Ch 10: Contemporary Task-Oriented Approaches to Motor Control Training – Flashcards

• Based on current research of the motor behavior. • Rejects reflex-hierarchical model of motor control and traditional neurphisology therapies. • Environmental/task performance systems model of motor control

• person is an active participant whose goal is to relearn effective strategies • does not follow a developmental sequence • successful task relearning occurs when performance is automatically and efficiently • compensatory strategies limit recovery & focuses on learning general strategies for motor problems

- Practicing goal-directed, functional tasks; no focus on underlying impairments - Task performance emerges from interaction of multiple systems including personal and performance contexts. - Individual must practice w/varied strategies to find optimal solutions to motor problems - Th. must determine which control parameters or systems (personal, environ, etc.) + or - influences on motor behavior.

• Contemporary approaches to treating motor dysfunction incorporate principles of motor learning during interventions focused on remediating motor control in persons with CNS dysfunction. • Ultimate goal of utilizing motor learning theory: Acquisition of functional skills that can be generalized to multiple situations and environments

occurs at initial instruction and practice of a skill.

involves "carry over", as individuals are asked to demonstrated their newly acquired skill after initial practice.

the individual demonstrating the skill in a new context.

involves practice of several tasks that are presented in a random order encouraging reformulation of the solution to pre presented motor problem.

involves repeated performance of the same motor skill.

involve practice skills in various contexts to improve transfer of learning and retention skills.

"what to do" - demonstrate ideal performance and focus on errors as they become consistent. Point out similarities to other learned tasks and have patient to verbalized and visualized task.

"how to do" decisions - use less guided movements - use variable feedback - continue to provide knowledge of performance

"how to succeed" decision - self-evaluation and provide occasional feedback when errors are evident - vary environment to challenge learner and increase competitiveness