Week 10 Flashcards
4 Types of Instruction / Cuing
Verbal
Auditory
Visual/Demonstration
Manual Guidance/Tactile
Verbal Instruction (3) Factors
- Analogies encourage implicit learning
- Influence goal achievement strategies
- Ask for what you want, not what you don’t want
Auditory Instruction (4) Factors
- Overlaps with Verbal
- Other Ex: Clapping, Metronome, Beat to Music, Counting
- Motor Cues: Spin/Turn/Kick
- Combine with analogies
Visual Cues/Demonstration (3) Factors
- Demonstrate before practice
- Allow learner the opportunity to self-select when they receive demonstration
- Mirror neurons in the brain
Manual Guidance/Tactile (3) Factors
- Feel for the target movement
- Assistance and facilitation
- Only give as much as needed
- Fade as they develop the movement
Knowledge of Results
Externally presented information about the outcome of an attempt to perform a skill
Ex: You walked 10 feet farther today than yesterday.
Knowledge of Performance
Externally presented information about movement characteristics that led to the performance outcome
Ex: You should lift your toes as you land on your heel.
Massed Practice
Amount of practice time in a session is greater than amount of rest between trials
(goal is conditioning, continuous skills)
Distributed Practice
Amount of rest between trials is equal to or greater than amount of time for the practice
-Allows learner to reflect on performance
(goal is performance, best for safety/fatigue/symptoms)
Constant Practice
Practice of one variation of the skill
-gains confidence
-may be beneficial prior to variable
Variable Practice
The variety of movement and context characteristics while practicing a skill
-increased ability to adapt
-during acquisition increases learning/transfer
Blocked Practice Sequence
Practicing a task several times before moving onto the next task
-can be with both constant or variable practice
Random Practice Sequence
A practice sequence where several tasks are practiced in no particular order
-most effective with different patterns of coordination during function
Contextual Interference
The memory and performance disruption that results from performing variations of a skill within the context of practice
Whole Practice
A practice strategy that involves practicing a skill in its entirety
Use whole practice when most important problem is coordinating actions
Part Practice
A practice strategy that involves practicing parts of a skill before practicing the whole skill
Effectiveness is determined by the degree of transfer from part practice to whole performance
Challenge Point Hypothesis
- A point of optimal challenge that yields maximum practice benefits
- variables: skill level & task difficulty
Postural Control
Controlling the body’s position in space for stability and orientation
Progression of development for postural control
Cephalocaudal:
Vision, head control, trunk control, incorporating more senses
Anticipatory and Reactive Control develop in parallel
Two types of Feedback
Task-Intrinsic Feedback
Augmented Feedback
Task-Intrinsic Feedback
Visual
Auditory
Proprioceptive
Tactile
Augmented Feedback
Knowledge of Results
Knowledge of Performance
Concurrent Feedback
- Provided while person performing a skill
- Can be positive or negative
- Subtle variations in how provided can influence learners dependence on feedback
Immediate Feedback
Provided immediately after a skill has been completed
Summative Feedback
Provided after a time period has lapsed after skill is performed
Open Loop Control System
The control center sends effectors all the movement instructions they need to perform a skill from beginning to end (discrete)
Closed Loop Control System
Control center sends movement instructions to effectors to initiate performance. Feedback from effectors & other sources provides control center with information needed to give instructions to continue and end the movement. (Continuous)
Are individuals with early to moderate Parkinson’s able to learn motor skills?
Yes! Just may require more repetition due to slower learning rates.
How do individuals post-stroke learn the best?
Reduced feedback frequency and external focus instructions
How do individuals with visuospatial working memory deficits following a stroke learn best?
Multiple motor tasks by practicing in a blocked practice order.
Posture Stability
Ability to control COM in relationship to BOS
Postural Orientation
Ability to maintain relationship between body segments and between body and environmental for a task
At what age does a child shift from visual control of balance to more somatosensory control?
3 Years Old
At what age do children reach postural responses that are adult-like?
7-10 years old
What age do children demonstrate compensatory postural responses?
15 Months
(More variable and slower than adults)
How does tactile and vibratory sensitivity change over time?
Decreases - mostly due to loss of numbers of receptors
Reasons for postural control decline with aging? (4)
- Impaired reactive control with delays
- smaller response magnitudes causing abnormal timely activation
- delayed anticipatory response
- reduced/distorted sensory input
At what age is locomotion typically matured?
7 Years Old
Characteristics of gait changes with older adults?
- Decreased Speed
- Shorter Step Length
- Shorter Stride Length
At what age does reach & grasp skills mature to adult-like levels? Dual task reaching control?
10-11 years old
15 years old
4 parts of criteria for developmental coordination disorder
1- learning/execution of coordinated motor skills is below age level
2 - motor difficulties significantly interfere with ADLs/academia/activities/leisure/play
3 - onset is the early developmental period
4 - not explained by intellectual delay, visual impairment or other neurological conditions that affect movement
