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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
[PERSON, TASK OR ENVIRONMENT] - Purpose
Task
25
[PERSON, TASK OR ENVIRONMENT] - Physical
Environment
26
[PERSON, TASK OR ENVIRONMENT] - Social
Environment
27
[PERSON, TASK OR ENVIRONMENT] - Cultural
Environment
28
[PERSON, TASK OR ENVIRONMENT] - Institutional
Environment
28
important factor in acquiring NEW motor skills. To produce motor behaviours that are challenging and motivating
Practice and Experimentation - Repeated Attempts
29
[PERSON, TASK OR ENVIRONMENT] - Temporal
Environment
29
LEVELS AND TYPE OF PRACTICE 1. Single Task; 2. Minimal - No variations; 3. Longer Duration than Rest
Massed/Blocked
30
LEVELS AND TYPE OF PRACTICE 1. Multiple tasks; 2. w/ Variations ; 3. Rests between each trials is longer than the trial
Distributed
31
LEVELS AND TYPE OF PRACTICE Multiple Tasks Multiple variations Adaption Generalization
Variable/Random
32
LEVELS AND TYPE OF PRACTICE Complete Tasks For Simple Skill Acquisition
Whole
33
LEVELS AND TYPE OF PRACTICE 1. Divided to discrete/separate units 2. For Complex Acquisition
Part/Separate
34
[OPEN vs CLOSE TASKS] In motion
OPEN
35
[OPEN vs CLOSE TASKS] Stationary
Close
36
[OPEN vs CLOSE TASKS] predictable environment
OPEN
37
[OPEN vs CLOSE TASKS] used during mid to later stages of learning
OPEN
38
[OPEN vs CLOSE TASKS] unpredictable environment
CLOSE
39
[OPEN vs CLOSE TASKS] used in early stages of learning
close
40
[OPEN vs CLOSE TASKS] a lot of variation in movement
OPEN
41
[OPEN vs CLOSE TASKS] similar to some variation movements
close
42
Development of flexibility and generalization
Variability
43
Central of Functional Movement
Variability
44
Developmentally Appropriate Support
Assist children to master new skills
45
Scaffolding
Support and instructions of adult . To assist children master skills beyond their CURRENT capabilities.
46
1. Clear and direct 2. Appropriate for Child’s CLS: Cognitive, Language, and, Sensory abilities.
FEEDBACK
47
TYPES OF FEEDBACKS required during early stages. comes from the environment
Extrinsic
48
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
Summary/General
49
TYPES OF FEEDBACKS for motor skills REFINEMENT/ADJUSTMENTS. Feedback are detailed while doing a performance
Knowledge of Performance
50
TYPE OF FEEDBACK effective: sustaining motor performance. within what the body tells us.
intrinsic
51
TYPES OF FEEDBACK specific parts of the task. every part of the tasks need continous feedback
SPECIFIC/DETAILED
52
TYPES OF FEEDBACK for motor skills ACQUISITION; early stage of learning. AFTER NA MA-ACHIEVE ANG TASK.
KNOWLEDGE OF RESULT
53
Interventions for neurological and movement difficulties. It also encourages active movement during functional tasks to produce movements
carr and shepherd
54
occurs without intervention
Spontaneous recovery
55
occurs on the presence of therapeutic intervention.
Forced recovery
56
- Aka Generalization - Application of learning - Occur during functional activity/actual occupation
TRANSFER OF LEARNING
57

TFO [PHYSICAL DYSFUNCTIONS] (6 decks)

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