Motor Control Brainscape Flashcards
What is the Field of Motor Control?
Study of the nature of movement and how movement is controlled.
What is Motor Control?
The ability tregulate or direct the mechanisms
essential tmovement. Movement arises from interaction of all multiple processes, including those related tperception, cognition, and action
Stablizing in Space
Posture and Balance
Movement in Space
Walking, Reaching
Benefits Systems Theory
Predicts behavior better as it considers muscle & skeletal systems, gravity and inertia, and nervous system and sensory system.
Limitation of Systems Theory
Does not consider the environment as part of the system.
Clinical Implication of Systems Theory
- Movement nervous system activty filtered through biomech system of body. 2. Must look at nervous and muscoloskeletal system tunderstand loss of Motor Cont. and how ttreat it. 3. Interventions must focus on interactions of impairments across multiple systems.
Movement Arises From…
Interaction between multiple processes, including perceptual, cognitive and motor processes within individual AND interactions between individual, task, and environment.
Within in individual, movement arises from…
interaction of MULTIPLE processes, including those that are related tperception, cognition, and action
Cognitive Processes Include
Attention, motivation, and emotional aspects of motor control that underlie the establishment of intent or goals.
Motor Control
The ability tregulate or direct the mechanisms essential tmovement. Perception, cognition, arousal, sensation, flexibility, strength, tone, pattern of movement
Motor Control Requires
Movement requires intent, cognitive processes are essential tmotor control.
Motor control includes perception and action systems that are organized tachieve specific goals,
Study of motor control MUST include the study of cognitive processes as they relate tperception and action
Classification of Tasks Stability Mobility
BOS moving/Non-moving
Classification of Tasks Organization
Discrete, continuous, serialrecognizable beginning and end?
Classification of Motor Cognitive Elements
Primary determinant of movement success – quality of movement or decision about which movement tmake?
Classifications of Tasks Motor-Cognitive Elements-Inter-trial Variability
Brush teethlow
Drink from various cupshigh
Step on tescalatornot much
Catch a ballhigh
Open Task Constraint on Movement
Variability and Flexible
Changing environment
Greater difficulty tplan movement
Increase demand on information processing systems
Closed Task Constraint on Movement
Fixed, habitual patterns
Minimal variation
Lower demand on information processing systems
Motor Control Framework-Hedman Model
Initial Conditions Preparation Initiation Execution Termination Movement Outcome
Initial Conditions
State of condition and environmental conditions
Parameters
Posture
Ability tinteract with environment (cognitive/affective)
Environmental context
Preparation
CNS organization 3 Stages Stimulus identification Response selection Response programming
Intitiation
Instant displacement of segments begin Parameters Timing Direction Smoothness
Execution
Actual segmental movement Parameters Amplitude of movement Direction of movement Speed of movement Smoothness of movement
Termination
Instant when motion ceases Parameters Timing Stability Accuracy
Movement Outcome
Goal was reached
Key Points of Motor Control
CNS Organization and Open and closed loops
Systems Theory
Movement arises from the interaction of multiple processes and individual including
- perceptual, cognitive and motor processes within the individual, and
- Interactions between the individual, the task, and the environment.
- Organism continuously changing mechanical system
Task Oriented Theory
Task-Oriented Theory, especially in neurorehab. Clinical practices evolve in parallel with scientific theory, as clinicians assimilate changes in scientific theory and apply them tclinical practice.
Motor Learning
Neural adaptations associated with practice and experience that lead ta long term change in the ability tproduce skilled movement. Focus on individual
Motor Learning Entails
Motor Learning or Acquisition of skilled movement involves
RETENTION
GENERALIZABILITY
ADAPTABILITY
Muscle Performance
Motor Performance
Changes in behavior observed during a practice session (may or may not reflect learning).
Affected by fatigue, motivation, anxiety
Types of Learning and Memory
Declarative (Explicit)conscious recall of events and facts
Procedural (Implicit)tasks performed automatically
Declarative Learning
Awareness, Attention and reflection are needed
Repetition can transform declarative intprocedural knowledge
Can be practiced in other ways then how it was learned
Mental practiceinput from medial temporal lobes, prefrontal cortex, and hippocampus
Procedural Learning
Tasks that can be performed “automatically” (Habit)
Does not require as much attention or conscious thought
Develops slowly through repetition of a task under varying conditions
Movement schema
Rules for moving
Involves basal ganglia (striatum) and cerebellum and sensorimotor cortical areas
Fitts and Posner 3 Stages of Motor Learning
Cognitive Stageexperimentation stage, lots of variability
Figuring out “What tdo”
Associative Stage
Deciding “How tdo”less variability in performance
Autonomous Stagepatient scans for
Cognitive Stage - “What tdo”
Requires lots of cognitive processing and lots of error
Trying out multiple strategies, serrors random
Fast improvement
Heavy reliance on vision High Cognitive Demand with Variable Performance
Associative Stage “How tDo”
Pt knows what tdo
Refinement of a selected motor strategy
Still improving, but more slowly; Errors more consistent
Proprioceptive cues become more important (vs. vision)
Learning is improved by opening environment
Less Cognitive Demand with Less Variability
Autonomous Stage “How tSucceed”
Motor performance is largely automatic with little error
Automaticity of skill
Vary stable performance
Minimal cognitive monitoringAlmost nvariability with very low attentional demands
Attention can be shifted elsewhere with little degradation in performance
Factors That Influence Motor Learning
Instructions
Practice
Feedback
Individual differences
Instructions
Demonstration
Focus attention tspecific aspects of movement
Limit quantity and details of information tmatch cognitive abilities
Factors that influence motor learning
Practice
Environmental factors e.g. open versus closed environments Blocked versus random Blocked practice each task individually Random practice the tasks in random order Part-Task versus Whole-Task
Feedback
Sensory information, verbal, tactile, biofeedback, visual, knowledge of results, knowledge of performance
Factors That Influence Motor Learning
FEEDBACK Delayed Summed Faded Bandwidth
