Motor Skills Acquisition and Dynamic Systems FOR Flashcards
Frames of Reference
A method of organizing material, borrows from theory, concerned with a specific domain, link theory to practice, helpful for intervention planning, can explain function/dysfunction continue,
Theory
Predictions that explain what will happen under certain conditions, explain natural phenomena, must be applied by be sustained as useful, must be tested and refined, maybe grand, moderate or focused
MOHO
Propose by Dr. Gary Kielhofner. Seeks to explain the motivations, patterns, and performance of human occupation, designed for anyone experiencing occupational performance deficit. (Volition, Habituation, Performance capacity)
MOHO to Peds
How children spend their time? What occupations are meaningful to children? What typical routines in a child’s day/life? How does disease/dysfunction impact a child’s routines, habits, and preferred activities?
Occupational Adaptation (OA)
Proposed by Dr. Jeanette Schkade and Dr. Sally Schultz. Press for mastery between person and environment creates the occupational challenge. Person: Physical, cognitive, and psychosocial. Environment: Physical, social, cultural. Designed to described a natural phenomena of how individuals responds to challenges
OA to Peds
How does a child generate a response to occupational challenge? How does a child demonstrate efficiency, effectiveness, and satisfaction to self and others? How is childhood OA different/similar to adulthood?
Ecology of Human Performance (EHP)
Proposed by Dr. Winnie Dunn, Catana Brown, & Dr. Anne McGuigan. Influence by environmental psychology, context is crucial (provides the lens through which an individual views the world)
EHP to Peds
Intervention types in OTPF-3 originated from this model (prevention, remediation, modification, adaptation, and promotion) What are childhood contexts and child environments? Emphasis on therapy taking place in the child’s natural contexts. How do childhood contexts affect participation in childhood occupations?
Person-Environment-Occupation (PEO)
Proposed by Mary Law, B. Cooper, S. Strong, D. Stewart, P. Rigby, & L. Letts. Based on Canadian guidelines of occupational therapy. Person (unique being who, across time and space participates in a variety of roles important to him or her) Environment (cultural, socioeconomic, institutional, physical, and social factors outside a person that affect his or her experiences) Occupation (groups of self-directed, functional tasks and activities in which a person engages over the lifespan) Occupational performance is result of dynamic interaction among 3 components.
PEO to Peds
Emphasis on dynamic interaction between child, environment and childhood occupations. How do you environmental influences affect occupational performance of children? What are childhood occupations? What factors influence a child’s participation in childhood occupations?
Motor Skills Acquisition/ Dynamic Systems FoR
Proposed by Gentile but adapted by many. Influence by the fields of movement science (Kines, Exercise Physiology), human ecology, cognitive and developmental psych, biomechanics, muscle physiology, neurophysiology. Occupation-based FOR because it emphasizes the person-task-environment interaction and views the person as an active learner and participant. Based on the interaction of child, task, and environment.
Motor Learning
Study of what movement process associated with or experiences lead to relatively permanent change in a persons’ capability for skilled action (learning to walk, learning to ride a bike)
Motor Control
ability to regulate or direct the mechanisms essential to movement. Study of how movement is controlled by the musculoskeletal and CNS. *the precise muscle recruitment and execution of the motor skills)
Motor Development
Study of how motor behavior changes over the lifetime (different developmental stages and milestones)
MSA FoR Basic Premises
Learning is a process of acquiring the capability for skilled action, learning results from experience or practice, learning cannot be measure directly, but is inferred from behavior, learning produces permanent changes in behavior, learning involves non-associative and associative types
Stage of Motor Learning:
Cognitive Stage
skilled acquisition stage in which the learner practices new movements, errors are common, and movement patters are inefficient, (novel learning- using verbal cues, pneumonic, extra time, verbal discussion of the steps, and extra practice time is important) Early learning stage- thinking about the act, don’t have the motor plan developed yet.
Stage of Motor Learning:
Associative Stage
Skill refinement, increased performance, decreased error, increased efficiency and consistency. Therapist should help relate new tasks to past activities, use the same words or cues for similar tasks, help child see links to previous successful activities, allow child to review progress by relating to another activity.
Stage of Motor Learning:
Autonomous Stage
learner retains the skills and can perform the movement functionally, skills are transferred easily to different settings are refined. You don’t have to think about the skill anymore, it’s autonomic.
Non-associative learning:
Habituation
Decrease in responsiveness that occurs as a result of repeated exposure. (is desensitizing)
Non-associative learning:
Sensitization
increased to following a noxious or threatening stimuli. (heighten awareness)
Associative learning:
Classical Conditioning
Is the pairing of the two stimuli to create a response (pavlov’s dog)
Associative learning:
Operant conditioning
this involves trial and error learning- behaviors that are rewarded are more likely to repeated. Consequence (positive and negative reinforcement)
