Motor Learning Flashcards
what is motor learning?
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
what is motor control?
focuses on understanding the control of movement already acquired
what are the theories of motor control?
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
what are the theories of motor learning?
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
what is Adam’s Closed Loop Theory?
researcher in physical education. Adams was the first person to attempt to create a comprehensive theory of motor learning
what is Schmidt’s schema theory?
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
what is Fit and Posner: stages of motor learning?
3 main stages involved in learning:
- cognitive
- associative
- autonomous
what is Newell’s theory of learning in exploration?
perception and action are linked in the task solution
what is Gentile’s 2 stage model?
identify aspects of the skill and environment that are relevant
math the movement pattern with the environment
what are Traditional Neurophysiologic treatment approaches?
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)
what are Contemporary Theoretical frameworks?
models of disablement
systems approach
task-oriented approach
evidence based practice
what do we need to know for motor learning?
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?
What do we need to know for ML?
what aspects to think about when asking “who is the learner” ??
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
what is attention?
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
what is selective attention?
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
what is the role of the PT?
identifying and utilizing resources available
identifying and manipulating key constraints to guide learner’s search for optimal movement solutions
fixed? changeable?
what are abilities?
genetic traits that are prerequisite for skilled performance
What do we need to know for ML?
what aspects to think about when asking “what is the task” ??
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
what do motor skills involve?
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
what are the 4 criteria that need to be satisfied for a movement to be considered a motor skill?
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
what are the 5 classifications of motor skills?
1- inherited vs. learned
2- simple vs. complex
3- discrete/serial/continuous
4- fine vs. gross
5- closed vs. open
simple/complex motor skills:
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
what is a discrete motor skill?
a skill whose beginning and end points are clearly defined
what is a serial motor skill?
motor skill composed of discrete skills whose integrated performance is crucial for goal achievement
what is a continuous skill?
a skill whose beginning and ending points are either arbitrary or determined by some environmental factor rather than by the task itself
how do gross and fine motor skills differ?
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
how do closed and open motor skills differ?
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
what is Gentile’s taxonomy?
what are regulatory conditions?
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
What do we need to know for ML?
what aspects to think about when asking “what is the environment” ??
open/closed environments
interactions with the environment:
- in space: proximal –> distal
- in interaction with the environment: distal –> proximal
how do open and closed environments differ?
rapid adaptations required vs. consistent, stable performance
- environment constantly changes, unpredictable
- environment predictable
- environment semi-predictable
what are forms of learning?
1- non associative learning
2-declarative learning
3- procedural learning
what is non-associative learning?
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
what is declarative learning?
results in knowledge that can be consciously recalled
- requires processes such as awareness, attention and reflection
- constant repetition can transform declarative into procedural knowledge
what is procedural learning?
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
what is the goal of motor learning?
SKILL ACQUISITION
what is skill acquisition?
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)
what are Fitts and Posner stages of learning/skill acquisition?
COGNITIVE: what to do
(discovery)
ASSOCIATIVE: perfecting the movement pattern
(mastery)
AUTONOMOUS: reduced or eliminated attentional requirements
(generalization)
what is Gentile’s 2 stage model of learning?
stage 1- getting the idea of the movement
stage 2- fixation (closed skills)/ diversification (open skills)
how is skill acquired?
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
what defines the process of skill acquisition?
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
how can learning be enhanced?
mental imagery
-the combo of physical practice and imagery (the visualization or cognitive rehearsal of movement) is superior to physical practice alone.
the essence of learning is a cyclic process of what?
discovery, mastery and generalization
learning does not end with technical mastery, but rather learning refines existing knowledge
how do you know if learning has occurred?
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
how do you measure motor behavior?
objectivity, sensitivity, reliability, validity
measures of movement magnitude
measures of time and speed
movement kinematics (location, acceleration, velocity)
motor learning occurs when..
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.
how to give instructions?
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
what is practice structure?
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
does practice make perfect?
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
what is the critical factor in improving learning?
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
what is feedback?
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
what is extrinsic feedback?
“augmented feedback”
- concurrent
- terminal
- immediate or delayed
what are types of augmented feedback?
1- knowledge of results (KR)
2- knowledge of performance (KP)
what is knowledge of results?
information provided that tells about whether the task was completed or not, successful or not, etc.
what is knowledge of performance?
information provided about how the task was accomplished
- videotape
- kinematic info
- artificial sensory feedback
what is intrinsic feedback?
visual, proprioceptive, auditory
reference of correctness
“subjective reinforcement”
how does one develop intrinsic feedback?
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
when to use manual guidance?
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
how to use manual guidance?
provide clear understanding of task
correct sequence
not to encourage passivity
assist in developing reference of correctness
what should the frequency of feedback be?
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
how is feedforward different than feedback?
FEEDFORWARD:
- DRIVES
- anticipatory
- self-generated
- goal or task oriented
FEEDBACK
- REFLECTS
- positive or negative info: how well the task was completed
what are our most powerful tools in therapy?
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
learning is a process of …
acquiring the capability for skilled action
patient exam, task and environment analysis are needed to understand..
the interaction between constraints and available resources
practice requires …
active participation
problem solving
development intrinsic feedback
factors that make performing a task more difficult initially very often…
make learning more effective in the long run
it is the clinical judgement and skill of the therapist to …
differentiate errors that are occurring as part of the problem solving process and when errors or “bad habits” are just being reinforced
