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motor learning

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Permanent acquisition of a new skill as a result of practice and experience Stages of motor learning Procedural Declarative( descriptive sequence of events) Stages of motor learning Generalization to a variety of environments and condition

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Stages of motor learning

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Cognitive stage Associative stage Autonomous stage

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Cognitive stage

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"Talk and think through" steps

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Associative stage

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Connect the task with previous experience

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Autonomous stage

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Movement is performed efficiently without conscious thought

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Types of motor learning

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procedural learning declarative learning

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Procedural learning

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Involves mastering movements or techniques Demonstration is followed by practice and feedback Tasks are broken down into steps

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declarative learning

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Descriptive sequence of events Often used before procedural learning Fits with cognitive stage when learner talks self through sequence

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dynamical systems view

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Examines the relationship between the individual, the task, and the environment

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Individual

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The influence of physical, cognitive, and social-emotional client factors on performance

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Task

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Analysis of the demands of meaningful activities in relation to client characteristics

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Environment

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Cultural, physical, social, personal, and temporal contexts will influence performance

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motor learning principles

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transfer of learning feedback

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Transfer of learning

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Practice in realistic but different settings using similar equipment

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Feedback

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Modeling or demonstration Prior to practicing the skill, without verbal commentary Verbal instruction Brief, carefully timed cues Intrinsic feedback From sensory stimulation as a consequence of task performance Extrinsic feedback: given by the therapist Knowledge of performance (KP) Knowledge of results (KR)‏ Feedback is essential for learning Should be reduced as performance improves

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distribution and variability of skill practice

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blocked (massed) practice random practice

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Blocked (massed) practice

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Repeated performance of the same motor skill Used in early learning Put on the shirt, put on the shirt, put on the shirt

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Random practice

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Tasks are presented in random order Shown to benefit retention

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stages of motor learning and practice schedules

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skill acquisition skill refinement skill retention

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Skill acquisition

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Performance is inefficient Mass practice schedule Frequent practice and frequent feedback

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Skill refinement

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Increased efficiency of movement Distributed practice schedule

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Skill retention

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Functional movement Random practice schedule

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whole vs part learning

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whole learning client completes task all at once. Whole learning for simple tasks part learning learn in steps Progressive-part learning for serial tasks Pure-part learning if sequence has no impact Whole-to-part-to-whole learning involves knowing the whole while working on parts of the skill Motor learning occurs more successfully when activity is occupation based

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mental practice

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Rehearsal of task mentally Client watches performance, reflects on it, and then attempts it Intersperse imagery with actual task performance

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principles and methods of teaching

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characteristic of an effective teacher individual treatment or group intervention

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characteristic of an effective teacher

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Enhance learning, independence, and personal control

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Individual treatment or group intervention

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Group members' goals require group interaction or the sharing of a common goal by members Smaller groups are more practical for motor learning

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the teaching-learning process

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Systematic problem-solving process Assessment Design of the teaching plan Instruction Feedback and evaluation

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Assessment

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Readiness for learning

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Design of the teaching plan

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Considers the client, the activity, and the environment

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Instruction

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Therapists provide the "just-right challenge" Pacing and grading Active participation-enhances learning

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Feedback and evaluation

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Reinforcement must be used cautiously used sparingly

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the teaching-learning process: instruction

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1.preparation 2.demonstration 3.return demonstration 4.follow-up sequence is important

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Preparation: 1st phase of the teaching-learning phase

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preinstruction phase Task analysis to select teaching methods Preparation of environment

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dynamical systems

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client activity environment

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readiness of learning

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is sign for rehab potential

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Demonstration: 2nd phase of teaching-learning phase

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motivation and instruction phase related to function repeat as necessary

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Return demonstration: 3rd phase of teaching-earning phase

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performance phase client does activity

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Follow-up: 4th phase of teaching-learning phase

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guided independence phase OT tapers off as client masters skill

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methods of teaching

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1.The verbal instruction method uses the auditory system 2.The verbal instruction and demonstration method uses the auditory and visual systems 3.The touch, proprioception, and motion method uses the somatosensory and vestibular systems pg.185 Guiding is a special form of tactile, proprioceptive, and vestibular input *hard to use with peds who are tacitly defensive good for pt. who have apaxia

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The goal of occupational therapy

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enable the client to perform a meaningful occupation in a variety of settings and under a variety of conditions

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practitioner helps the client by

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guiding the client through the stages of motor learning directing learning through an interaction that is compassionate, and accepting the individual as unique and worthwhile person. facilitating movement patterns through repetition grading and adapting activities to ensure successful performance

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most intervention in physical disability setting is carried out on a/an

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individual basis

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instructional groups

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are often used in physical dysfunction settings

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Knowledge of performance:

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verbal feedback about the process or performance provides the client with information about the movements progressing toward the goal of a motor skill. Practitioner says " Raise your arm a little higher."

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Knowledge of results:

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Providing feedback about the outcome, product, or results of the motor actions. Practitioner says " the shirt is on correctly"

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contrived activities

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made-up activities that may include some of the same skills required for the occupation

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Practitioner helps client by

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guiding client through the stages of motor learning directing learning through an interaction that is compassionate, and accepting the individual as a unique and worthwhile person facilitating movement patterns through repetition grading and adapting activities to ensure successful performance.

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Whole learning

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training approach in which the entire task is practiced at once

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Pure part learning

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Each part is learned separately or alone

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Contrived activities

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made-up activities that may include some of the same skills required for the occupation

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Preparatory activities

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help get the client ready for purposeful activity (i.e. ROM, exercise, strengthening, or stretching)

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Intrinsic feedback

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Information that is provided as a natural consequence of performing an action internal feedback received during and after the execution of a task feedback as to what actually happens to the body via proprioceptors which inform the brain about balance, muscle tensions, limb positions and angles

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Extrinsic feedback

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-augmented feedback such as comments from therapist regarding quality of performance (ex: praise)

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Knowledge of performance

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information about the pattern of the movement during execution feedback relating to the movement pattern used to achieve the goal

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Knowledge of results

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Feedback allowing you to check your progress

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groups

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Parallel instructional

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Parallel group

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Developmental Group. Enables members to perform task in presence of others, using similar activities or utilizing common materials to facilitate interaction.

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Instructional group

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Therapist teaches the group a skill with common need to learn.

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Extrinsic motivation

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A desire to perform a behavior due to promised rewards or threats of punishment. A motivation to take actions that are not themselves rewarding but that lead to reward. Based upon external rewards or threats of punishment. For example, James tutors other students because he wants to earn money.

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Intrinsic motivation

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A desire to perform a behavior effectively for its own sake Engaging in activities because they are personally rewarding or because they fulfill our beliefs and expectations

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Forward chaining

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A method for teaching behavior chains that begins with the learner being prompted and taught to perform the first behavior in the task analysis; the trainer completes the remaining steps in the chain. When the learner shows competence in performing the first step in the chain, he is then taught to perform the first two behaviors in the chain, with the trainer completing the chain. This process is continued until the learner completes the entire chain independently.

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backward chaining

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A teaching procedure in which a trainer completes all but the last behavior in a chain, which is performed by the learner, who then receives reinforcement for completing the chain. When the learner shows competence in performing the final step in the chain, the trainer performs all but the last two behaviors in the chain, the learner emits the final two steps to complete the chain, and reinforcement is delivered. This sequence is continued until the learner completes the entire chain independently.

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pacing

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Movement of items through a process is coordinated through a timing mechanism. Most processes are not paced, but assembly lines usually are paced.

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grading

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Backward and forward chaining are two types

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4 basic steps in good instruction

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1. Preparation 2. Demonstration 3. Return demonstration 4. follow up

Chapter 10 teaching and learning motor performance in OT – Flashcards

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