Motor Learning (2) Flashcards
practice organization
massed v. distributed
constant v. variable
blocked v. random
whole v. part training
transfer
mental practice
guidance v. discovery
massed practice
relatively continuous practice
rest time is less than practice time
distributed practice
frequent breaks
rest time is large
what does variability allow for
when trying to “learn” a new skill
variability in training allows for more flexibility
what does variability lead to
the ability to transfer the skill to related activities
what’re pts able to do more w/ variability
problem solve
what does variability foster
learning v. performance
constant
static motor skills
not required to make rapid modifications
blocked practice
single motor skill is performed repeatedly
A –> B –> C
task A is mastered before task B begins
task B is then mastered before task C begins
random practice
group of motor skills in random order
A –> B –> C , C–> B –> A –> C
no skill practice 2x in a row
all skills practiced the same amount of times
blocked practice is better for
performance
random practice is better for
long term
how do I know that learned has occurred
retention or transfer test
what does research support –> whole v. component training
breaking tasks into components only if…
breaking tasks into components only if…
remain w/in the original confines of the task
can the task be naturally divided
metal practice is
not the same as mental imagery
mental practice
has been shown to improve basic motor skills
what is activated during mental practice
supplementary motor cortex
when does mental practice work well
when you have something specific to work on
manual guidance
helping someone learn a skill by putting your hands on them
what is there trouble w/ –> manual guidance
biomechanical ramifications v. reality
rule of thumb –> manual guidance
keep hands off and only put them on a pt if they cannot complete the task w/o you
discovery learning
trial and error discovery procedures
feedback
intrinsic and extrinsic
extrinsic feedback
concurrent
terminal
knowledge of performance
knowledge of results
intrinsic feedback
feedback that comes to the individual simply through the various sensory systems
as a result of the normal production of movement
can you alter intrinsic feedback
no
it just happens
it is what is perceived from the outside world
extrinsic feedback
info meant to supplement the already present intrinsic feedback
extrinsic feedback could be
verbal
physical
visual
auditory
extrinsic feedback is
concurrent
terminal
knowledge of performance
knowledge of results
concurrent –> extrinsic feedback
feedback provided while the pt is performing the task
cueing the pt to “take a bigger step” while ambulating
terminal –> extrinsic feedback
provided once the task is completed
once the pt has sat down –> informing them that they need to “take a bigger step”
knowledge of performance –> extrinsic
related to the movement patterns used to achieve the goal
what can knowledge of performance can be
given during (concurrent) or after (terminal) movement pattern
key point –> knowledge of power
if an individual realizes something on their own it is not extrinsic
we had no affect on it
knowledge of results
terminal feedback about the outcome of movement in terms of the movement’s goal
research on knowledge of results
not be given immediately
not be given after other events
concise and to the point
should not be given after each trial
feedback and motor learning
old school of thought
common feedback
old school of thought
given frequent/detailed immediate feedback
improved performance but not learning
common feedback
KR and KP
KR –> common feedback
verbal feedback regarding whether or not the goal was fully met, partially met or not met
KP –> common feedback
feedback about motor patterns which lead to outcomes
learn further forward in chair, put weight on both legs
summary of feedback
after a series of performances w/o feedback
better for retention
