Motor Learning: Motor Control and MCM Flashcards
Motor learning: Definition
Set of CNS processes w. practice and experience leading to permanent change in capability for skilled action.
Cook and Woollacott describe motor learning as…
Search for task solution when individual interact w. task and environment
3 Parts of Motor Learning!
Person, Environment, Task (PET abbrev)
Gentile taxonomies: Are skill’s regulatory features stationary or in motion: Examples
Walking on solid ground vs on moving bus
Catching a football vs catching a football with regulatory components like receivers and opponents.
Gentile taxonomies: Are skill’s regulatory features stationary or in motion: Closed vs open skills
Closed- achieve the same thing every time, like throwing a basketball from the free throw line (same distance)
Open- Everything is changing like playing in a soccer field with people
Gentile’s two other taxonomies
Is there inter-trial variability
Will an object be manipulated while performing skill
Explicit knowledge aka
Declarative- knowledge you can explain how to do, like a new skill you learned
Implicit knowledge aka
Non-declarative - something you know instinctual, like typing regularly and not thinking about where the G key is to type.
Fitt’s stages of motor learning
- Cognitive – many errors (errors to hit the ball right)
- Intermediate/associative – understand interrelatedness, modification, self-detection of error (modify until they can hit the ball right)
- Autonomous – consistency, learning slows, decreased attention demands (add distractors) (Hitting ball right regularly, learning slows, distractors can be added)
Gentile’s stages of motor learning
Gentile: 1. Getting idea of movement – learning regulatory features, getting idea of movement (baby rolling for first time, then knows what components of skill needed)
2. fixation/diversification (baby gets to roll the same way every time and diversify if it is an open skill like a change of the floor)
Bernstein’s stages of motor learning
- Novice stage- (freezing DOF) (baby stiff during walking w. big effortful movements)
- Advanced stage- (release and explore) (baby release DOF by twisting torso)
- Expert stage- (reorganize and manipulate; exploit passive forces) (Adjust DOF with different terrain, exploit passive forces like gravity to make walking easier!!)
Motor learning intervention: Similarity of practice conditions to real-world conditions: examples of a child learning to walk
- When you touch a child, you are in that child’s environment. You physically cue the child to walk, then get child to wean away from your physical aide.
- Child’s learning helps when watching another child learning to walk so that child can mimic and learn the problem solving process.
Verbal instruction: Internal focus
Telling a child a command, “lift your leg up”
Verbal instruction: External focus
Have the child try to ambulate steps by him/herself to problem solve.
Which is preferable, Internal or External Focus
External focus. Only use internal cues if child still struggles with problem solving.
Verbal instruction: visualization for children
Have children visualize for mental practice
Feedback: Knowledge of Results
Tell person how they did, “you are successful”
Feedback: Knowledge of performance
Tell child how to improve. Almost like internal cuing.
Who requires more feedback, children or adults
children!
Blocked vs random variability of practice
Contextual interference enhances learning
Practice specificity
Task specificity, avoid consistent modes of feedback to prevent reliance (mirrors)
Massed vs Distributed practice: which is preferable
More practice sessions, shorter duration (distributed) better than fewer sessions, longer duration (massed).
Massed vs Distributed practice: rest periods rely on what
fatigue factor- continuous vs discrete skills
Complexity includes…
parts of skills, amt attention demanded
