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Neuro Clinic > Motor Learning > Flashcards

Motor Learning Flashcards

1
Q

what is motor learning?

A

focuses on understanding the acquisition and or modification of movement through practice

a “relatively permanent” change, resulting from practice or a novel experience, in the capability for responding

  • often involves improving the smoothness and accuracy of movements
  • necessary for complicated movements (speaking, piano, climbing trees)
  • also important for calibrating simple movements like reflexes, as parameters of the body and environment change over time
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2
Q

what is motor control?

A

focuses on understanding the control of movement already acquired

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3
Q

what are the theories of motor control?

A 
reflex theory
Hierachical theory
Motor programming theories
Reed's action system theory
Ecological theories
dynamical theory
systems theory
parallel distributes processing theory
task oriented theories
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4
Q

what are the theories of motor learning?

A 
adam's closed loop theory
Schmidt's scema theory
Fit and Posner: stages of motor learning
Newell's theory of learning in exploration
Gentile's 2 stage
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5
Q

what is Adam’s Closed Loop Theory?

A

researcher in physical education. Adams was the first person to attempt to create a comprehensive theory of motor learning

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6
Q

what is Schmidt’s schema theory?

A

researcher in physical education

the individual learns a generalized set of rules that can be applied to a variety of contexts

4 things are stored in memory:

  • initial movement conditions
  • parameters of generalized program
  • outcome of movement: KR
  • sensory consequences
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7
Q

what is Fit and Posner: stages of motor learning?

A

3 main stages involved in learning:

  • cognitive
  • associative
  • autonomous
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8
Q

what is Newell’s theory of learning in exploration?

A

perception and action are linked in the task solution

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9
Q

what is Gentile’s 2 stage model?

A

identify aspects of the skill and environment that are relevant

math the movement pattern with the environment

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10
Q

what are Traditional Neurophysiologic treatment approaches?

A

sensory integration (Jean Ayres)

movement therapy in hemiplegia (Signe Brunnstrom)

motor relearning approach (Janet Carr, Roberta Shepherd)

rood approach to neuromuscular dysfunction

PNF (Herman Kabat, Margaet Knott, Dorothy Voss)

neurodevelopment treatment (NDT) (Berta and Karel Bobath)

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11
Q

what are Contemporary Theoretical frameworks?

A

models of disablement

systems approach

task-oriented approach

evidence based practice

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12
Q

what do we need to know for motor learning?

A

WHO is the learner? (resources/constraints)

WHAT is the task? (type of motor skills)

WHERE is it done? (environment/context)

HOW does the learning occur best?

how do they all match? or not?

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13
Q

What do we need to know for ML?

what aspects to think about when asking “who is the learner” ??

A

PHYSICAL:

  • ROM
  • Motor weakness
  • Tone
  • Coordination

SENSORY

  • somatosensory
  • vision
  • vestibular

COGNITIVE/PERCEPTION

  • integration of sensory info
  • attention
  • memory

=CONSTRAINTS/RESOURCES AVAILABLE
(what interferes with ability to perform? what can they do? what/who can they rely on?)
(fear- limits ability of the system to change)

Example: Reaction time- time lag b/w presentation of stimulus and initiation of response (reaction time is NOT constant; depends on the processing demands imposed by a given situation)

Influencing variables:

  • time needed to prepare a response
  • number of response choices
  • event anticipation, stimulus-response compatibility
  • amount of practice
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14
Q

what is attention?

A

limited number of things you can pay attention to, or process at one time

limit exceeded=

  • competition for resources
  • interference b/w items
  • decreased performance
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15
Q

what is selective attention?

A

the ability to attend to or focus on specific aspects of the environment while ignoring others

an optimal level of arousal exists for each person

Low= attention too broad, attend to relevant and irrelevant cues

Too high = decreased effectiveness in scanning environment, miss cues

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16
Q

what is the role of the PT?

A

identifying and utilizing resources available

identifying and manipulating key constraints to guide learner’s search for optimal movement solutions
fixed? changeable?

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17
Q

what are abilities?

A

genetic traits that are prerequisite for skilled performance

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18
Q

What do we need to know for ML?

what aspects to think about when asking “what is the task” ??

A

MOTOR SKILLS:

  • stabilizing the body in space as it applies to postural and balances control
  • moving the body in space as it applies to movement
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19
Q

what do motor skills involve?

A

INVOLVES CNS ORGANIZATION

  • MS and NM systems
  • information processing
  • interpretation and integration of sensory information from the environment or body
  • storage and retrieval to allow for: selection of movement; control; coordinated movements; and skilled action
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20
Q

what are the 4 criteria that need to be satisfied for a movement to be considered a motor skill?

A

1- goal oriented

2- body and/or limb movements are required to accomplish the goal

3- movements must be voluntary

4- developed as a result of practice

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21
Q

what are the 5 classifications of motor skills?

A

1- inherited vs. learned

2- simple vs. complex

3- discrete/serial/continuous

4- fine vs. gross

5- closed vs. open

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22
Q

simple/complex motor skills:

A

even simple tasks are complex:

ex: reaching for a cup of coffee:
- seeing the cup
- coordinating movement to reach
- anticipating size, weight, squish ability
- feeling the cup
- sensing the weight when moving
- adjusting movements while moving
- modify movements during the process

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23
Q

what is a discrete motor skill?

A

a skill whose beginning and end points are clearly defined

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24
Q

what is a serial motor skill?

A

motor skill composed of discrete skills whose integrated performance is crucial for goal achievement

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25
Q

what is a continuous skill?

A

a skill whose beginning and ending points are either arbitrary or determined by some environmental factor rather than by the task itself

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26
Q

how do gross and fine motor skills differ?

A

GROSS MOTOR SKILLS: involve less emphasis on precision and are typically the result of multi limb movements

  • require the use of large ms. groups to perform tasks
  • the skill required is not extensive and therefore are usually associated with continuous tasks
  • much of the development of these skills occurs during early childhood
  • the performance level of gross skills remains unchanged after periods of non-use

FINE MOTOR SKILLS: involve very precise movements normally accomplished using smaller musculature

  • activities like manipulating objects (piano, video games)
  • generally, there is a retention loss of find skills over a period of non-use
  • discrete tasks usually require more fine motor skill than gross motor
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27
Q

how do closed and open motor skills differ?

A

CLOSED SKILLS: performed within a stable and predictable environment, allowing the performer to control the performance situation

OPEN SKILL: performed in an unpredictable, ever changing environment

28
Q

what is Gentile’s taxonomy?

what are regulatory conditions?

A

assessment tool used to determine functional level

provides a checklist on how to assess a person’s motor response and capabilities- function

REGULATORY CONDITIONS: environmental factors that specify the movement characteristics necessary to perform a skill successfully

29
Q

What do we need to know for ML?

what aspects to think about when asking “what is the environment” ??

A

open/closed environments

interactions with the environment:

  • in space: proximal –> distal
  • in interaction with the environment: distal –> proximal
30
Q

how do open and closed environments differ?

A

rapid adaptations required vs. consistent, stable performance

  • environment constantly changes, unpredictable
  • environment predictable
  • environment semi-predictable
31
Q

what are forms of learning?

A

1- non associative learning

2-declarative learning

3- procedural learning

32
Q

what is non-associative learning?

A

a single stimulus is given repeatedly

HABITUATION: a decrease in responsiveness as a result of repeated exposure to a non-painful stimuli (i.e. vestibular rehab, children who are “tactile defensive”)

SENSITIZATION: an increase responsiveness following a threatening or noxious stimulus

33
Q

what is declarative learning?

A

results in knowledge that can be consciously recalled

  • requires processes such as awareness, attention and reflection
  • constant repetition can transform declarative into procedural knowledge
34
Q

what is procedural learning?

A

learning tasks that can be performed automatically without attention or conscious thought, like a habit

  • develops slowly through repetition of an act over many trials
  • expressed through improved performance of the tasks that was practiced

does not depend on awareness, attention or other higher cognitive processes

35
Q

what is the goal of motor learning?

A

SKILL ACQUISITION

36
Q

what is skill acquisition?

A

the process of acquiring and retaining motor skills

  • acquisition of skill begins at the cognitive level and later becomes automatic
  • acquisition occurs through practice and correction of errors following feedback about performance
  • requires comparison of motor command (intentions) with sensory input (feedback)
37
Q

what are Fitts and Posner stages of learning/skill acquisition?

A

COGNITIVE: what to do
(discovery)

ASSOCIATIVE: perfecting the movement pattern
(mastery)

AUTONOMOUS: reduced or eliminated attentional requirements
(generalization)

38
Q

what is Gentile’s 2 stage model of learning?

A

stage 1- getting the idea of the movement

stage 2- fixation (closed skills)/ diversification (open skills)

39
Q

how is skill acquired?

A

Task selection:

  • structuring the task context and environment
  • progressively increasing task difficulty and complexity

Task variation:

  • structuring the task context and environment
  • switching to new tasks

Practice:

  • active problem solving during practice
  • exploration
  • develop motor programs
  • postural control- organized with specific tasks
40
Q

what defines the process of skill acquisition?

A

goal-directed learning!

the single most important factor that shapes the overall process of skill acquisition is what specific tasks the learner is challenged with

41
Q

how can learning be enhanced?

A

mental imagery
-the combo of physical practice and imagery (the visualization or cognitive rehearsal of movement) is superior to physical practice alone.

42
Q

the essence of learning is a cyclic process of what?

A

discovery, mastery and generalization

learning does not end with technical mastery, but rather learning refines existing knowledge

43
Q

how do you know if learning has occurred?

A

retention tests

transfer tests

assess performance changes, including:

  • changes in coordination and control
  • muscle activity
  • energy expenditure
  • consistency
  • attentional focus
  • knowledge and memory
  • error detection and correction
  • self-confidence
44
Q

how do you measure motor behavior?

A

objectivity, sensitivity, reliability, validity

measures of movement magnitude

measures of time and speed

movement kinematics (location, acceleration, velocity)

45
Q

motor learning occurs when..

A

1- when participation is active

2- when actions are goal directed

3- when sessions include both repetition and problem solving

4- by practicing in meaningful contexts

5- when performance is enhanced by assuming an optimal state of readiness

it is the clinical judgement and skill of the PT to differentiate errors that are occurring as part of the problem solving process and when errors or “bad habits” are just being reinforced.

46
Q

how to give instructions?

A

keep explantations short and simple

use developmental appropriate terms

direct learners’ attention to critical elements of the skill during initial instructions

provide learners with a frame of reference for correctness

consider learners’ learning styles and previous experiences

VERBAL CUES:

  • focus attention
  • prompt
  • movement sequence
  • need to be: concise, accurate, limited in #, and repeated

DEMONSTRATION:

  • dependent on complexity of skill
  • extend of understanding

discovery learning

guided practice

manual guidance

47
Q

what is practice structure?

A

discovery vs. guided

amount of practice

practice structure
-random vs. blocked

practice schedule:

  • massed practice
  • distributed practice

variable vs. constant

part vs. whole training
-transfer of skills

48
Q

does practice make perfect?

A

constant vs. variable error

Performance plateau: period of time during the learning process in which no overt changes in performance occur
-transitional periods in the learning process- integration of task components (and perhaps strategy) is being resolved; not necessarily indicative of a cessation in the learning process

clinical judgement

49
Q

what is the critical factor in improving learning?

A

the subject has to do something different on consecutive trials

factors that make performing a task more difficult initially often make learning more effective in the long run. These types of factors have been called context effects.

  • random order vs. blocking
  • variable vs. structured
  • -guided vs. discovery
  • part vs. whole
  • amount and type of feedback
50
Q

what is feedback?

A

during the learning process of a motor skill

  • feedback is the positive or negative response that tells the learner how well the task was completed
  • inherent feedback is the sensory information that tells the learner how well the task was completed

extrinsic vs. intrinsic

51
Q

what is extrinsic feedback?

A

“augmented feedback”

  • concurrent
  • terminal
  • immediate or delayed
52
Q

what are types of augmented feedback?

A

1- knowledge of results (KR)

2- knowledge of performance (KP)

53
Q

what is knowledge of results?

A

information provided that tells about whether the task was completed or not, successful or not, etc.

54
Q

what is knowledge of performance?

A

information provided about how the task was accomplished

  • videotape
  • kinematic info
  • artificial sensory feedback
55
Q

what is intrinsic feedback?

A

visual, proprioceptive, auditory

reference of correctness
“subjective reinforcement”

56
Q

how does one develop intrinsic feedback?

A

learners need time to process intrinsic feedback and formulate a new movement plan for the next attempt

prompting learners to estimate their own performance errors before providing them with augmented feedback results in superior learning

*with intrinsic involvement, don’t need extrinsic

57
Q

when to use manual guidance?

A

Task:

  • balance training
  • gait training

Person:

  • unable to move- understand the task
  • fearful
  • impaired sensation
  • impaired cognition/motor planning
  • implicit and explicit learning problems (guidance)

Environment:
-safety

58
Q

how to use manual guidance?

A

provide clear understanding of task

correct sequence

not to encourage passivity

assist in developing reference of correctness

59
Q

what should the frequency of feedback be?

A

initial stage of learning= high frequency

too much feedback: detrimental to learning
-unless frequency is reduced as the learner becomes more proficient, the learner may develop and over dependence on augmented feedback

reduce feedback frequency:
-faded, bandwidth, summary, average, learner-regulated feedback

60
Q

how is feedforward different than feedback?

A

FEEDFORWARD:

  • DRIVES
  • anticipatory
  • self-generated
  • goal or task oriented

FEEDBACK

  • REFLECTS
  • positive or negative info: how well the task was completed
61
Q

what are our most powerful tools in therapy?

A

1- task selection
2-task variation
3- feedback

ability to provide appropriate feedback to facilitate learning

ability to know when to touch and when to take your hands off

62
Q

learning is a process of …

A

acquiring the capability for skilled action

63
Q

patient exam, task and environment analysis are needed to understand..

A

the interaction between constraints and available resources

64
Q

practice requires …

A

active participation
problem solving
development intrinsic feedback

65
Q

factors that make performing a task more difficult initially very often…

A

make learning more effective in the long run

66
Q

it is the clinical judgement and skill of the therapist to …

A

differentiate errors that are occurring as part of the problem solving process and when errors or “bad habits” are just being reinforced

Neuro Clinic (14 decks)

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