Motor Learning

Question 1

Motor learning

Answer 1

Set of processes associated with practice or experience leading to relatively permanent changes in capability for producing skilled actions

Question 2

Motor behavior

Answer 2

Not the same as motor learning
Repeated observation of behavior allows us to determine if a motor skill is learned

Question 3

Systems 3 stage model

Answer 3

Motor control for a specific movement is learned
Novice, advanced, expert

Question 4

Novice

Answer 4

Simplify movements by reducing degrees of freedom (how much joint moves)
Exploring new strategies via practice
Ex: learning to ice skate - using stiff legs

Question 5

Advanced

Answer 5

Increases the degrees of freedom
Selective, task specific muscle activations
Ex: looking more comfortable ice skating

Question 6

Expert

Answer 6

Coordinated, efficient movement using all necessary degrees of freedom
Can perform in multiple environments
Ex: lots of movement at all joints - professional ice skating

Question 7

Fitts and posner model

Answer 7

Attention and motor learning interact linearly
More attention, lower learning stage; lower attention, higher learning stage

Question 8

Specificity principle

Answer 8

Learning is maximized for specific task trained
Task specific training

Question 9

Implementation in clinical practice: specificity

Answer 9

Practice the specific action the patient wants to do/improve

Question 10

More is better principle

Answer 10

Large amounts of practice are required to master a motor skill

Question 11

Implementation in clinical practice: more is better

Answer 11

Practice will be needed outside of therapy sessions and after therapy services have ended

Question 12

Extrinsic vs intrinsic feedback principle

Answer 12

Intrinsic feedback is optimal for promoting learning and generalization
Intrinsic FB - visual info
Extrinsic FB - someone tells you

Question 13

Implementation in clinical practice: intrinsic > extrinsic feedback

Answer 13

Withdrawing extrinsic feedback forces the learner to process intrinsic feedback for detecting errors
Teach the person to look for feedback and judge movement without you telling them

Question 14

Variability is good principle

Answer 14

Learning and generalization
Variation within and across tasks

Question 15

Implementation in clinical practice: variability is good

Answer 15

Give the patient space to make mistakes and discover solutions

Question 16

Part vs whole task training principle

Answer 16

Part task training can be useful if the task can be broken down into clearly separable components
Whole task is preferred

Question 17

Implementation in clinical practice: whole > part task training

Answer 17

If the task is broken into parts, be sure to integrate back into whole task
Only break task into parts if there are clear parts (get out of bed and into wheelchair)

Question 18

Internal vs external focus of attention principle

Answer 18

Internal: focus on something internal to you
External: focus on something in the environment

Question 19

Implementation in clinical practice: external > internal focus of attention

Answer 19

Cue the learner to focus on the environment or objects associated with the movement
Follow through golf swing example
Internal: focus on arm/wrist
External: focus on club

Question 20

Optimal learning principle

Answer 20

High levels of motivation and self efficacy

Question 21

Implementation in clinical practice: optimal learning

Answer 21

Tasks should be challenging but attainable
Progress goes from more support to less support
Work with your patients to select functional tasks that are meaningful to them