motor control/ Motor learning Flashcards
Mobility
- the ability to initiate movement through a functional ROM
stability
ability to maintain a position or posture through cocontraction and tonic holding around joint. unsupported sitting with midline control is an example of stability
controlled mobility
- the baility to move within a weight bearing position or rotate around a long axis. activities in prone on elbows or weight shifting in quadruped are examples of controlled mobility
skill
- ability to consistently perform functional tasks and manipulate the environment with normal postural reflex mechanisms and balance reactions. skill activities include ADLs and community locomotion
motor learning
- study of the acquisition or modification of movement.
two theorie.
Adam’s closed loop theory
- the first attempt at the creation of a comprehensive motor learning theory with the premise of sensory feedback as an ongoing process for the nervous system to compare current movement with stored information on memory of past movement; high emphasis on the concept of practice
Schmidt’s schema theory
this theory was created in response to the limitations of the closed loop theory. its main construct relies on open loop control processes and a motor program concept; promotes clinical value of feedback and importance of variation with practice
cognitive stage of motor learning
- initial stage of learning where there is a high concentration of conscious processing of information. the person will acquire information regarding teh goal of teh activity and begin to problem solve as to how to attain the goal. a controlled environment is ideal for learning during this stage and participation is a must for the person to progress
-large amt or error
-inconsistent attempt
- repetition of effort allows for improvement n strategies
inconsistent performance
- high degree of cognitive work; listening, observing and processing feedback
Associative stage of motor learning
- this is teh intermediate stage of learning where a person is able to more independently distinguish correct versus incorrect performance. the person is linking the feedback that has been received with the movement that had been performed and teh ultimate goal. a controlled environment is helpful bbut at this stage , the person can progress to a less structured or mor eoprn environment. avoid excessive external feedback as teh person should have improved internal or proprioceptive feedback for the task at hand.
- decr error with new skill performance
- decr need for concentration
- skill refinement
- incr coordination in movement
- large amt of pratcice yields refinement of the motor program surrounding the activity
Autonomous Stage of motor learning
- final stage of learning or skilled learning where a person improved the efficiency of teh activity without a great need for cognitive control. the person can also perfomr the task with interference from a variable environment
- automatic response
- mainlt error free
- patterns of movement are non-cognitive and automatic
- distraction does not impact the activity
- multitaask
- extrinsic feedback should be limited or not provided
- internal feedback or self-assessment should be dominant
intrinsic (inherent) feedback
-represents all feedback that comes to the person through sensory systems as a result of the movement including visual, vestibular, proprioceptive and somatosensory inputs
extrinsic (augmented) feedback
-represents the information that can be provided while a task or movement is in progress or subsequent to the movement. this us typically in the form of verbal feedback or manual contacts
knowledge of results
- is an important form of extrinsic feedback and includes terminal feedback regarding the outcome of a movement that has been performed in relation to the movement’s goals
knowledge or performance
is extrinsic feedback that relates to the actual movement pattern that someone used to achieve their goal of movement
massed practice
- the practice time in a trial is greater than the amount of rest between trials
Distributed practice
- teh amount of rest time between trials is equal to or greater than the amount of practice time for each trial
constant practice
practice of a given task under a uniform condition
variable practice
- practice of a given task under differing conditions
random practice
varying practice amongst different task
blocked practice
consistent practice of a single task
whole training
practice of an entire task
past training
practice of an individual component or selected components of a task
closed system model
- this is characterized by transfer of information that incorporates multiple feedback loops and larger distribution of control. in this model, the nervous system is seen as an active “participant” whith he ability to enable the initiation of movement as opposed to solely “reacting” to stimuli
Compensation
the ability to utilize alternate motor and sensory strategies due to an impairment that limits the normal completion of a task
habituation
the decrease in response that will occur as a result of consistent exposure to non-painful stimuli
Learning
the process of acquiring knowledge about the world that leads to a relatively permanent changein a person’s capability to perfom a skilled action
non-associative learning
a single repeated stimulus
associative learning
-gaining understanding of teh relationship between two stimuli, casual relationships or stimulus and consequence
procedural learning
learning tasks that can be performed without attention or concentration to teh task; a task is learned by forming movement habits
declarative learning
- requires attention, awareness and reflection in order to attain knowledge that can be consciously recalled
motor learning
- teh ability to perform a movement as a result of internal processes that interact with the environment and produce a consistent strategy to generate teh correct movement
- it is the acquisition of, or modification of movement
motor program
- concept of a central motor pattern that can be activated by sensory stimuli or central processes. Motor programs are seen as containing the rules for creating spatial and temporal patterns of motor activity needed to carry out a given motor task
open system model
- this is characterized by a single transfer of information without any feedback loop. in this theorym teh nervous system is seen as awaiting stimuli in order to react
performance
a temporary change in motor behavior seen during a particular session of pratcice that is a result of many variable however only one variable is focusing on the act of learning.
-performance is not an absolute measure of learning since there are multiple variables that potentially affect performance
Plasticity
- the ability to modify or change at the synapse level either temporarily or permantely in order to perform a particular function
postural control
- the ability of the motor and sensory systems to stabilize position and control movement
Recovery
the ability to utilize previous strategies to return to the same level of functioning
Sensitization
the increase in response that will occur as a result of a noxious stimuli
Startegy
- a plan used to produce a specific result or outcome that will influence the structure or system
