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
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
3
Q
Name the 2 guiding theories for motor learning.
A
- ecological theory
- dynamic systems theory
4
Q
- person-environment interaction
- role of perception
- perception-action information guiding motor action
A
ecological theory
5
Q
- nonlinear and transactive person factors
- task characteristics
- surrounding environment (context)
A
dynamic systems theory
6
Q
Name the 3 behavioral hallmarks of ecological theory (how we learn based on this theory).
A
- agency
- prospectivity
- behavioral flexibility
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
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
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
10
Q
Name the 3 guiding concepts of ecological theory.
A
- affordances
- exploratory actions
- performatory actions
11
Q
person-environment fit within a task
A
affordances
12
Q
searching for information
A
exploratory actions
13
Q
control over environment through action
A
performatory actions
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
15
Q
lack of sufficient adaptability to task demands
A
dysfunction
16
Q
___ ___ influence motor requirements
A
task characteristics
17
Q
defines the main components of specific movement (reaching vs grasping)
A
order parameters
18
Q
influence the quality of a motor pattern.
A
control parameters
19
Q
what happens when control parameters change (such as speed, accuracy, or force)?
A
new movement patterns emerge
20
Q
Name the 3 systems that movement is a result of the interaction of
A
person, occupation (task), environment.
21
Q
lack of adaptability and environmental constraints leads to ___ ____.
A
motor dysfunction
22
Q
level of neural activity at the muscle in resting state (unconscious action)
A
muscle tone
23
Q
voluntary recruitment of muscle fibers
A
strength
24
Q
core stability and alignment
A
posture
25
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
26
a more internalized diagram of the body (homunculus) in the sensory and motor areas of the brain.
body schema
27
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
28
tasks that are just right for individual - challenging enough but doable
ambiguous tasks
29
task where there is not a specific end result expectation.
open task
30
has a beginning and an end.
closed task
31
Name Gentile's 2 stages of learning.
1. early stages - understanding
| 2. later stages - refinement
32
- 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)
33
- performing consistently and efficiently
| - develop the ability to adapt to changing task demands
later stages - refinement (gentile's 2 stages of learning)
34
- children learn movements by making mistakes/self-correcting
- learn from the experience
error-based learning
35
whole-task training
teaching the whole task beginning to end
36
part-task training
teaching a breakdown of the task ex: teaching bunny ears in tying shoes.
37
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
38
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
39
learners repeat the same patterns with small changes. refinement, generalization
variable/random practice
40
performing the skill in one's imagination.
mental practice/imagery
41
allows child to self-correct
intrinsic feedback
42
providing verbal cueing, visual or physical guidance
extrinsic feedback
43
visual modeling
demonstrative feedback
44
positive feedback, reinforcement
verbal feedback
45
feedback on how movement parts were performed. telling the child what he/she did while they're doing something.
knowledge of performance (KoP)
46
feedback on the outcome of movement.
knowledge of results (KoR)
47
works with children with hemiplegia, constraining functional arm so they are forced to use affected arm.
Constraint Induced Movement Therapy (CIMT)
48
focus on using both arms at the same time.
Bimanual intensive therapy
49
- 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)
50
Name 6 treatment techniques for NDT.
- handling - key points of control
- preparation
- facilitation
- inhibition
- weight bearing
- weight shifting
51
- 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
52
What should you not do when handling during NDT regarding qualities of touch?
do not
- grip onto body parts
- push
- pull
- lift
53
what should you do when handling during NDT regarding qualities of touch?
contoured hands
- tapping
- compression
- traction
54
what does tapping do (NDT)?
alerting
55
what does compression do (NDT)?
relaxation or activation
56
what does traction do (NDT)?
elongate, release fascia
57
Name the 4 proximal key points.
- heads
- shoulder girdle
- trunk
- pelvis
58
Name the distal key points.
- arms/elbows
- hands
- knees/legs
- feet
59
- 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
60
Mobilization of the pelvis and femurs, creates _____ btwn joint segments to relax cocontracted muscles (atypical fixing) around hip joints.
dissociation
61
- 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
62
- 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)
63
- 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)
64
- handling that helps reduce hypertonia, stiffness, spasticity
- sustained proprioceptive input
- slow, gentle rocking
- traction to release fascia
NDT inhibition
65
- reducing hypertonia (high tone) (which creates rigidity and stiffness)
- provide stable pressure to inhibit the tone.
inhibition (NDT)
66
shifting body weight to accommodate postural alignment to provide more stability to help with transitional movements.
weight shifts
67
A child with ___ ___ often has difficulty initiating a weight shift.
high tone
68
A child with ___ ___ tends to have greater difficulty grading weight shifts.
low tone
69
- 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
70
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
71
allow a child to experience and interact with task/environment
reaching and grasping
72
involves a lot of perceptual elements and develops in relationship to the object (overshooting/undershooting)
reaching
73
- hand orientation and the ability to switch btwn various forms of grip.
- involves the use of finger movements
grasping
