level.
27
Q

What are the; Characteristics, Attention demands, Activities and Description of the Autonomous stage of motor learning?
According to Fitts and Posner Model

A

Characteristics

  • Movements are accurate, consistent and efficient.
  • Little or no cognitive activity is required.

Attention demands

  • Movement is largely controlled automatically
  • Attention can be focused on tactical choices

Activities

  • Practise sessions are more results orientated
  • Focus is on greater range of movement, speed, acceleration and use of skill in a novel situation.

Description
- Early Autonomous;
Essential elements appear frequently above required level.

  • Late Autonomous;
    Essential elements appear continuously at a superior level.
28
Q

What are the 3 stages of motor learning?
- and describe them
According to Bernstein’s Model:

A
  • Initial
    Individual simplifies movements by reducing the degrees of freedom
  • Advanced
    Individual gains a few degrees of freedom, which permits movement in more of the articulations involved in the task
  • Expert
    Possesses all the degrees of freedom to carry out the task in an effective and coordinated manner.
29
Q

What are the 2 stages of motor learning according to Gentile’s Model?
(and describe them.)

A

First stage

  • Understanding the purpose of the task.
  • developing movement strategies appropriate for completing the task.
  • interpreting environmental information that is relevant to organizing movement.

Second stage

  • fixation or diversification.
  • redefining movement.
  • adapting movement to change in task and in setting.
  • being able to perform the task consistently and efficiently.
30
Q

What are the factors affecting motor control?

A
  • Verbal instructions
  • Practice
  • Active participation and motivation
  • Possibility of errors
  • Postural control
  • Memory
  • Feedback
31
Q

What is the clinical significance of motor learning and control?

A
  1. Identifying issues in motor performance,
  2. Developing treatment strategies to help patients remediate performance problems, and
  3. Planning programmes that include a new movement, or the reacquisition and/or modification of movement to be taught in such a way that it is, consistent and transferrable (ability to perform movement under different environments and conditions).
  4. Evaluating the effectiveness of intervention strategies employed

Neuroscience and Rehabilitation 5MPT2015 (Y2) (20 decks)

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