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Peds Eval > Week 4 - Motor Learning > Flashcards

Week 4 - Motor Learning Flashcards

1
Q
  • how the CNS organizes movement
  • how the musculoskeletal system interacts
  • how the body directs movement
  • quality of movement
  • timing of movement
  • quantifying movement
A

motor control

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2
Q
  • the process of developing a motor skill or improving motor control
  • involves different strategies and techniques that we’re using to improve or develop motor control.
A

motor learning

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3
Q

Name the 2 guiding theories for motor learning.

A
  • ecological theory

- dynamic systems theory

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4
Q
  • person-environment interaction
  • role of perception
  • perception-action information guiding motor action
A

ecological theory

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5
Q
  • nonlinear and transactive person factors
  • task characteristics
  • surrounding environment (context)
A

dynamic systems theory

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6
Q

Name the 3 behavioral hallmarks of ecological theory (how we learn based on this theory).

A
  • agency
  • prospectivity
  • behavioral flexibility
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7
Q

the discovery that we are the controlling force of the surrounding environment. developed early in childhood when we learn that we control our environment rather than the other way around.

A

agency

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8
Q

predictive component of actions. what ends up being motor planning; looks at a person’s ability to create a prospective plan about how they’re going to target an action.

A

prospectivity

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9
Q

ability to transfer strategies or skills from familiar situations/contexts into new ones. generalizability; you learn something and then you’re able to transfer what you learned into similar and different experiences and contexts.

A

behavioral flexibility

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10
Q

Name the 3 guiding concepts of ecological theory.

A
  • affordances
  • exploratory actions
  • performatory actions
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11
Q

person-environment fit within a task

A

affordances

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12
Q

searching for information

A

exploratory actions

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13
Q

control over environment through action

A

performatory actions

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14
Q
  • interaction btwn adaptable and flexible systems.
  • the way that we learn, function and develop is the combined influence of many factors involving the person, task, and environment. Look a lot at task characteristics and how the little factors within the task affect performance.
A

dynamic systems theory

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15
Q

lack of sufficient adaptability to task demands

A

dysfunction

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16
Q

___ ___ influence motor requirements

A

task characteristics

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17
Q

defines the main components of specific movement (reaching vs grasping)

A

order parameters

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18
Q

influence the quality of a motor pattern.

A

control parameters

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19
Q

what happens when control parameters change (such as speed, accuracy, or force)?

A

new movement patterns emerge

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20
Q

Name the 3 systems that movement is a result of the interaction of

A

person, occupation (task), environment.

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21
Q

lack of adaptability and environmental constraints leads to ___ ____.

A

motor dysfunction

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22
Q

level of neural activity at the muscle in resting state (unconscious action)

A

muscle tone

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23
Q

voluntary recruitment of muscle fibers

A

strength

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24
Q

core stability and alignment

A

posture

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25
Q

ability to discriminate, recognize and identify aspects of the body’s physical and motor dimensions. internal process, more dynamic. when child is in space and how to organize the body.

A

body awareness

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26
Q

a more internalized diagram of the body (homunculus) in the sensory and motor areas of the brain.

A

body schema

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27
Q

self perception of the body’s physical or structural characteristics. how we perceive our body more specifically about its physique and its structure.

A

body image

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28
Q

tasks that are just right for individual - challenging enough but doable

A

ambiguous tasks

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29
Q

task where there is not a specific end result expectation.

A

open task

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30
Q

has a beginning and an end.

A

closed task

31
Q

Name Gentile’s 2 stages of learning.

A
  1. early stages - understanding

2. later stages - refinement

32
Q
  • understanding the task dynamics (goal, what movements needed, environment, things that are important vs. those that are not)
  • active engagement and problem solving are more important than quality of movement
A

early stages - understanding (gentile’s 2 stages of learning)

33
Q
  • performing consistently and efficiently

- develop the ability to adapt to changing task demands

A

later stages - refinement (gentile’s 2 stages of learning)

34
Q
  • children learn movements by making mistakes/self-correcting
  • learn from the experience
A

error-based learning

35
Q

whole-task training

A

teaching the whole task beginning to end

36
Q

part-task training

A

teaching a breakdown of the task ex: teaching bunny ears in tying shoes.

37
Q

teaching a specific skill over and over again. no variability (low generalization). time spent practicing the task is greater than the rest period.

A

massed/blocked practice

38
Q

practice something a little then they do something else and then come back to the original action/task. rest between trials is greater than time spent practicing the task.

A

distributed practice

39
Q

learners repeat the same patterns with small changes. refinement, generalization

A

variable/random practice

40
Q

performing the skill in one’s imagination.

A

mental practice/imagery

41
Q

allows child to self-correct

A

intrinsic feedback

42
Q

providing verbal cueing, visual or physical guidance

A

extrinsic feedback

43
Q

visual modeling

A

demonstrative feedback

44
Q

positive feedback, reinforcement

A

verbal feedback

45
Q

feedback on how movement parts were performed. telling the child what he/she did while they’re doing something.

A

knowledge of performance (KoP)

46
Q

feedback on the outcome of movement.

A

knowledge of results (KoR)

47
Q

works with children with hemiplegia, constraining functional arm so they are forced to use affected arm.

A

Constraint Induced Movement Therapy (CIMT)

48
Q

focus on using both arms at the same time.

A

Bimanual intensive therapy

49
Q
  • change in functional posture and movement
  • key kinesiological and biomechanical concepts: planes of movement, body alignment, ROM, base of support, muscle strength, postural control, weight shifts, mobility
A

NeuroDevelopmental Treatment (NDT)

50
Q

Name 6 treatment techniques for NDT.

A
  • handling - key points of control
  • preparation
  • facilitation
  • inhibition
  • weight bearing
  • weight shifting
51
Q
  • manipulation techniques to facilitate a child’s posture, reactions and movement.
  • placement of hands purposefully on a child’s body at “key points of control” to apply graded external force.
  • changes the alignment of the body in relationship to the base of support
A

handling

52
Q

What should you not do when handling during NDT regarding qualities of touch?

A

do not

  • grip onto body parts
  • push
  • pull
  • lift
53
Q

what should you do when handling during NDT regarding qualities of touch?

A

contoured hands

  • tapping
  • compression
  • traction
54
Q

what does tapping do (NDT)?

A

alerting

55
Q

what does compression do (NDT)?

A

relaxation or activation

56
Q

what does traction do (NDT)?

A

elongate, release fascia

57
Q

Name the 4 proximal key points.

A
  • heads
  • shoulder girdle
  • trunk
  • pelvis
58
Q

Name the distal key points.

A
  • arms/elbows
  • hands
  • knees/legs
  • feet
59
Q
  • getting the muscles/body ready
  • mobilize or elongate tight structures
  • promote proper alignment of body segments to each other against gravity.
  • achieve a state of readiness for active initiation of posture and movement
A

NDT preparation

60
Q

Mobilization of the pelvis and femurs, creates _____ btwn joint segments to relax cocontracted muscles (atypical fixing) around hip joints.

A

dissociation

61
Q
  • handling that helps ease the production of appropriate and efficient posture and movement patterns.
  • blends with preparation techniques
  • full ROM
  • transitional movements
  • high-level antigravity movements
A

NDT facilitation

62
Q
  • getting the muscles/body ready
  • helps activate and loosen up the pelvis so that we can do a lot of transitional movements
  • similar to warming up for sports
A

preparation (NDT)

63
Q
  • using handling techniques to start getting more ROM, get child through transitional movement.
  • provide help at key points of control so they can do the movements on their own.
A

facilitation (NDT)

64
Q
  • handling that helps reduce hypertonia, stiffness, spasticity
  • sustained proprioceptive input
  • slow, gentle rocking
  • traction to release fascia
A

NDT inhibition

65
Q
  • reducing hypertonia (high tone) (which creates rigidity and stiffness)
  • provide stable pressure to inhibit the tone.
A

inhibition (NDT)

66
Q

shifting body weight to accommodate postural alignment to provide more stability to help with transitional movements.

A

weight shifts

67
Q

A child with ___ ___ often has difficulty initiating a weight shift.

A

high tone

68
Q

A child with ___ ___ tends to have greater difficulty grading weight shifts.

A

low tone

69
Q
  • a child’s part of the body or extremity maintains contact with and exerts pressure against a support surface.
  • a dynamic process for transitional movements.
A

weight bearing

70
Q

Name 3 purposes of weight bearing for NDT.

A
  • develop co-contraction of stabilizing muscles around a joint to enhance proximal stability
  • maintain muscle length
  • normalize tone
71
Q

allow a child to experience and interact with task/environment

A

reaching and grasping

72
Q

involves a lot of perceptual elements and develops in relationship to the object (overshooting/undershooting)

A

reaching

73
Q
  • hand orientation and the ability to switch btwn various forms of grip.
  • involves the use of finger movements
A

grasping

Peds Eval (22 decks)

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