concepts of motor learning – Flashcards
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Motor Learning
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Permanent changes in behavior, seen as a result of practice or experience
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For Motor Learning to Occur
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- Motor strategy is largely unconscious and is specific to task - Task must hold attention of learner - Environment supports learning process - Movements learned in a meaningful context are mastered more quickly and retained longer
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Motor Learning Theory
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- Performance - Learning
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Performance
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Acquisition of skill during the session There is no retention after practice and no generalization of this skill to other contexts
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Learning
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Permanent change following a practice of a skill Learner retains the skill after session and transfers the performance to similar contexts
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Prerequisites for Learning New Motor Tasks
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- Arousal, Attention, Selective Attention, Sensory Processing & Organization of Info, Motor Planning, Musculoskeletal Alignment, Ability to Execute Movement, Cardiovascular & Cardiopulmponary Systems
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Musculoskeletal Alignment
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ROM, strength, and postural alignment
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Factors Interfering w/ Motor Learning
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- Decreased arousal/attention - Decreased ability to process sensory info - Pain that limits ability to concentrate & process sensory info - Medical status impaired - sick or dizzy - Fear, anxiety, depression, behavioral issues - Decreased motivation to learn - Musculoskeletal Issues - Neuromuscular Coordination Deficits - Cardiopulmonary/cardiovascular problems-COPD, fatigue
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Factors to decrease arousal/attention
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- Anesthesia, pain meds, muscle relaxants, altered sleep cycles, depression
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Factors to decrease ability to process sensory info
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- Deficits in visual, proprioceptive, tactile discrimination, vestibular - Receptive aphasia (person can hear but may not understand the message)
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Stages of Motor Learning
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- Cognitive Stage - Associative Stage - Autonomous Stage
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4 Variables that Affect Motor Learning Process
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- Feedback - Practice Schedules - Type of Task - Learning Stage
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Feedback
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Sensory information that is available as a result of a movement that a person has produced
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Practice Schedule
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- Length of Practice - Blocked vs. Random Practice
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Blocked Practice
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Skill practice repetitively before practicing next skill (A -> B -> C) Practice is performed in same manner again & again
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Random Practice
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Skills or tasks are practiced in random order (AC, BA, A, ABC, CBA)
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Determining Block vs. Random Practice
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Factors: - Fatigue level, Safety, Billable Time
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Whole Task
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Total movement pattern when practicing are better remembered whole Use for motor skills (these should not be broken into parts)
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Part Task
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Breaking task down into steps prior to learning entire task Practice each component in isolation before combining for the whole task
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Closed Tasks
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- Environment variables (setting and objects) remain the same
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Open Tasks
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- Perform in different settings and use a variety of objects in environment
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Mental Imagery
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- Imagine doing the skill before you do it - mentally practicing the skill - Creates aspects of the experience in the mind
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Goal of Session
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- Maximize retention and transfer of skills not achieve maximum performance - Emphasize problem solving approach esp. when switching from or between block to random practice
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Intrinsic Feedback
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- Sensory feedback provided internally to the person as result of movement Somatosensory, visual
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Extrinsic Feedback
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-Feedback from an external source (i.e. therapist, equipment) - Concurrent or Terminal
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Concurrent Feedback
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- Extrinsic feedback that is given during the performance of a task
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Terminal Feedback
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- Extrinsic feedback that is given at the end of the performance of a task
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Knowledge of Results
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- Extrinsic feedback; terminal feedback about the outcome of the movement - Important learning variable for learning motor tasks
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Knowledge of Performance
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- Feedback relating to the movement pattern used to complete the task
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Extrinsic Feedback
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- Used to augment an absent or impaired intrinsic feedback system experienced by client
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Example of Knowledge of Results
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- Saying "Your sock is inside out" to a client
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Example of Knowledge of Performance
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- Saying "You did not reach far enough forward to put your sock on" to a client
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Verbal Feedback
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- Needed for beginners and those w/ cognitive limitations
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Visual Feedback cont
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- Plays important role in acquisition and control of movement
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Example of Visual Feedback
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- Videotaping client's performance and reviewing it immediately after therapy
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Cognitive Stage
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- Conscious thoughts of figuring out how, when and what movements are needed for the action "Get a feel for the task"
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Cognitive Stage cont
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- At this stage, OT may want to ask the client to repeat instructions given
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In cognitive stage, person needs...
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- Additional information to complete task - Verbal, Visual-modeling (demonstration), Manual guidance - In early stages of therapy, passive guidance of movement can elicit recognition of movement
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Info Given in Cognitive Stage
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- Prior to task (verbal instruction), During task (guidance), After task
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1st learning a skill in Cognitive Stage, client needs to....
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- Focus attention on completing movement Minimum distractions, concentrate on single task, concentrate on the feel of movement
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Cognitive Stage Practice
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- Emphasis on blocked - client performs single task over & over until they achieve competence in skill - In a closed environment
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Feedback in Cognitive Stage
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- Continuous; after every trial- detailed, immediate, and frequent
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Duration of Cognitive Stage
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- Depends on task and the client
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Associative Stage
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- Perfecting the skills so that it is efficient, consistent, effective, & appropriate to context - Begin to detect errors in performance and how to correct them - Begin to work on adapting skill to the context - Begin to transfer the skill to different contexts
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Associative stage cont
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- Client needs less external feedback - Ask client to tell most important things needed to remember to do task well - Give guidance only when performance is compromised
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Feedback in Associative Stage
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- Faded feedback procedure - Summary feedback procedure - Bandwidth feedback procedure
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Faded feedback procedure
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- reduce feedback - fade out
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Summary feedback procedure
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- Summarizes after series of trials
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Bandwidth feedback procedure
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- feedback for movement outside of acceptable band
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Associative Stage Practice
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-Becomes more random - extinguish blocked - Increase distractions - More complex environment - can vary - Divide attention b/w 2 tasks client is performing simultaneously
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Autonomous Stage
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- Can perform task w/o paying attention to what they are doing; performance is consistent, effective, effortless, and appropriate
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Autonomous stage cont
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- Able to perform in altered environments - Can vary speed & force of movement - Perform despite distractions - Therapist becomes a coach and encourages client to perform in therapy and at home
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Treatment Principles Using Task-Oriented Approach
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- Create environment that uses common challenges of everyday life - Provide decreasing amounts of physical guidance and verbal feedback
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Minimizing ineffective and inefficient movement
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- Remediate client factor if it is a critical control parameter - Adapt environment, modify task, use assistive technology, reduce effects of gravity - If person has poor control, consider constraining degrees of freedom - If person does not have return of function, consider using constraint induced therapy
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Assessments of Intervention Effectiveness
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- Baseline performance - Practice performance - Retention performance - Dual Task performance
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Baseline Performance
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Focuses on what a client does i.e # of times they do something, how long they did something for - Be specific on what you are counting and document count every single time
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Practice performance
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Error Rate i.e. how many times they drop something
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Retention preformance
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Looks at performance at a later date or in a different environment
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Dual Task performance
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Being able to do 2 things @ once i.e. can client have a conversation while performing an activity
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Practice Outside of Therapy
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- Practice exactly what the person will do in real life - Where will they practice? - How often? - How can you assist pt in follow through?
