Theories of Motor Learning

Question 1

What is a skill?

Answer 1

• an activity or task that has a specific purpose or goal to achieve
• an indicator of quality of performance, often referred to as “skill level”

Question 2

What criteria are used to analyze a person’s skill level?

Answer 2

1. extent to which the person can consistently achieve the goal of the task
2. extent to which the person can achieve the task under a range of different conditions
3. degree of efficiency

Question 3

What is gross motor skill?

Answer 3

a motor skill that requires the use of large musculature to achieve the goal of a skill

• PT!

Question 4

What is a fine motor skill?

Answer 4

a motor skills that requires control of small muscles to achieve the goal of the skill; typically involves eye-hand coordination and requires a high degree of precision of hand and finger movement

Question 5

What is a discrete motor skill?

Answer 5

a motor skill with clearly defined movement beginning and end points, usually requiring a simple movement

Question 6

What is a continuous motor skill?

Answer 6

a motor skill with arbitrary movement beginning and endpoints. These skills usually involve repetitive movements

Question 7

What is a serial motor skills?

Answer 7

a motor skill involving a series of discrete skills

Question 8

What is environmental context?

Answer 8

the supporting surface, objects, and/or other people or animals involved in the environment in which a skill is performed

Question 9

What is a closed motor skill?

Answer 9

a motor skill performed in a stationary environment where the performer determines when to begin the action

Question 10

What is an open motor skill?

Answer 10

a motor skill performed in a moving environment where the feature of the environmental context in motion determines when to begin the action

Question 11

What is the first developmental milestone?

Answer 11

prone, lifts head

Question 12

What is the order of some developmental milestones?

Answer 12

• prone, lifts head
• prone, chest up, uses arms for support
• rolls over
• sits without support
• stands with support
• pulls to stand
• crawling
• cruising
• stands independently
• walks independently

Question 13

What are some determinants of brain development?

Answer 13

• genetics (basic wiring of the brain)
• prenatal factors (moms health, nutrition, exposures, stress)
• caregiver support (providing for needs)
• environmental stimuli (brain processes info and strengthens certain neural connections or synapses and weakens others)

Question 14

What is the Neural-Maturationist theory?

Answer 14

proposes that the ontogeny of behavior is “an intrinsic property of the organism, with maturation leading to an unfolding of predetermined patterns, supported but not fundamentally altered by the environment

Question 15

Who pioneered the Neural-Maturationist theory?

Answer 15

Arnold Gesell, Shirley and others

Question 16

When was the Neural-Maturationist theory developed?

Answer 16

early 1900s

Question 17

What does the Neural-Maturationist theory say about motor development?

Answer 17

is linear, dependent upon anatomic nervous system changes

Question 18

What is not an influence on motor behavior and milestones with the Neural-Maturationist theory?

Answer 18

environment

Question 19

What is the dynamic systems theory?

Answer 19

there is no primary driving influence for motor development, multiple systems influence and result in motor skills

Question 20

What is the primary driver with dynamic systems theory?

Answer 20

can be any one of a number of factors at any given time as a new skill emerges

Question 21

What is the principle cause of CHANGE with dynamic systems theory?

Answer 21

the MSK system, environment, social influences, physiologic needs, or many other systems working together

Question 22

What is neuronal group selection?

Answer 22

connects brain to behavior

Question 23

What does the neuronal group selection feel on the anatomy of the brain?

Answer 23

is affected by experience strengthening certain patterns of responses from the anatomic structures

Question 24

What is reentry

Answer 24

brainmaps from behavioral functions with neuronal group selection

Question 25

What do neuronal groups combine to produce?

Answer 25

a particular behavior

Question 26

Is there one unifying motor theory?

Answer 26

nO

Question 27

What are the 12 concepts of early development?

Answer 27

1. biological-environmental interaction impacts health and development
2. Brain development proceeds in well-defined but continuous steps
3. major physiological systems develop rapidly during pregnancy and early childhood
4. the early caregiving environment is crucial for long term development
5. the developing child plays an important role in interactions and development
6. the development of executive functions is a key aspect of early childhood development
7. trajectories- positive or negative are not immutable
8. there is variability in individuals and group development
9. experiences across environment contexts play a significant role in early development
10. disparities in access to critical resources matter
11. health outcomes are the result of experiences across the life course
12. early interventions matter and are more cost-effective than later ones

Question 28

What is a sensitive period?

Answer 28

Children have several sensitive periods for motor development, which are times when they are more responsive to stimuli and can learn motor skills more easily:

Birth to 2.5 years
- Children develop gross motor skills, such as crawling, pulling up, and walking. They also use their hands to explore their environment and develop fine motor skills.

2.5 to 4.5 years
- Children refine and coordinate their movements. They develop the pincer grip and learn to hold items with both hands.

6–12 years
- Some say this is a “golden age” for learning motor skills. Sports programs often target this age group for teaching technical and coordinative skills.
Some research suggests that sensitive periods exist, but other research suggests that the effectiveness of training can vary between methods. For example, studies have shown that the effectiveness of training can differ between training methods