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TFO [PHYSICAL DYSFUNCTIONS] > PHYSDYS - Motor Relearning Approach > Flashcards

PHYSDYS - Motor Relearning Approach Flashcards

1
Q

direct or regulate mechanism of movements

A

Motor Control

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2
Q

What are the 3 things that we should focus in order to produce an effective solution to movement in Motor Control?

A
  1. Body Function
  2. Task Demands
  3. Environmental Condition
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3
Q

STUDY OF MOVEMENT PROCESSES.

It is associated to PRACTICE and DEVELOPMENTAL PROGRESS that leads to person’s capability for SKILLED ACTIONS.

A

Motor Learning

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4
Q

Outcome of movement process under motor learning when it is practised continously and when there is developmental progress

A

Aquired Skilled Actions

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5
Q

STUDY OF HOW MOTOR BEHAVIOUR CHANGES OVER THE LIFESPAN.

A

Motor Development

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6
Q

In what way can we influence motor skill change?

A
  1. Person Interaction
  2. Environment Interaction
  3. Maturation of the central nervous system.
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7
Q

DEVELOPMENT is dependent of the maturation of the central nervous system.

A

Traditional Motor Control

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8
Q

MOVEMENT acquired and organized through the interaction of all the systems

A

Dynamic System Theory

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9
Q

TMC or DST

Bottom-Up Approach

A

TMC

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10
Q

TMC or DST

Eclectic Approach

A

DST

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11
Q

TMC or DST

FOLLOWER - Follows developmental sequence

A

TMC

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12
Q

TMC or DST

AIN’T FOLLOWER - No logical Priority for directing or influencing others.

A

DST

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13
Q

TMC or DST

TO IMPROVE PERFORMANCE: Underlying Deficit

A

TMC

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14
Q

TMC or DST

TO IMPROVE PERFORMANCE: General System and Subsystems and their Interaction

A

DST

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15
Q

Aka Dynamic Systems Approach

A

Dynamic Systems Theory

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16
Q

DERIVED from variety of sources.
HAPPENS in a variety of context.

A

Dynamic Systems Theory

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17
Q

[PERSON, TASK OR ENVIRONMENT]
- Emotional

A

Person

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18
Q

[PERSON, TASK OR ENVIRONMENT]
- Cognitive

A

Person

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19
Q

PERSON, TASK OR ENVIRONMENT
- Perceptual

A

Person

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20
Q

[PERSON, TASK OR ENVIRONMENT]
- Sensory

A

Person

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21
Q

[PERSON, TASK OR ENVIRONMENT]
- Motor

A

Person

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22
Q

[PERSON, TASK OR ENVIRONMENT]
- Physical

A

Person

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23
Q

[PERSON, TASK OR ENVIRONMENT]
- Complexity

A

Task

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23
Q

[PERSON, TASK OR ENVIRONMENT]
- Degree of Structure

A

Task

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24
Q

[PERSON, TASK OR ENVIRONMENT]
- Purpose

25
Q

[PERSON, TASK OR ENVIRONMENT]
- Physical

A

Environment

26
Q

[PERSON, TASK OR ENVIRONMENT]
- Social

A

Environment

27
Q

[PERSON, TASK OR ENVIRONMENT]
- Cultural

A

Environment

28
Q

[PERSON, TASK OR ENVIRONMENT]
- Institutional

A

Environment

28
Q

important factor in acquiring NEW motor skills. To produce motor behaviours that are challenging and motivating

A

Practice and Experimentation - Repeated Attempts

29
Q

[PERSON, TASK OR ENVIRONMENT]
- Temporal

A

Environment

29
Q

LEVELS AND TYPE OF PRACTICE

  1. Single Task;
  2. Minimal - No variations;
  3. Longer Duration than Rest
A

Massed/Blocked

30
Q

LEVELS AND TYPE OF PRACTICE

  1. Multiple tasks;
  2. w/ Variations ;
  3. Rests between each trials is longer than the trial
A

Distributed

31
Q

LEVELS AND TYPE OF PRACTICE

Multiple Tasks
Multiple variations
Adaption
Generalization

A

Variable/Random

32
Q

LEVELS AND TYPE OF PRACTICE

Complete Tasks
For Simple Skill Acquisition

33
Q

LEVELS AND TYPE OF PRACTICE

  1. Divided to discrete/separate units
  2. For Complex Acquisition
A

Part/Separate

34
Q

[OPEN vs CLOSE TASKS]

In motion

35
Q

[OPEN vs CLOSE TASKS]

Stationary

36
Q

[OPEN vs CLOSE TASKS]

predictable environment

37
Q

[OPEN vs CLOSE TASKS]

used during mid to later stages of learning

38
Q

[OPEN vs CLOSE TASKS]

unpredictable environment

39
Q

[OPEN vs CLOSE TASKS]

used in early stages of learning

40
Q

[OPEN vs CLOSE TASKS]

a lot of variation in movement

41
Q

[OPEN vs CLOSE TASKS]

similar to some variation movements

42
Q

Development of flexibility and generalization

A

Variability

43
Q

Central of Functional Movement

A

Variability

44
Q

Developmentally Appropriate Support

A

Assist children to master new skills

45
Q

Scaffolding

A

Support and instructions of adult . To assist children master skills beyond their CURRENT capabilities.

46
Q
  1. Clear and direct
  2. Appropriate for Child’s CLS: Cognitive, Language, and, Sensory abilities.
47
Q

TYPES OF FEEDBACKS

required during early stages. comes from the environment

48
Q

TYPES OF FEEDBACKS

overall outcome/motor performance. NOT CONTINOUS

e.g. mag fe-feedback pa lang pag nasa mouth na yung food. not every actions may feedback

A

Summary/General

49
Q

TYPES OF FEEDBACKS

for motor skills REFINEMENT/ADJUSTMENTS. Feedback are detailed while doing a performance

A

Knowledge of Performance

50
Q

TYPE OF FEEDBACK

effective: sustaining motor performance. within what the body tells us.

51
Q

TYPES OF FEEDBACK

specific parts of the task. every part of the tasks need continous feedback

A

SPECIFIC/DETAILED

52
Q

TYPES OF FEEDBACK

for motor skills ACQUISITION; early stage of learning. AFTER NA MA-ACHIEVE ANG TASK.

A

KNOWLEDGE OF RESULT

53
Q

Interventions for neurological and movement difficulties. It also encourages active movement during functional tasks to produce movements

A

carr and shepherd

54
Q

occurs without intervention

A

Spontaneous recovery

55
Q

occurs on the presence of therapeutic intervention.

A

Forced recovery

56
Q
  • Aka Generalization
  • Application of learning
  • Occur during functional activity/actual occupation
A

TRANSFER OF LEARNING

TFO [PHYSICAL DYSFUNCTIONS] (6 decks)

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