Week 9 Flashcards
Gross Motor Skills
Require the use of large musculature to achieve the goal of the skill
Fine Motor Skills
Require the use of small musculature to achieve the goal of the skill
Manipulation
Maintaining/changing position of moveable objects
Bimanual Coordination Skills
Motor skill that require simultaneous use of two arms
Discrete Motor Skills
Specified beginning and end points, usually require a simple movement
Serial Motor Skills
Involve a continuous series of discrete skills
Continuous Motor Skills
No recognizable beginning or end points; usually involve repetitive uninterrupted movements
Body Stability
Maintaining base of support in one position
Body Mobility/Transport
Changing the location of the base of support
Closed Motor Skills/Environment
Stationary support surface, object and/or other people/animals
The performer determines when to begin the action
Open Motor Skills/Environment
Involves a supporting surface, object, and/or other people/animal in motion
Environmental feature determine when to begin the action
Reflex Theory
Sir Charles Sherrington
Complex behavior explained through combined action of individual reflexes chained together
Hierarchial Theory
Organizational control is top down; each successively higher level exerts control over level below it. Vertical.
Dynamic Systems Theory
Emphasis on environmental information, mechanical and dynamic properties of the body/limbs.
Behavior organized by interactions among task, environment and individual
Motor Programming Theory
Central motor program / central pattern generator
Memory-based mechanism that controls coordinated movement
Ecological Theory
The perception/action system actively explores the environment to satisfy its goals
Environmental properties in relationship to self
Action/movement depends on individual constraints and how well we fit with environment
Motor Performance
-Observable behavior
-Temporary
-May not be due to practice
-May be influenced by performance variables
Motor Learning
-Inferred from performance
-relatively permanent
-due to practice
-not influenced by performance variables
-(re)acquisition or modification of motor skills
Characteristics of Motor Skill Learning
-Improvement over time
-Consistency
-Stability
-Persistence
-Adaptability
-Reduction in attentional demand
Retention
Test a practiced skill performed following an interval of time after practice has ceased
Positive Transfer
Beneficial effect of prior learning on learning of a new skill or performance of a skill in a new context
Negative Transfer
Negative effect of prior learning on learning of a new skill or performance of a skill in a new context
Spatial Accuracy
Accuracy is required of aiming movements for which spatial position of the movement’s end point is important to task performance
Temporal Accuracy
Accuracy of timing the movement - when the movement should be executed is important to task performance
Motor Development
Motor learning and control issues from the perspective of the relationship to human development from infancy to old age
Motor Control
How the neuromuscular system functions to activate and coordinate the muscles and limbs involved in the performance of motor skills
Facilitation
Intervention techniques that increase patient’s ability to move
Examples of Reflex-Based Neurofacilitation Approaches
-Proprioceptive Neuromuscular Facilitation (PNF)
-Quick Stretch
-Contract-Relax
- Tapping
Hierarchical Theory - Postural Reflex controlled by Cortex
Equilibrium Reactions
Hierarchical Theory - Postural Reflex controlled by Midbrain
Righting Reactions
Hierarchical Theory - Postural Reflex controlled by Brainstem and Spinal Cord
Primitive Reflex
Hierarchical Theory - Abnormal Synergistic Movements
Alternate pathways created after damage to UMN/descending pathways (alterations to cortical maps & neural activation patterns) or corticospinal control resulting in abnormal coupling of movements (when movements lack the ability to adapt).
Dynamic Systems Theory - How is variability in movement considered?
Variability of movement is necessary condition of optimal function - indication of highly stable, energy efficient behavior
Perception-Action Coupling
Linking together information and actions or movements = hand/eye coordination
Speed-Accuracy Skills
Trade-off between speed and accuracy with a skill that requires both
Fitt’s Law is a mathematical representation of this
Long Term Memory - Non-declarative (Implicit)
-Associative Learning (classical/operant conditioning)
-Non-Associatvie Learning (reflex)
-Procedural Learning (tasks/habits)
Long Term Memory - Declarative (explicit)
Facts & Events
Steps in a Process
Where in the brain are emotional responses occurring?
Amygdala
Where in the brain does skeletal musculature conditioning occurring?
Cerebellum
Deep Cerebellar Nuclei
Premotor Cortex
Where in the brain are procedural learning (task & habits) occurring?
Striatum
Cerebellum
Deep Cerebellum Nuclei
Amygdala
Where in the brain are declarative memories occurring?
Medial Temporal Lobe Area
Sensory Association Cortex
Hippocampus
What diseases have declarative memory symptoms?
Alzheimer’s
Dementia
Strokes (dependent on location)
What diseases have procedural learning symptoms?
Huntington’s
Parkinson’s
Habituation
Decreased responsiveness as result of repeated exposure to a non-painful stimulus
(Ex: initially being hyper aware of wearing a ring, eventually forgetting you’re wearing it)
Sensitization
Increased responsiveness following a threatening or noxious stimulus
(Ex: increasing sensitivity to pin push)
Classical Conditioning
Predicts Relationships - Pavlov (dog + bell + saliva)
Operant Conditioning
Predicts Relationship - animal press a lever and randomly receive food = more pressing of lever
Schmidt’s Schema Theory - Recall Schema
Motor parameters and movement outcomes over many trials creates a rule
Schmidt’s Schema Theory - Recognition Schema
Sensory consequences coupled with initial conditions to create a representation of expected outcomes
Fitts & Posner Three Stage Model
Cognitive
Associative
Autonomous
Cognitive Stage
- Understand the nature of the task
- Develop strategies used to carry out task
- Determine how task will be evaluated
Associative Stage
- Person has learned to associate environmental information with required movements
- Refines performance to be more consistent
Autonomous Stage
- Performance of the skill is “automatic”
- Requiring a low degree of attention for performance
Degrees of Freedom
Number of independent elements in a system and the ways each element can act / interact
Freeze (regress) & Free (progress)
Bernstein’s Three-Stage Approach
1st - Novice
2nd - Advanced
3rd - Expert
Bernstein’s Novice Stage
Reduce/Freeze the number of degrees of freedom of joints controlled to a minimum
Ex: coactivation of muscles during early stages of acquiring motor skill / primitive synergistic patterns
Bernstein’s Advanced Stage
Performer begins to release additional degrees of freedom, some synergies develop
Ex: as PT provide more support initially and progress to less and less support
Bernstein’s Expert Stage
Individual releases all degrees of freedom to perform the task
Ex: Flexible, Functional, Efficient
Gentile’s Two Stage Model
Initial Stage (Fixation)
Later Stage (Diversification)
Gentile’s Initial Stage (Fixation)
- Getting to know the movement
- Organizing movement pattern
- Learning relevant features
Gentile’s Later Stage (Diversification)
- Adapts movement pattern to demands of any performance situation
- Increases consistency of achievement
- Performs with an economy of effort
OPTIMAL (acronym) Motor Learning Theory
Optimizing
Performance
Through
Intrinsic
Motivation and
Attention for
Learning
How does the OPTIMAL motor theory expect Enhanced Expecations
- Release of Dopamine: Improves Motor Learning
- Readies the Motor System: Improves Goal-Action Coupling
- Gives Autonomy Support to Improve Performance: Improves Motor Learning
