Week 1 - Intro to Motor Learning and Motor Control (Motor skill classification systems)

Question 1

Motor development –> growth

Answer 1

Motor skill changes across the lifespan. Knowledge of this area influences how we approach optimal growth, preservation of motor skill, and recovery after injury or disease

Question 2

Motor control –> physiological aka neuromuscular control

Answer 2

The function and coordinated interaction of systems that execute and monitor movements

Question 3

Motor learning –> behavioral

Answer 3

Emphasizes the brain’s role in acquiring, planning, initiating, and modifying movement skills

Question 4

Motor skills are:

Answer 4

1. goal oriented
2. body and/or limb movements are required to accomplish the goal
3. voluntary
4. developed as a result of practice
5. may be learned, recalled, relearned, and modified

Question 5

Motor Learning is

Answer 5

a relatively permanent change in a person’s capability to execute a motor skill as a result of practice or experience

Question 6

Movement involves the interaction of

Answer 6

task, person, & environment

Question 7

Abilities are

Answer 7

• inherited traits
• stable & enduring
• few in number
• underlie performance of many skills (must be in place to become highly skilled)

Question 8

Skills are

Answer 8

• developed with practice (learned)
• modifiable
• many in number
• depend on different subsets (person, task, environment)

Question 9

Fleishman’s Motor Abilities include these 3 major subsets

Answer 9

1. perceptual-motor
2. physical
3. coordination

Question 10

The greatest modality to promote beneficial neuroplastic change with movement dysfunction is

Answer 10

physical activity

Question 11

Movement precision is a continuum between

Answer 11

gross motor and fine motor

Question 12

Gross motor is

Answer 12

• usually multi-limb movement with large muscles activated

- less emphasis on precision

Question 13

Fine motor is

Answer 13

involving precise movement with smaller muscles

Question 14

Nature of movement organization is classified using these 3 types of skills

Answer 14

1. discrete skill
2. continuous skill
3. serial skill

Question 15

Discrete skill

Answer 15

• single execution completes the task
• beginning and ending are well defined
• short duration
• movement prepared in advance

Question 16

Continuous skill

Answer 16

• typically rhythmic or repetitive in nature
• beginning and end are arbitrary or environmentally defined (externally paced)
• longer time span determined by goal or person
• ongoing movement adjustments

Question 17

Serial skill

Answer 17

• requires series of movements to complete task
• collective sequence of discrete skills
• order is important with longer movement time
• can be practiced in parts

Question 18

Environmental predictability involves

Answer 18

closed skills and open skills

Question 19

Closed skills are

Answer 19

• high level of predictability
• environmental context features are stationary
• consistency and refinement are the objectives

Question 20

Open skills are

Answer 20

• variable and unpredictable
• supporting surfaces, objects, and/or other people are in motion during skill performance
• adaptability is key objective

Question 21

What type of environment is better during early learning?

Answer 21

Closed environment may be beneficial and requires fewer demands on the information processing systems.

Question 22

What type of environment is better during advanced learning?

Answer 22

Open environment may be better as it provides greater variability for greater diversification of skill performance.

Question 23

Gentile’s Two-Dimensional Taxonomy combines:

Answer 23

Movement precision and environmental stability: environmental context and action function

Question 24

Gentile’s environment

Answer 24

• Stationary (closed skill) with high variability or no variability
• In motion (open skill) with high variability or no variability

Question 25

Gentile’s function of action

Answer 25

• Stable body with or without object

- Mobile body with or without object