Week 1 Intro and Motor Learning Principles Flashcards
Motor learning and control issues from the perspective of the relationship to human development from infancy to old age
Motor Development
The ability to regulate or direct the mechanisms essential to movement
Motor Control
emphasizes the acquisition of motor skills, the enhancement of performance of learned or highly experienced motor skills, that are difficult to perform or cannot be performed because of injury or disease.
Motor learning
Responsible for:
movement coordination
use of sensory information
perceptions of ourself
past experiences
environment
Motor Control
complex behavior explained through the combined action of individual reflexes chained together
does not explain movement that occurs in absence of a sensory stimulus nor novel movements
EX: PNF, quick stretch, contract relax
Reflex theory
based on the idea that organized movements are “top down” with the cortex controlling all lower movement and does not explain how humans can still have reflexic movement when needed
Hierarchical Theory
An action or movement is dependent on individual constraints and one how well an individual fits within their environment
Ecological theory
includes concepts of schema, engrams and central motor programs
motor programming theory
Theory that emphasizes environmental information, mechanical and dynamic properties of the body during movement
Not always continuous, sometimes linear progressions
Systems theory
system that requires performers to adapt movement strategies to a constantly changing and unpredictable environment
open movement task
number of independent elements in a system and the ways each element can react
degrees of freedom
group of muscles and joints acting as functional units
synergies
Reactive time + Movement Time =
response time
a general trait or capacity of a person
ability (individual)
an ability that is specifically related to the performance of a motor skill
motor ability (individual)
activities or tasks that require voluntary control over movements of the joints and body segments to achieve a specific purpose or goal
motor skill (purposeful)
activities or tasks that require mental/cognitive activity such as decision making, problem solving, remembering, etc.
Cognitive skill (purposeful)
skill where the performer determines when to begin the action (gymnastics, typing)
closed motor skill/environment
skill where environmental features determine when to begin the action (soccer, wrestling)
open motor skill/environment
Indicated the outcome or result of performing a motor skill
Motor skill performance outcome measures
indicate the activity of specific aspects of the motor control system during the performance
motor skill performance production measures
skill that requires the use of large musculature to achieve the goal of the skill
gross motor skills
Skill that requires control of small muscles to achieve the goal of the skill
fine motor skills
maintaining/changing position of moveable objects
manipulation
specified beginning and end points, simple movements
discrete motor skills
involves a continuous series of discrete skills
serial motor skills
no recognizable beginning or end points, repetitive and uninterrupted movements
continuous motor skills
An observable behavior of executing a skill at a specific time and situation
Motor performance
Testing a practiced skill performed following an interval of time after practice has ceased
Retention
Tests of learning
retention
performance
Transfer (positive or negative)
Transfer of learning that occurs between upper and lower extremities
Bilateral Transfer
Fitts law
movement time increases with narrower target widths and longer movement distances
Extremely forceful muscle contractions close to maximal effort with high speeds are associated with increased consistency
Rapid forceful movements
decreased responsiveness as a result of repeated exposure to non painful stimulus
Habituation
Increased responsiveness following a threatening or noxious stimulus
sensitization
Part of the brain responsible for implicit procedural learning
Basal Ganglia
Cerebellum
Explicit learning relies on …
interpretation of language
Schmidts Schema Theory
Recall schema- motor parameters and movement outcomes over many trials creates a rule
Recognition schema- sensory consequences couples with initial conditions to create a representation of expected outcomes
Ecological Theory
motor learning is a process: increased coordination of perception and action given the task and environmental constraints
Cognitive stage of motor learning
understand the nature of the task
develop strategies used to carry out the task
determine how task will be evaluated
Associative stage of motor learning
person has learned to associate environmental information with required movements
refines movement to be more consistent
Autonomous stage of motor learning
performance of the skill is automatic
requiring low degree of attention for performance
Gentiles initial stage of motor learning
getting the idea of the movement
organizing movement pattern for achievement of action
Learning relevant features
Gentiles later stage of motor learning
adapts movement pattern to demands of any performance situation
increases consistency of action goal achievement
