Unit 2: Theories of Motor Learning

Question 1

Schmidt’s Schema Theory (1975)

Answer 1

-Described an open loop control process and generalized motor program concept. Motor programs contain generalized rules for classes of movements that can be applied to
-Schema: abstract representation stored in memory following multiple presentations
The following information is stored in short-term memory and abstracted into either a motor (recall) or sensory (recognition) schema.
-Initial movement conditions
-Parametersusedingeneralizedmotorprogram
-Outcome of movement interms of knowledge of results
-Sensory consequences of movement

Question 2

Clinical Implications: Schmidt’s Schema Theory (1975)

Answer 2

Learning will occur if the task is practiced under many different conditions as the recall and recognition schemas grow.

Question 3

Limitations: Schmidt’s Schema Theory (1975)

Answer 3

• Results of research are mixed for typically functioning adults. There has been strong support with children. Why do you think this may be the case
• It lacks specificity. It does not explain how initial movement occurs prior to schema formation.

Question 3

Ecological Theory (1991)

Answer 3

(similar to ecological theory of motor control)

• Newell describes motor learning as a process that coordinates perception and action given task and environmental constraints.
• Emphasizes dynamic exploratory activity of a perceptual motor workplace to create optimal strategies for performing a task through the use of regulatory cues.

Question 4

Clinical implications: Ecological Theory (1991)

Answer 4

Patient must learn to distinguish perceptual cues important to organizing action. This may be the size, weight, and other characteristics of a shirt that your client wants to don. Is the shirt button-down or a pullover? Is the client sitting supported or unsupported?

Question 5

Limitations: Ecological Theory (1991)

Answer 5

It is a new theory that has not been applied to specific examples of motor skill acquisition in any systemic way.

Question 6

Fitts and Posner Three-Stage Model

Answer 6

Cognitive stage, Associative stage, Autonomous stage

Question 7

Cognitive stage: Fitts and Posner Three-Stage Model

Answer 7

This stage involves the understanding nature of the task, developing strategies used to carry out the task, determining how the task is evaluated. Significant attention is required for this stage. Client performance is variable but large improvements are seen in this stage.

Question 8

Associative stage: Fitts and Posner Three-Stage Model

Answer 8

This is the skill acquisition phase; it may last days to weeks or months depending on performer and intensity of practice. The client is more fluid at the task but not with new aspects of the task. For example, if your client wants to learn to dance, he may have the steps down but may not be ready to add in a turn.

Question 9

Autonomous stage: Fitts and Posner Three-Stage Model

Answer 9

Automaticity of a skill, low degree of attention required for performance. For the dancing example above, this is where your client can talk to his dance partner or add in a turn.

Question 10

Clinical implications: Fitts and Posner Three-Stage Model

Answer 10

How will your interactions with your client vary at different stages? First stage: task requires a great deal of attention and conscious thought. Second stage: movements become refined.
Third stage: task becomes automatic.

Question 11

Bernstein’s three-stage approach

Answer 11

Focus is on controlling degrees of freedom of the body segments involved in movement.
First stage: reduction of number of degrees of freedom of joints controlled to minimum to make the task easier for a novice or an infant. This is inefficient and makes it difficult to deal with environmental changes.
Second stage (advanced): performer begins to release different degrees of freedom allowing for less co- contraction of agonists and antagonists making the task more efficient and the individual better equipped to deal with environmental change.
Third stage (expert): individual has released all degrees of freedom to perform the task allowing the task to be performed in the most effective and efficient way.

Question 12

Clinical Implications: Bernstein’s three-stage approach

Answer 12

• Explanation for presence of coactivation of muscles during early stages of acquiring motor skill
• New rational for using developmental stages in rehabilitation
• Importance of providing external support during early phases of learning a motor skill

Question 13

Limitations: Bernstein’s three-stage approach

Answer 13

There is not a good understanding of the principles that govern motor learning processes that lead to last stage of mastery.

Question 14

Gentile’s Two-Stage Model

Answer 14

• Based on the goal of the learner in each stage.
• First stage: develop understanding of task dynamics including goal of the task, appropriate movement strategies for achievement of the task, and environmental characteristics including affordances and hindrances to the task.
• Second stage: (Fixation/Diversification) The goal here is to refine the movement. This includes adapting to changing aspects of both the task and the environment while consistently and efficiently performing a task. Fixation or diversification may be appropriate to achieve this depending on whether the skill is open or closed.