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NeuroPT 1 > Motor Skill Teaching and Learning: Exam 1 > Flashcards

Motor Skill Teaching and Learning: Exam 1 Flashcards

1
Q

Motor Learning

A

Acquisition of new skills w/ practice

  • Permanent change in behavior
    • ​experience + practice
    • NOT attributable to aging
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2
Q

Motor learning in terms of older adult patients…

A

NOT learning NEW skills BUT…

relearning old skills w/ a damaged NS

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3
Q

Motor learning rule to live by….

A

Practice makes perfect

Specificity of training

Practice makes permanent and…

MORE practice gen’ly leads to better performance

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4
Q

learning====

A

memorizing new info or skills

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5
Q

2 type of memory:

A
  1. Declarative
  2. Procedural
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6
Q

Declarative Learning

can be _____ or _____ recalled

A

Knowledge that can be verbally or mentally recalled

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7
Q

Declarative memory involves what strx’s

A

Temporal lobe

Hippocampus

  • Ex’s Declarative memory
    • O/I/I/A
    • FACTS
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8
Q

Procedural Memory —–Skill learning

tasks that can be performed W/OUT _______ or _______

A

tasks that can be performed w/out attention or conscious thought

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9
Q

Procedural memory involves what strx’s

A

Cb

portion of BG

  • Ex’s Procedural Memory
    • tie a tie
    • walking
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10
Q

Remember these…

A
  • Fundamental unit of therapy is the TASK
  • All learning is GOAL-ORIENTED
  • Motor Learning is NOT PASSIVE
    • ​ExperienceandActive problem solving are necessary for learning to take place
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11
Q

fundamental unit of therapy

A

task

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12
Q

ALL learning is

A

Goal-oriented

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13
Q

Motor learning is NOT PASSIVE.

what is necessary for learning???

A
  1. Experience
  2. Active problem-solving
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14
Q

Focus of Motor learning interventions

pts engaged in repeated attemtps to produce

A

pts engaged in repeated attemtps to produce motor behaviors beyond their PRESENT capabiliites

HOW WILL THEY IMPROVE???

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15
Q

Practice?

A

continuing and repetitive effort to become proficient @ a skill

NOTE: PRACTICE NEEDS TO BE ACCURATE

Practice makes permanent

imperfect practice==imperfect results—-DON’T WANT THIS!!!

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16
Q

Practice must have…

A

PURPOSE

  • most effective interventions===functional
  • practice must incorp functional tasks into exercise
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17
Q

3 traditional stages of Motor Learning

A
  1. Cognitive
  2. Associative
  3. Autonomous
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18
Q

Stages of Motor Learning:

Cognitive

A
  • UNDERSTAND task
  • develop strategies
  • HIGH deg of attn
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19
Q

Stages of Motor Learning:

Associative

A
  • BEST strategy selected
  • Skill refinement
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20
Q

Stages of Motor Learning

Autonomous

A
  • Skill now automatic
  • LOW deg attention
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21
Q

Attentional Demands w/ stages of motor learning:

A

LVL of attention DEC’s as you progress in stages

see pic

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22
Q

Cognitive stage of motor learning

what centers are active?

*developing strategies stage*

A

Association motor cortex

lang centers

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23
Q

Associate/Autonomous Stage motor learning

what centers are active?

*skill refinement and then skill becomes automatic*

A

BG

Motor cortex

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24
Q

Processes of motor learning

A
  1. acquisition
  2. retention
  3. generalizability
  4. Application in altered contexts
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25
Q

Process of motor learning

Skill Acquisition

ex. walking w/ crutches

A
  • initial development of motor skill
  • NOTE: skill acquisition is IMPOSSIBLE w/out practice ——–> USE THIS!!!
    • ​
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26
Q

Motor learning processes

Skill Retention

A
  • REMEMBERING a motor skill
  • will a skill learned in practice be retained in ALL environmental contexts???

​

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27
Q

Motor learning processes

Skill Generalizability

A
  • positive influence that a prev practiced skill has on the learning of a new skill
  • In what manner does a practiced skill generalize or transfer to other similar activities?
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28
Q

Motor learning processes

Altered contexts

A

Will this pt be able to perform same activity in different context?

EX. if you can do it in the clinic, can you now do it on sidewalk? On beach? In the street? Crosswalks??

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29
Q

Feedback

A
  • Return of info TO the brain regarding the result of action of process
    • ​feedback from your action
  • Traditionally…
    • feedback used in PT informs pt of HOW they performed or completed an activity
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30
Q

Feedback

Timing: 2 types

A
  1. Frequent
  2. Concurrent or Continuous
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31
Q

Frequent Timing Feedback

A
  • Distracts or interferes w/ info processing
    • bc now pt dependent on feedback
    • NEGATIVELY impacts learning (see above)
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32
Q

Concurrent and Continuous Timing Feedback

A
  • MOST effective for performance
  • MAXIMIZE dependency
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33
Q

Intrinsic Feedback

Think “Inside”

generated from……

A

Pt’s sensory organs

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34
Q

Ex’s of Intrinsic Feedback

A

Proprio (jt. pos sense, mm tension, mvmt)

Tactile

Visual

Vestibular

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35
Q

Extrinsic Feedback

Think “outside”

provided by…..

A

some external source

  • EX’s
    • YOU
    • Device
      • Biofeedback
      • balance master
      • etc..
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36
Q

Feedback

Knowledge of Performance (KP)

Vs.

Knowledge of Results (KR)

A

Journal club entry—-REVIEW

Michael J. Majsak

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37
Q

Knowledge of Performance

KP

Feedback on _______

A

Execution

gives info on mvmt COMPONENTS

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38
Q

Knowledge of Performance Example:

feedback on execution

A
  • Ex: goal to transfer from sit–> stand in less than 5s
    • feedback on execution:
      • insuff trunk flex
      • incorrect sitting pos. @ initiation
      • incorrect pos. of feet
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39
Q

Knowledge of Results

KR

Feedback on _______

A

Outcome

*gives info about TASK COMPLETION

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40
Q

Knowledge of Results

Example

*info about task completion*

A

EX: goal to transfer from sit—> stand in less than 5s

  • info about task completion
    • successful completion of the transfer
    • time to complete transfer
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41
Q

KP vs. KR

Simple Example:

you are watching someone don their shirt, and he/she puts it on backwards

A
  • KP
    • you did not turn the shirt around first before you put your head thru neck opening
  • KR: better for LT learning!!!
    • ​your shirt is on backwards
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42
Q

Immediate vs. Summary Feedback

exactly what they sound like!!!

A
  • Immediate:
    • ​given after EACH trial
  • Summary:
    • ​given after a NUMBER of trials
      • “summarize results”
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43
Q

Bandwidth Feedback

A

*provided when a certain lvl of accuracy is NOT achieved

ex. golf–> as long as ball lands w/in 5ft of hole

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44
Q

This type of feedback is MOST EFFECTIVE for long-term retention

A

Faded feedback

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45
Q

Early feedback should be:

A

in Cognitive phase of motor learning

  • ​Frequent
  • concurrent
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46
Q

Once performance improves….

Feedback should be:

A
  • LESS freq, very brief
  • focused on precision
  • given in summary
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47
Q

What is significant about Error Detection

A

Pt MUST have opportunity to sense and correct errors in order to make improvements!

48
Q

Remember these tips….

A
  • practice of a given skill is the KEY to recovery of that skill
  • PT must be structured to give pts the greatest amt of effective practice
  • Pt must be allowed to make and correct mistakes
49
Q

Goals of Practice (2)

A
  • Acquisition—acquiring the new skill
    • initial learning
  • Retention and Transfer (Generalizability)
    • ​LT learning
50
Q

2 considerations for practice

A
  1. Phys. practice
  2. Mental practice
51
Q

Mental practice aka

A

Cognitive rehearsal

52
Q

W/ physical and mental practice….

what is most effective?

A

Combo of phys/mental practice

53
Q

Mental practice can be used when?

A

before, during, after activity

54
Q

Mental practice allows for correction of _________

A

errors in execution

55
Q

Mental practice improves________

A

concentration

56
Q

Which type of mental practice more useful?

random vs. blocked

57
Q

Physical practice is still Essential!!!

A

KNOW THIS!!!

58
Q

Mental practice has been found to inc/improve 3 things:

A
  1. inc speed of task perform.

2. improve balance

3. improve task efficiency and accuracy

59
Q

Part Practice most useful when?

A
  • Long task
  • Diff. aspects
60
Q

Whole Practice most useful when:

A
  • Learner has pre-req skills
  • task < 1s
  • Minimal cognitive processing
61
Q

Practice: Part vs. Whole

62
Q

Blocked Practice

tasks or sequence rep’d in a _________

A

task or seq. rep’d in a very predictable way

ex. Steph Curry making 100 3pointers

63
Q

Blocked practice improves ________

A

Skill Acquisition

64
Q

Serial Practice

“In a series…”

A

Tasks are predictable but order is changed

65
Q

Serial Practice is BETTER for…..

A

Skill retention and transfer

66
Q

Random Practice

KEY WORD: Random

A

Tasks are ordered unpredictably and out of sequence

67
Q

Random practice is BEST for

A

Skill retention and transfer

*meaning LT results!!!*

ex. Now you can walk on linoleum, carpet, pavement, OR combo of all three!

68
Q

Practice Scheduling:

Distributed (spread out)

vs.

Mass

69
Q

Distributed practice or spread out

defined:

A

Rest pds > practice time

70
Q

Distributed practice results in:

A

INC performance

71
Q

Distributed practice best for:

A
  1. continuous tasks
  2. complex tasks
  3. learner w/ DEC motivation
72
Q

Mass practice (practice all @ once)

defined:

A

Practice time > rest pds

73
Q

Mass practice results in:

A

INC retention

74
Q

Mass practice best for:

A
  1. discrete tasks
  2. Learner w/ INC skill lvl
75
Q

Facilitation of Skill Acquisition: 3 ways

A
  1. Feedback
  2. Guidance
  3. Practice
76
Q

Facilitation of Skill Acquisition:

Feedback

A
  • Freq. AND Concurrent w/ performance
77
Q

Facilitation of Skill Acquisition:

Guidance

A
  • Manual guiding
  • verbal cueing
78
Q

Facilitation of Skill Acquisition:

Practice

A
  • Blocked
  • correct ONLY sig. errors
  • allow for problem solving
79
Q

Facilitation of Skill Retention and Generalizability

3 ways

A
  1. Extrinsic (outside) Feedback
  2. Guidance
  3. Practice
80
Q

Facilitation of Skill Retention and Generalizability

Extrinsic Feedback

A
  • Faded and Summary feedback
81
Q

Facilitation of Skill Retention and Generalizability

Guidance

A
  • NO MANUAL GUIDANCE
  • Do NOT overcue
  • allow for error and refinement

*remember we want them to retain it

82
Q

Facilitation of Skill Retention and Generalizability

Practice

A
  • Promote ENTIRE mvmt pattern
  • Encourage active problem solving
  • Task oriented practice
  • RANDOM practice
  • Diversify!
83
Q

Summary of Tx Implications

A
  • MIN. blocked practice
  • EARLY random practice
  • Change the environment (for transfer of skill)
  • MIN. inappropriate feedback

Practice problem solving is MORE EFFECTIVE for learning than simply repeating solution***

84
Q

Dual Tasks or Task Loading

exactly what it sounds like….

adding another task on to a task you’re already doing!!!

A
  • When skill is well learned, than any task added to it makes it MORE diff.
    • ​perceptual
    • cognitive
    • motor
85
Q

Perceptual manipulation

3 ex’s

A
  1. Eyes open/closed
  2. Conflicting visual input (visual envir. doesn’t change—lined paper in front of their eyes)
  3. Confusing environment/hazard negotiation
86
Q

Cognitive Manipulation

A
  • simple arithmetic
  • Abstract thought***
    • backwards alphabet
    • Serial 7’s, etc..
      • ​count down FROM 7 starting w/ the # ___
87
Q

Motor Manipulation

A
  • Modify the environment
  • Additional mvmts
  • ex’s???
    • ​stairs
    • slippery surface
    • sand
88
Q

What can we do to optimally structure skill learning?

*Difficult but Doable*

A
  • achievable, functional tasks
  • CHANGE environment
  • VARY cond’s
  • Consider spectrum of “difficulty”
89
Q

What can we do to optimally structure Tx?

A
  • Instruct pt about goal Carefully!
    • ​UNCLEAR goal is NOT achievable!
90
Q

What MORE can we do to optimally structure Tx?

A
  • Set up environment as appropriate:
    • ​noisy vs. quiet
    • visually busy vs. bland
    • Internal controls or External controls
91
Q

Optimally structuring Tx

A
  • promote selective attention
    • ​exactly what it sounds like
  • suggest mvmt patterns
  • structure practice to promote active pt problem solving****
92
Q

Optimally structuring Tx

A
  • provide feedback if necessary
    • ex. if the pt cannot provide their own
  • use a WIDE VARIETY of tasks
  • Maint motivation by changing intensity
93
Q

Optimally structuring Tx

A
  • Do not treat EVERYTHING that is different from “Normal”
  • ID which mvmts are “good enough” and which need to be changed
94
Q

Session length and Freq vary depending on: 3

A
  1. demand of task
  2. skill lvl and endurance
  3. nature of the skill
95
Q

Session Intensity:

depends on:

A
  • Indiv. clinician
  • clinician avail.
  • severity of cond.
  • Guide to PT Practice
96
Q

Negative implications of Motor learning intervents:

A
  • DEC hands-on tx
  • DEC verbal interaction w/ pt
  • NOT ALWAYS successful for seriously involved pts
97
Q

4 steps of the Motor Relearning Program

A
  1. analysis of task
  2. practice of the task
  3. practice of missing components
  4. Transference of training (how well does it transfer)
98
Q

Analysis of the Task: 3 components

A

Observation

Comparison

Analysis

99
Q

Analysis of the Task:

Observation

A

what do you see? How are they doing it?

what motor strategy is your pt employing to accomplish the specific task?

100
Q

Analysis of the Task:

Comparison

A
  • What essential components of the mvmt are
    • present?
    • absent?
    • Abnormal?
101
Q

Analysis of the Task:

Analysis

A
  • WHY are these essential components absent or abnorm?
102
Q

When it comes to practice of the Missing Components

YOUR EXPLANATION

A

Be CLEAR

Clear ID of the goal

103
Q

KISS or…

A

Keep It Simple Student

  • keep commands simple and straightforward
    • ​don’t confuse pt
  • create goals that motivate
  • “Once a person finds meaning..a sense of purposefulness is possible”
104
Q

When it comes to Goals…

A
  • use appr. words and demos that your pt can understand
    • then confirm that understanding!
  • Instructions about the activity should be offered about the entire mvmt
    • ​describe the typ. speed and accuracy req’d
105
Q

Practice of the task

_____ of the task w/ ID of the ______

A

Explain task

ID goal

106
Q

practice of the task

KISS instructions, then….

A

Practice + verbal/visual feedback + manual guidance

107
Q

Practice of the task

RE-observe and ________

A

Re-observe and encourage flexibility

108
Q

Practice of missing components:

Explanation

A

Clear ID of goal!!

109
Q

practice of missing components:

Instruction

A

What do you want the pt to do?? What is expected of them?

make the goal CLEAR

110
Q

PRACTICE of missing components

the equation…

A

Practice + Verbal and Visual feedback + Manual guidance

111
Q

Practice of missing components

Re-observe

Encourage flexibility

A
  • Re-observe
    • did it work ?
  • Encourage flexibility
    • let the pt be an active problem solver
112
Q

Transference of training means you give the opportunity for what?

A

give opportunity for consistent practice in diff. contexts

OUT OF THE GYM!

113
Q

Transference of Training

CRUCIAL to provide our clients w/ GREATEST volume of quality practice

Why??

A

PRACTICE

MAKES

PERFECT!

*Perfect Practice Makes Perfect*

114
Q

Transference of training

give the opportunity for quality practice, in varied contexts, away from therapy gym

this encourages what?

A

Structured self-learning/practice

Involvement of other staff/disciplines

Involvement of family/friends

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