Week 4 - Motor Learning Flashcards
- how the CNS organizes movement
- how the musculoskeletal system interacts
- how the body directs movement
- quality of movement
- timing of movement
- quantifying movement
motor control
- 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.
motor learning
Name the 2 guiding theories for motor learning.
- ecological theory
- dynamic systems theory
- person-environment interaction
- role of perception
- perception-action information guiding motor action
ecological theory
- nonlinear and transactive person factors
- task characteristics
- surrounding environment (context)
dynamic systems theory
Name the 3 behavioral hallmarks of ecological theory (how we learn based on this theory).
- agency
- prospectivity
- behavioral flexibility
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.
agency
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.
prospectivity
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.
behavioral flexibility
Name the 3 guiding concepts of ecological theory.
- affordances
- exploratory actions
- performatory actions
person-environment fit within a task
affordances
searching for information
exploratory actions
control over environment through action
performatory actions
- 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.
dynamic systems theory
lack of sufficient adaptability to task demands
dysfunction
___ ___ influence motor requirements
task characteristics
defines the main components of specific movement (reaching vs grasping)
order parameters
influence the quality of a motor pattern.
control parameters
what happens when control parameters change (such as speed, accuracy, or force)?
new movement patterns emerge
Name the 3 systems that movement is a result of the interaction of
person, occupation (task), environment.
lack of adaptability and environmental constraints leads to ___ ____.
motor dysfunction
level of neural activity at the muscle in resting state (unconscious action)
muscle tone
voluntary recruitment of muscle fibers
strength
core stability and alignment
posture
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.
body awareness
a more internalized diagram of the body (homunculus) in the sensory and motor areas of the brain.
body schema
self perception of the body’s physical or structural characteristics. how we perceive our body more specifically about its physique and its structure.
body image
tasks that are just right for individual - challenging enough but doable
ambiguous tasks
task where there is not a specific end result expectation.
open task
has a beginning and an end.
closed task
Name Gentile’s 2 stages of learning.
- early stages - understanding
2. later stages - refinement
- 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
early stages - understanding (gentile’s 2 stages of learning)
- performing consistently and efficiently
- develop the ability to adapt to changing task demands
later stages - refinement (gentile’s 2 stages of learning)
- children learn movements by making mistakes/self-correcting
- learn from the experience
error-based learning
whole-task training
teaching the whole task beginning to end
part-task training
teaching a breakdown of the task ex: teaching bunny ears in tying shoes.
teaching a specific skill over and over again. no variability (low generalization). time spent practicing the task is greater than the rest period.
massed/blocked practice
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.
distributed practice
learners repeat the same patterns with small changes. refinement, generalization
variable/random practice
performing the skill in one’s imagination.
mental practice/imagery
allows child to self-correct
intrinsic feedback
providing verbal cueing, visual or physical guidance
extrinsic feedback
visual modeling
demonstrative feedback
positive feedback, reinforcement
verbal feedback
feedback on how movement parts were performed. telling the child what he/she did while they’re doing something.
knowledge of performance (KoP)
feedback on the outcome of movement.
knowledge of results (KoR)
works with children with hemiplegia, constraining functional arm so they are forced to use affected arm.
Constraint Induced Movement Therapy (CIMT)
focus on using both arms at the same time.
Bimanual intensive therapy
- 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
NeuroDevelopmental Treatment (NDT)
Name 6 treatment techniques for NDT.
- handling - key points of control
- preparation
- facilitation
- inhibition
- weight bearing
- weight shifting
- 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
handling
What should you not do when handling during NDT regarding qualities of touch?
do not
- grip onto body parts
- push
- pull
- lift
what should you do when handling during NDT regarding qualities of touch?
contoured hands
- tapping
- compression
- traction
what does tapping do (NDT)?
alerting
what does compression do (NDT)?
relaxation or activation
what does traction do (NDT)?
elongate, release fascia
Name the 4 proximal key points.
- heads
- shoulder girdle
- trunk
- pelvis
Name the distal key points.
- arms/elbows
- hands
- knees/legs
- feet
- 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
NDT preparation
Mobilization of the pelvis and femurs, creates _____ btwn joint segments to relax cocontracted muscles (atypical fixing) around hip joints.
dissociation
- 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
NDT facilitation
- 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
preparation (NDT)
- 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.
facilitation (NDT)
- handling that helps reduce hypertonia, stiffness, spasticity
- sustained proprioceptive input
- slow, gentle rocking
- traction to release fascia
NDT inhibition
- reducing hypertonia (high tone) (which creates rigidity and stiffness)
- provide stable pressure to inhibit the tone.
inhibition (NDT)
shifting body weight to accommodate postural alignment to provide more stability to help with transitional movements.
weight shifts
A child with ___ ___ often has difficulty initiating a weight shift.
high tone
A child with ___ ___ tends to have greater difficulty grading weight shifts.
low tone
- 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.
weight bearing
Name 3 purposes of weight bearing for NDT.
- develop co-contraction of stabilizing muscles around a joint to enhance proximal stability
- maintain muscle length
- normalize tone
allow a child to experience and interact with task/environment
reaching and grasping
involves a lot of perceptual elements and develops in relationship to the object (overshooting/undershooting)
reaching
- hand orientation and the ability to switch btwn various forms of grip.
- involves the use of finger movements
grasping
