Motor learning Flashcards
Learning
Process of acquiring knowledge about the world that leads to relatively permanent change in person’s capability to perform a
skilled action
Learning
Non-associative
a single repeated stimulus (habituation, sensitization)
Learning
Associative:
gaining understanding of relationship between 2 stimuli, casual relationships, or stimulus and consequence (classical conditioning, operant
conditioning)
Learning
Procedural:
learning tasks that can be performed without attention or concentration to task; task is learned by forming movement habits
(developing a habit through repetitive practice)
Learning
Declarative:
requires attention, awareness, and reflection in order to attain knowledge that can be consciously recalled (mental practice)
Motor Learning
- Ability to perform a movement as a result of internal processes that
interact with environment and produce a consistent strategy to
generate the correct movement - Acquisition of, or modification of movement
- Differentiates learning vs performance
- Provides guidelines for appropriate use of feedback
- Prioritizes impact of practice as relates to skill and movement
- Focuses on transfer of learning across tasks and environments of
practice
Three Stage Model of Motor Learning
Cognitive-initial stage
- High concentration of conscious processing of information
- Controlled environment, participation=ideal for learning
- Lots of errors, inconsistent performance, need reps, is lots of cognitive work
Three Stage Model of Motor Learning
Associative-intermediate stage
- Becoming more independent in determining correct/incorrect
- Able to link feedback to movement that was performed
- Increased coordination and skill refinement
- Decreased need for concentration and cognition about activity
- Decreased errors with new skill performance
Three Stage Model of Motor Learning
Autonomous-final stage
- Less need for cognitive control
- Can perform task in variable environment
- Automatic, internal feedback dominates
- Distraction does not have impact
- Automatic, mainly error-free regardless of environment
Feedback
- Important for progression of motor learning
- Intrinsic and extrinsic
- Allows for correction and adaptation within environment
- Reduction of extrinsic feedback to enhance learning
Feedback
Intrinsic (inherent)
- Feedback that comes through sensory systems as result of movement
- Includes visual, vestibular, proprioceptive, somatosensory inputs
Feedback
Extrinsic (augmented)
- Provided while task or movement is in progress or subsequent to movement
- Typically verbal feedback or manual contacts
Practice
- Repeated performance of activity to learn or perfect skill
- Allows for direct physical experience and kinesthetic stim to assist
with acquisition of skill
- Mental practice
cognitive rehearsal without physical movement
Types of Practice
Massed
practice time in a trial >amount of rest between trials
Types of Practice
Distributed
Rest time between trials= or>amount of practice time for
each trial
Types of Practice
Random
varying practice amongst different tasks
Types of Practice
Variable
practice of a given task under differing conditions
Types of Practice
Blocked
consistent practice of a single task
Types of Practice
Whole:
practice of an entire task
Types of Practice
Part training
practice of an individual component or selected
components of a task
Levels of Motor Control
Mobility
Ability to initiate movement
Levels of Motor Control
Stability
- Ability to maintain posture/position
- Unsupported sitting with midline orientation
Levels of Motor Control
Controlled mobility
- Ability to move within a weight bearing position or rotate around a long axis
- Activities in prone on elbows, weight shifting in quadruped
Levels of Motor Control
Skill
- Ability to consistently perform functional tasks and manipulate environment
- ADLs, community locomotion
constraint-induced movement therapy (CIMT)
utilizes a cast or a splint on the uninvolved side. to create forced use of the impaired upper extremity.
Hand-arm bimanual intensive therapy (HABIT)
involves activities puposely designed to encourage and demand use and coordination of both upper extremities.
HABIT-ILE
functional integration of both upper and lower extrimity activities, focusing on control and coordination during activites of daily living.
Salience
- using play to optimize motivation, attention, and practice
- involving the chilc in goal setting
- explaining why certain activities are important for the child
- engaging the child in task-specific activities rather than rote unskilled movement exercise
- focusing on the use of play and movement that can be embedded into the child’s daily rutine.
specificity
- using real world tasks or functional skills helps children problem solve the very skills they need to learn.
- Use actual equipment (lunch tray, books)
- Real world obstacles.
Instructional Strategies pediatric motor learning
- keep verbal instructions concrete and simple
- mental imagry
- demonstration/imitation
- Observing neer peers.
- Feedback - specific feedback.
Frequency and practice
- parent education and engagement is critical
- embeding movement into daily routine ADL either blocked or distributed will help get enough repitition.
- Engage in salient tasks - play - thororghout day.
Motor Learning Principles table
Salience
- Engage child in goal setting
- Use play to motivate and engage
- embed activities in daily routine
Motor Learning Principles table
Specificity
- Provide services in the child’s natural environment
- Embed skills into daily routines
- Use real world, task-specific practice
Motor Learning Principles table
Instructional Strategies
- Verbal instructions that are simple and concrete
- Similies and metal imagery
- Demonstration
- Observing peers performing specific tasks
Motor Learning Principles table
Feedback
knowledge of performance
Knowledge of results
Motor Learning Principles table
Frequency and Practice
blocked and distributed practice
Random practice
Motor Learning Principles table
Parent Education and Engagement
- Engage parents in goal setting
- Educate parents on embedding tasks into daily routines
Motor Learning Principles table
Child Empowerment and Self-Determination
- Participation in goal setting
- Giving choice
- Participation in decision-making about care
