Strategies for Teaching & Learning Movement Flashcards
Define motor control
- An area of studying dealing with the understanding of the neural, physiological & behavioral aspects of movement
Define motor performance
- The ability to perform a specific movement pattern efficiently
Define motor learning
- The ability to perform the movement efficiently over time & use the movement in a new situation
- Retention and transfer
Describe a centralized model of motor control
- Predominant historical theory of motor control
- Focus placed on sensory input as a driver of motor output
- Movement dysfunction = nervous system lesion
- Therapists would provide sensory feedback (facilitation/inhibition) to assist with control of movement
Describe distributed model of motor control
- Interaction of elements, physical & neural components
- Motor control depends on nervous, muscular, & skeletal systems
What is the best theory
- Currently is shifted toward systems/distributed approach
- Movement occurs as a result of interaction of the task, organism, & environment
What are the stages of motor learning
- Cognitive
- Associative
- Autonomous
Describe the cognitive stage of motor learning
- The learner is trying to understand how to perform the task
- Distinguished by a series of trials & errors
- Feedback is key to determine effective movement patterns
Describe the associative stage of motor learning
- The movement becomes more coordinated
- There are few errors
Describe the autonomous stage of motor learning
- Task no longer requires cognitive effort
Define a closed task
- Fixed environmental demands
- Ex: kicking a stationary ball, walking in parallel bars, controlled
Define an open task
- Variable environment requiring adaptation of the task
- Ex: a soccer game, walking in a busy corridor, uncontrolled
Define discrete tasks
- Relate to defined events
- Ex: locking brakes on wheelchair, opening a car door
Define continuous tasks
- Do not have well-defined boundaries
- Ex: propelling a wheelchair, driving a car
Define stability tasks
- Demands of task require a stable base of support
- Ex: sitting, standing
Define mobility tasks
- Demands associated with a mobile base of support
- Ex: walking, running
Factors that affect performance
- Number of alternative responses (Hicks Law)
- Number of movements required
- Accuracy (Fitts’s Law)
- Practice (decreases response time)
- Complexity of final position
- Feedback
- Focus/attention
Define Power Law of Practice
- The absolute amount of time of practice is related to learning
What are the pre-practice conditions
- Goal setting
- Modeling (demonstrations)
- Readiness & motivation
Define massed practice
- Practice time > rest time
- Associated with over fatigue & limited learning
Define distributed practice
- Practice time < rest time
- Associated with improved concentration & retention of the skill
Define constant practice
- Uniform practice
- Same skill, exact same way
Define variable practice
- Conditions (environment) & type of practice vary between attempts
- Requires increased processing of the task
Define blocked/repeated practice
- Skills practices independently
- Used during early skill acquisition/cognitive phase of learning
Define random practice
- Multiple skills in varying patterns
- Used to improve retention
- Assists with learning of the skill to allow for transfer to novel conditions
Define whole practice
- Task is practices as a whole
- Good for discrete tasks
Define part practice
- Task is broken into component parts & patient practices selected components prior to the whole task
- Good for serial tasks
Define discovery practice
- Trial & error
- Critical for later retention
- Assists with transfer of the skill
Define guided practice
- Patient is physically guided through the task
- Improves early performance
- Assists in understanding task demands
Define mental practice
- Visualizing the task
- Increases speed of learning a new task
- Increases accuracy of the task
Define intrinsic feedback
- Feedback through the sensory system
- Used during trial & error
Define extrinsic feedback
- Knowledge of performance: feedback about the movement pattern
- Knowledge of results: feedback regarding the outcome of the movement
Describe feedback for young children
- Self referenced goals
- Increased reinforcement & encouragement may be needed
- Limit verbal instruction & focus on modeling: use plain language
- Encourage patient too guess performance outcome
Describe feedback for older adults
- Avoid negative feedback
- Avoid tasks that appear too difficult (some adults are adverse to error/failure)
- Provide additional external cues if sensorimotor systems are limited
- Avoid too much variety
