Motor Learning & Motor Control Flashcards
(98 cards)
1
Q
Ability to regulate or direct the mechanisms essential to movement
A
Motor Control
2
Q
An area of study dealing with the understanding of the neural, physical, mechanical and behavioral aspects of movement
A
Motor Control
(When u move di lang naman sya one aspect syempre nag-iisip ka rin→ neural, physical body, and behavioral aspects of how you do it)
3
Q
How our neuromuscular system functions to activate and coordinate the muscles and limbs involved in the performance of a motor skill.
A
Motor Control
● Kung di mo naman siya ma coordinate ng
maayos, nonsense din kasi di mo naman ma
control yung movement mo
● You need to have a good motor control to be
able to do the types of movement u want
● Anything u do without coordination is magulo
4
Q
adaptability of the brain to re-organize itself and adapt to a certain activity
(e.g. nagka brian injury – there is still a way to
recover)
A
Neuroplasticity
Relearning of a movement - New technology taps on neuroplasticity - Hindi porket neuro problem nung patient, dun lang mag a-apply yung neuroplasticity, motor learning and motor contro
5
Q
How does motor control work?
A
- The task that needs to be completed is identified →
body gathers sensory info from environment (afferent) → perceives info → chooses a movement plan
appropriate plan to meet the goal of the task
E.g. may sunog, you have to move away from that - Plan is coordinated w/in CNS → executed through
motor neurons in the brain and SC → outcome
communicated to the muscles in postural and limb synergies, and in the head and neck (efferent)→ motor units timed to fire in a specific manner - Sensory feedback supplied to the CNS by the movement → decision taken to (1) modify the plan during execution, (2) acknowledge the goal of the task to be achieved, and (3) store the information for future performance of the same task-goal combination
(- Can you modify the plan during execution? It
depends sa situation, may kailangan ka ba
i-modify or hindi.
- You have to store for future references para
makita mo if may mali or tama. If may mali,
you use that knowledge to correct yung mali
mo sa movement)
6
Q
STAGES OF MOTOR CONTROL
A
➔ Mobility:
➔ Stability:
➔ Controlled mobility:
➔ Skill:
7
Q
What is a functional range through which to move and
the ability to sustain active movement through range
A
➔ Mobility:
◆ E.g. do supine to sit, and sit to stand (one posture
to another)
8
Q
ability to maintain a posture c orientation of
COM over BOS and the body held steady
A
➔ Stability:
9
Q
Also called, Static postural control
A
➔ Stability:
10
Q
the ability to move w/in jts and between limbs following the optimal path of instant center of rotation (PICR)
A
➔ Controlled mobility:
◆ E.g. weight shifting or maintaining a posture c
challenges (may pinapagawa while standing), or
balance – single leg balance.
11
Q
◆ Also called Dynamic Postural control
A
➔ Controlled mobility:
12
Q
7 THEORIES OF MOTOR CONTROL
A
REFLEX THEORY
DYNAMIC SYSTEMS THEORY
HIERARCHICAL THEORY
MOTOR PROGRAM THEORY
ECOLOGICAL THEORY
SYSTEMS MODEL
13
Q
➔ The afferent-efferent interaction lang
➔ Movement is initiated and withdraw upon by a certain
stimulus
➔ A reaction is equated to an action – kung ano nararamdaman mo, you’ll react to it
◆ You react to the stimuli around you
➔ You use sensory input to stimulate you to move
➔ Relies heavily on feedback
(Kidlat - stimulus → afferent → efferent)
A
REFLEX THEORY
14
Q
➔ Turvey - you move to your adaptation in the environment
◆ Movement is affected by multiple elements,
environment. How things react to you and
how you react to things
A
DYNAMIC SYSTEMS THEORY
◆ E.g. pag mahina yung katawan → sa sit and
stand pag ginamit ng pt yung momentum for
standing up, mas madadalian siya tumayo,
compared pag stable siya tas papatayuin mo
siya nng upright.
◆ Kunin yung momentum mas madali siya
makakatayo kaysa na bigla mo siya
papatayuin
15
Q
➔ From the brain going to the mm, up to the movement
➔ Voluntary movements initiated by will
➔ Reflex movements pag nagkakaroon ka ng CNS disorder
A
HIERARCHICAL THEORY
16
Q
➔ Kailangan coordinated ang movement
➔ Nakaprogram dapat lahat ng movement mo
➔ May ayos dapat yun kung pano yung gagawin na
movement
➔ Kailangan tama yung coordinated movement → teach
pt na ma re-learn yung right pattern of movement
➔ E.g. kailangan matuto ung biceps na mag work siya
kahit walang ibang mm grp, to complete a certain movement. Then after niya matuto na siya lang, teach
it na mag coordinate c other mm groups, to achieve
certain tasks
A
MOTOR PROGRAM THEORY
17
Q
➔ We react to it, kung anong na pperceive natin sa environment natin
A
ECOLOGICAL THEORY
◆ Help pt explore multiple ways to achieve certain tasks
◆ E.g. give orthosis/ ambulatory AIDS to help
them do certain tasks
18
Q
Identifiable functional task and practice under a variety
of conditions
◆ You’ll challenge the pt
◆ We cannot control what is happening around us, so teach the pt how to react in different environments
◆ Remember our goal as PT is to restore the
quality of life of the pt. What is the sense
kung di pa rin magagawa ng pt ung dati niya
pang ginagawa?
A
SYSTEMS MODEL
19
Q
- a unique set of characteristics
that defines a Generalized motor program (GMP) and does not vary from one
performance of the action to another
A
➔ Invariant features
20
Q
a memory representation that stores info needed to perform an action
A
➔ Motor program -
21
Q
the memory representation of a class of actions that share common invariant characteristics
A
➔ Generalized motor program (GMP) -
◆ Provides basis for controlling a specific
action w/in class of actions
22
Q
features of the GMP that can be varied
from one performance of a skill to another; The
features of a skill that must be added to the invariant
features of a GMP before a person can perform a skill
to meet the specific movement demands of a situation
A
➔ Parameters -
23
Q
the proportion or percentage, of the
total amount of time required by each component of a
skill during performance of that skill
A
➔ Relative Time -
24
Q
➔ A complex process that requires spatial, temporal, and
hierarchical organization w/in CNS that allows for
acquisition and modification of movement
A
MOTOR LEARNING
◆ In our environment, you need to adapt, kaya
it’s our goal to train our pt in certain kinds of
environments kung saan they will face
challenges. Appropriate lalo na sa mga pts c
Neuro d/o, how will they react/act to that
when faced to that certain environment?
25
➔ A change in the capability of a person to perform a
skill that must be inferred from a relatively permanent
improvement in performance as a result of practice or
experience
MOTOR LEARNING
◆ Practicing to master that movement --
inuulit-ulit mo ung movement. Sa una marami
kang mali, then you practice, you learn from
your errors → trial and error → then you
adjust to that kasi na s-store siya ng utak
niyo.
26
➔ ____abilities among individuals vary across
three main foundational categories of abilities:
cognitive abilities, perceptual speed ability, and
psychomotor ability
MOTOR LEARNING
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```
● Observable behavior
● Temporary
● May not be d/t
practice
● May be influenced by
performance variables
```
Performance
28
```
● Inferred from
performance
● Relatively permanent
● You learn d/t practice
● Not influenced by
performance
variables
```
Learning
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THE FITTS AND POSNER 3 STAGE MODEL
Cognitive stage Associative stage Autonomous stage
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➔ ____of learning, the beginner focuses on
| cognitively oriented problems related to what to do and how to do it
Cognitive stage
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➔ Performance during this stage is marked by numerous
| errors, errors tend to be large ones
Cognitive stage
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➔ Performance during this stage also is highly variable
and showing a lack of consistency from one attempt to
the next
Cognitive stage
◆ Still in the process of trial and error
◆ E.g. beginners ask what are my objectives?
What is the best way to hold an object?
Where should this arm be during reaching?
33
➔ The refining stage
Associative stage of learning
34
➔ The transition into this stage occurs after an unspecified amount of practice and performance
improvement
Associative stage of learning
35
➔ The cognitive activity that characterized the cognitive
stage changes at this stage, because the person now
attempts to associate specific environmental cues with
the movements required to achieve the goal of the
skill.
Associative stage of learning
◆ Di lang sya sa isip nag rrely kahit sa
environmental cues nag rrely siya (visual,
auditory)
36
➔ The person makes fewer and smaller errors since
he/she has acquired the basic fundamentals of the
skill, although room for improvement is still available
Associative stage of learning
➔ Person focuses on how to perform the task
successfully and kung paano siya magiging consistent
sa movement niya
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➔ Skill has become automatic or habitual
Autonomous stage of learning
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➔ People in this stage don’t consciously think about their
movements while performing the skill, bec they can
perform it w/o conscious thought
Autonomous stage of learning
➔ Fitts and Posner pointed out the likelihood that not
every person learning a skill will reach this
autonomous stage.
➔ Sobrang galing mo na sa isang movement, kaya mo
na gawin yung isang movement
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GENTILE’S TWO STAGE MODEL
Initial stage of learning
| Later stages of learning
40
2 important goals to achieve Initial stage of learning:
1) Acquire a movement pattern that will allow some
degree of success at achieving the action of the goal
of the skill
2) Learn to discriminate between regulatory and
nonregulatory conditions in the environmental
context in which he/she performs the skill
41
Describe Acquire a movement pattern that will allow some degree of success at achieving the action of the goal of the skill
◆ Beginner must develop movement
characteristics that match the regulatory
condition of the environmental context in
which the skill is performed
42
Describe the 2 Learn to discriminate between regulatory and nonregulatory conditions in the environmental
context in which he/she performs the skill
```
◆ Regulatory conditions refer to those
characteristics of the environmental context
to which movement characteristics must
conform if the action goal is to be
accomplished
>E.g. nag aaral siya mag grasp ng
certain things → kailangan niya
muna maangat ung hand niya
before he can proceed to grasping
```
```
◆ Non regulatory conditions are
characteristics of the performance
environment that have no influence or only
an indirect influence on the movement
characteristics required to achieve an action
goal
> E.g. reaching and grasping a bottle
and controller. Goal: to grasp.
> How u will reach or attain that goal
to grasp the bottle
> Ano shape nung bote, anong kulay
nung bote, cinoconsider mo yun
```
43
What is Later stages of learning
➔ Learner works to achieve three important goals
➔ First, the person must develop the capability of
adapting the movement pattern to the specific
demands of any performance situation requiring that
skill
◆ Develop capability of adapting the movement
pattern to specific demands of any
performance situation requiring that skill
➔ Second, the person must increase his/her consistency
in achieving the goal of the skill
◆ Kailangan you practice it to be more
consistent
➔ Third, the person must learn to perform the skill c an
economy of effort
◆ Economy of effort - efficient movement
44
the learner’s goal in the 2nd stage of learning
in Gentile’s model for learning closed skills in which
learners refine movement patterns so that they can
produce them correctly, consistently, and efficiently from trial to trial.
the learner will experience in his or her
everyday world or in the environment in which he/she will perform the skill
➔ Fixation
◆ E.g. reaching, grasping and drinking from a variety
of shapes and sizes (ex. bote)
◆ Shooting basketball free throws as it would occur
in the game (iba kasi ung shooting sa practice lang
compared sa game)
45
the learner’s goal in the 2nd stage of learning in Gentile’s model for learning open skills in
which learners acquire the capability to modify the
movement pattern according to environmental context
characteristics
➔ Diversification -
46
include characteristics as similar as
| possible to those
➔ Closed skills
47
systematically vary the controllable
regulatory conditions of actual performance situations,
while allowing naturally varying characteristics to occur as they normally would
➔ Open skills:
◆ E.g. walking from one end of the hallway while
various people are walking in different directions
and speed
◆ (e.g. paglalakad sa mall, challenge na siya for pts
kasi icconsider mo ung speed, ung dami ng tao,
etc)
48
➔ PT should demonstrate the task (modeling) exactly as it should be done
Strategy Development
◆ Show the pt how the exercise is done
properly, at first.
◆ Sobrang importante na tama ung exercise na
ginagawa mo kasi pag ginawa ni pt tas mali
edi wala rin.
◆ Sobrang importante ng form ng body sa
exercise → pag mali ung form → results in
compensation and doing the exercise wrong
(activates others mm kaysa ung target mm
dapat)
◆ Force distribution
49
Strategy Development
Explain
➔ The PT should highlight the purpose of skill in a
functionally relevant context
```
◆ Explain to your pt kung anong gagawin
◆ Mas maganda na involved ung pt sa
treatment plan
◆ Para aware siya kung ano ung tinatarget
niya, kaya siya magkakaroon ng goal and
target
```
50
Strategy Development
Explain
➔ Task should seem important, desirable, and realistic to learn
◆ Pag magpapagawa ng task dapat
appropriate doon for the pt (dapat realistic)
◆ E.g. u want the pt to walk pero di pa pala
nakakatayo
◆ When you're planning a goal, apply SMART
51
Strategy Development
Explain
➔ Highly skilled individuals who have been successfully
discharged from rehabilitation can be expert models
◆ E.g. may stroke pt ka na gumaling na with
this exercise-- use him/her as an example to
motivate your current patient
◆ Pakita mo pano gagawin
52
Strategy Development
involves physically assisting the
learner through the task to be learned
➔ Guided movement
```
◆ During the guided movement, make sure na
maayos ung form na pinapagawa mo
◆ Overuse of guided movement is likely to
result in overdependence
● There is a certain time na dapat
alam mo kailan ka mag sstop sa
guided movement
● E.g. AAROM
```
53
the ability to maintain consistency in performing
| functional tasks with economy of effort
➔ Skill:
◆ Pinagsama na yung mobility, stability and
controlled mobility c
◆ Combination of the three (stability, mobility and
controlled mobility)
◆ Skill is the highest level
54
➔ The key to success in using guided movement is to
limit guidance and intersperse practice with active
movements as soon and as much as possible
➔ During initial practice, the therapist should provide
precise feedback, highlighting information critical for
movement efficiency
➔ The therapist should NOT attempt to correct all the
numerous errors that characterize this stage but rather
allow for trial-and-error learning.
Strategy Development
55
Feedback
| occurring as a natural result of the movement
➔ Intrinsic (inherent) feedback
◆ E.g. proprioceptive, visual, vestibular, and
cutaneous
◆ Kung ano lang meron sa environment mo
yun lang yun
56
Feedback
| incorporating sensory cues provided that are not normally received during the movement
➔ Extrinsic (augmented) feedback)
◆ Example: visual, auditory, and tactile cues
are forms of extrinsic feedback
◆ E.g. i’ll use a marker to mark you destination
o kaya kailangan eto lang ung ma r-reach mo
(may visual feedback)
57
Feedback
augmented feedback about the nature of the end result
produced in relation to the goal
◆ Knowledge of result (KR) -
● successful or hindi successful
58
Feedback
augmented feedback about the nature or quality of the
movement pattern produced
◆ Knowledge of performance
● E.g. hindi successful, so bakit?
Siguro mali ung pattern of
movement, o di nakatayo agad
59
Feedback is presented during the movement;
KP information is provided (e.g., information
about joint position; importance of forward
weight shift to position the COM over the
BOS during sit-to-stand training or
biofeedback); best used to highlight
information not readily available from intrinsic
feedback and if linked to active
problem-solving
Concurrent Feedback
60
Feedback is given after the movement
terminal Feedback
61
Feedback is presented immediately after the
| movement.
Immediate
| Feedback
62
Feedback given after a brief time delay allows
the learner a brief time for introspection and
self-assessment (e.g., a 3-second delay).
Feedback given after long delays is
contraindicated, especially if other
movements not related to the task occur in
between, degrading learning.
Delayed
| Feedback
63
Feedback given after a set number of trials
(e.g., after every 2nd trial or every 5th or
every 20th trial)
Summary
| Feedback
64
Feedback given first after every trial, then
less frequently on subsequent blocks of trials
(e.g., after every 1st trial progressing to every
3rd trial, then to every 5th trial)
Faded
| Feedback
65
Feedback given only when performance
deviates outside the boundaries of correct
performance; error range is predetermined
(e.g., top and bottom range of errors is
determined).
Bandwidth - KR feedback
66
One source of feedback is provided; KR is
presented about the same segment on
consecutive trials; learner processes a limited
information about the task (e.g., during gait
training, KR is presented about knee segment
only on successive trials).
Blocked KR improves performance of the
identified segment but may not improve
performance and learning of the whole task
(multiple segments); performance
deteriorates once KR is withdrawn
Blocked
| feedback
67
Multiple sources of feedback are provided;
KR is presented about different segments on
successive trials (e.g., during gait training, KR
is presented about various different body
segments [trunk, hips, knees] on successive
trials). Random KR is superior in improving
both performance and learning of a task;
encourages learner to process a wider range
of information about the task
Variable
(random)
feedback
68
Practice
| ➔ General principles of practice:
◆ (1) inc practice results in increased learning
◆ (2) large and rapid improvements in
performance are typically observed initially
with smaller improvements noted over time
➔ How should practice periods and rest periods be
spaced (distribution of practice)?
➔ What tasks and task variations should be practiced
(variability of practice)?
➔ How should tasks be sequenced (practice order)?
➔ How should the environment be structured (closed vs.
open)?
➔ What tasks should be practiced in a parts-to-whole
sequence?
69
Massed Practice vs. Distribution Practice
a sequence of practice and rest
times in which the rest time is much less than the
practice time.
➔ Massed Practice -
◆ Massed practice can be considered when
motivation and skill levels are high and when
the patient has adequate endurance,
attention, and concentration
◆ disadvantage: Less time ung rest time -
increased fatigue sa part ng pt
◆ Pag mataas na yung level of movement
70
Massed Practice vs. Distribution Practice
sequence of practice and rest
periods in which the practice time is often equal or
less than the time at rest.
➔ Distributed practice -
◆ Distributed practice is of benefit if motivation
is low or if the learner has a short attention
span, poor concentration, or motor planning
deficits
◆ Distributed practice should also be
considered if the task itself is complex, long,
or has a high energy cost
◆ for beginners
71
Blocked Practice vs. Random Practice
practice sequence in which all of
the trials on one task are done together, uninterrupted
by practice on any of the other tasks
➔ Blocked Practice -
72
Blocked Practice vs. Random Practice
practice sequence in which the
tasks being practiced are ordered randomly across
trials
➔ Random Practice -
73
➔ Both allow motor skill acquisition pero sa random
practice, mas matagal yung retention ng skill, lalo na
pag iba iba yung order
➔ Kapag chinachallenge mo kasi ung utak sa huli, mas
naaalala niya yung certain movement
Blocked Practice vs. Random Practice
74
ECOLOGICAL THEORY
it has no influence of nervous system, the
brain decides what to do
➔ Limitation:
75
ECOLOGICAL THEORY
Modification in PT intervention
◆ Application:
76
➔ Refers to the sequence in which tasks are practiced
➔ In terms of retention, mas mataas na retention si
Serial order and si Random order
Practice Order
77
Practice Order
refers to the repeated
practice of a task or group of tasks in order
◆ Blocked order -
● E.g. Task order → si task 1
gagawin mo in three trials → 1, 1, 1
● Task 2 three trials din and so on
78
Practice Order
refers to a predictable and repeating order
◆ Serial order -
● Task order → 1, 2, 3 → then uulit
ulitin mo lang ulit like in three sets,
three times mo ginawa yung 1, 2, 3
79
Practice Order
refers to a non repeating and unpredictable order
◆ Random order
● E.g. task order → starts c task 3, 1, 2 , then sa susunod naman is 2, 1, 3
80
➔ A practice method in which performance on the task is
imagined or visualized without overt physical practice
➔ Consistently been found to facilitate the acquisition of motor skills
➔ Also effective in alleviating anxiety associated with
initial practice by previewing the upcoming movement
experience
➔ Mental practice, when combined with physical
practice, has been shown to increase the accuracy
and efficiency of movements at significantly faster
rates than physical practice alone.
Mental Practice
➔ Visualize muna ang training para nawawala anxiety
nung pt
➔ Smoothly mo siya naiisip kaya smoothly mo rin siya
magagawa
81
➔ The component parts are practiced before practice of
the whole task is attempted
➔ It is important to identify the key steps through
accurate task analysis and to sequence them in the
required order
➔ Part-whole practice is most effective with discrete or
serial motor tasks that have highly independent parts
➔ Part-whole practice is not as effective for continuous
movement tasks or for complex tasks with highly
integrated parts
Part - Whole Practice
➔ Iniisa isa muna ituro per component then you do it as
a whole
82
➔ Refers to the gain (or loss) in the capability of task
performance as a result of practice or experience on
some other task
➔ Lead Up Tasks - activities presented to prepare
learners for a more important or complex task or
activity
Transfer of Training
➔ E.g. sa exercise when introducing new exercise,
papagawa muna iyon sa unaffected side, then
papagawa ng 10 reps doon, magkakaroon na siya ng
idea abt sa exercise
➔ Make them do it on the good side first para may
knowledge sila which could translate in moving the
affected side
83
A sequence of practice and rest
times in which the rest time is
much less than the practice time
Massed Practice
84
Spaced practice intervals in which
the practice time is equal to or less
than the rest time
Distributed
| Practice
85
Practice Sequence
Blocked Practice
| Random Practice
86
A practice sequence organized
around one task performed
repeatedly, uninterrupted by
practice of any other task
Blocked Practice
87
A practice sequence in which a
variety of tasks are ordered
randomly across trials
Random Practice
88
Practice Order
Blocked Order
Serial Order
Random Order
89
The repeated practice of a task or
group of tasks in order; three trials
of task 1, three trials of task 2,
three trials of task 3 (e.g., 111222333)
Blocked Order
90
A predictable and repeating order;
practice of multiple tasks in the
following order (e.g., 123123123)
Serial Order
91
A nonrepeating and unpredictable
order of multiple tasks (e.g.,
123321312)
Random Order
92
Practice Strategies
Mental Practice
Part/whole practice
Transfer training
Practice of lead-up activities
93
A practice strategy in which
performance of the motor task is
imagined or visualized without
overt physical practice
Mental Practice
94
Component parts of a task are
practiced before practice of the
whole task
Part/whole practice
95
The gain (or loss) in the capability
of task performance as a result of
practice or experience on some
other task
Transfer training
```
• Acquisition of motor skills in one
training experience enhances
acquisition of similar or related
skills (positive learning)
• Acquisition of motor skills in one
training experience interferes with
acquisition of other skills (negative
learning)
```
96
Simpler task versions of the
required complex task are
practiced
Practice of lead-up
| activities
97
A Theory that stated De-emphasize commands from CNS in controlling movement and emphasize physical explanations for movement
Dynamical Systems Theory
98
A Theory that stated the person, the task, and the environment interact to influence motor behavior and learning.
Motor Program Theory
