Week 1 - Intro to Motor Learning and Motor Control (Motor skill classification systems) Flashcards
Motor development –> growth
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
Motor control –> physiological aka neuromuscular control
The function and coordinated interaction of systems that execute and monitor movements
Motor learning –> behavioral
Emphasizes the brain’s role in acquiring, planning, initiating, and modifying movement skills
Motor skills are:
- goal oriented
- body and/or limb movements are required to accomplish the goal
- voluntary
- developed as a result of practice
- may be learned, recalled, relearned, and modified
Motor Learning is
a relatively permanent change in a person’s capability to execute a motor skill as a result of practice or experience
Movement involves the interaction of
task, person, & environment
Abilities are
- inherited traits
- stable & enduring
- few in number
- underlie performance of many skills (must be in place to become highly skilled)
Skills are
- developed with practice (learned)
- modifiable
- many in number
- depend on different subsets (person, task, environment)
Fleishman’s Motor Abilities include these 3 major subsets
- perceptual-motor
- physical
- coordination
The greatest modality to promote beneficial neuroplastic change with movement dysfunction is
physical activity
Movement precision is a continuum between
gross motor and fine motor
Gross motor is
- usually multi-limb movement with large muscles activated
- less emphasis on precision
Fine motor is
involving precise movement with smaller muscles
Nature of movement organization is classified using these 3 types of skills
- discrete skill
- continuous skill
- serial skill
Discrete skill
- single execution completes the task
- beginning and ending are well defined
- short duration
- movement prepared in advance
Continuous skill
- 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
Serial skill
- requires series of movements to complete task
- collective sequence of discrete skills
- order is important with longer movement time
- can be practiced in parts
Environmental predictability involves
closed skills and open skills
Closed skills are
- high level of predictability
- environmental context features are stationary
- consistency and refinement are the objectives
Open skills are
- variable and unpredictable
- supporting surfaces, objects, and/or other people are in motion during skill performance
- adaptability is key objective
What type of environment is better during early learning?
Closed environment may be beneficial and requires fewer demands on the information processing systems.
What type of environment is better during advanced learning?
Open environment may be better as it provides greater variability for greater diversification of skill performance.
Gentile’s Two-Dimensional Taxonomy combines:
Movement precision and environmental stability: environmental context and action function
Gentile’s environment
- Stationary (closed skill) with high variability or no variability
- In motion (open skill) with high variability or no variability
Gentile’s function of action
- Stable body with or without object
- Mobile body with or without object
