Motor learning

Question 1

Learning

Answer 1

Process of acquiring knowledge about the world that leads to relatively permanent change in person’s capability to perform a
skilled action

Question 2

Learning

Non-associative

Answer 2

a single repeated stimulus (habituation, sensitization)

Question 3

Learning

Associative:

Answer 3

gaining understanding of relationship between 2 stimuli, casual relationships, or stimulus and consequence (classical conditioning, operant
conditioning)

Question 4

Learning

Procedural:

Answer 4

learning tasks that can be performed without attention or concentration to task; task is learned by forming movement habits

(developing a habit through repetitive practice)

Question 5

Learning

Declarative:

Answer 5

requires attention, awareness, and reflection in order to attain knowledge that can be consciously recalled (mental practice)

Question 6

Motor Learning

Answer 6

• Ability to perform a movement as a result of internal processes that
  interact with environment and produce a consistent strategy to
  generate the correct movement
• Acquisition of, or modification of movement
• Differentiates learning vs performance
• Provides guidelines for appropriate use of feedback
• Prioritizes impact of practice as relates to skill and movement
• Focuses on transfer of learning across tasks and environments of
  practice

Question 7

Three Stage Model of Motor Learning

Cognitive-initial stage

Answer 7

• High concentration of conscious processing of information
• Controlled environment, participation=ideal for learning
• Lots of errors, inconsistent performance, need reps, is lots of cognitive work

Question 8

Three Stage Model of Motor Learning

Associative-intermediate stage

Answer 8

• Becoming more independent in determining correct/incorrect
• Able to link feedback to movement that was performed
• Increased coordination and skill refinement
• Decreased need for concentration and cognition about activity
• Decreased errors with new skill performance

Question 9

Three Stage Model of Motor Learning

Autonomous-final stage

Answer 9

• Less need for cognitive control
• Can perform task in variable environment
• Automatic, internal feedback dominates
• Distraction does not have impact
• Automatic, mainly error-free regardless of environment

Question 10

Feedback

Answer 10

• Important for progression of motor learning
• Intrinsic and extrinsic
• Allows for correction and adaptation within environment
• Reduction of extrinsic feedback to enhance learning

Question 11

Feedback

Intrinsic (inherent)

Answer 11

• Feedback that comes through sensory systems as result of movement
• Includes visual, vestibular, proprioceptive, somatosensory inputs

Question 12

Feedback

Extrinsic (augmented)

Answer 12

• Provided while task or movement is in progress or subsequent to movement
• Typically verbal feedback or manual contacts

Question 13

Practice

Answer 13

• Repeated performance of activity to learn or perfect skill
• Allows for direct physical experience and kinesthetic stim to assist
  with acquisition of skill

Question 14

• Mental practice

Answer 14

cognitive rehearsal without physical movement

Question 15

Types of Practice

Massed

Answer 15

practice time in a trial >amount of rest between trials

Question 16

Types of Practice

Distributed

Answer 16

Rest time between trials= or>amount of practice time for
each trial

Question 17

Types of Practice

Random

Answer 17

varying practice amongst different tasks

Question 18

Types of Practice

Variable

Answer 18

practice of a given task under differing conditions

Question 19

Types of Practice

Blocked

Answer 19

consistent practice of a single task

Question 20

Types of Practice

Whole:

Answer 20

practice of an entire task

Question 21

Types of Practice

Part training

Answer 21

practice of an individual component or selected
components of a task

Question 22

Levels of Motor Control

Mobility

Answer 22

Ability to initiate movement

Question 23

Levels of Motor Control

Stability

Answer 23

• Ability to maintain posture/position
• Unsupported sitting with midline orientation

Question 24

Levels of Motor Control

Controlled mobility

Answer 24

• Ability to move within a weight bearing position or rotate around a long axis
• Activities in prone on elbows, weight shifting in quadruped

Question 25

# Levels of Motor Control Skill

Answer 25

* Ability to consistently perform functional tasks and manipulate environment * ADLs, community locomotion

Question 26

constraint-induced movement therapy (CIMT)

Answer 26

utilizes a cast or a splint on the uninvolved side. to create forced use of the impaired upper extremity.

Question 27

Hand-arm bimanual intensive therapy (HABIT)

Answer 27

involves activities puposely designed to encourage and demand use and coordination of both upper extremities.

Question 28

HABIT-ILE

Answer 28

functional integration of both upper and lower extrimity activities, focusing on control and coordination during activites of daily living.

Question 29

Salience

Answer 29

* using play to optimize motivation, attention, and practice * involving the chilc in goal setting * explaining why certain activities are important for the child * engaging the child in task-specific activities rather than rote unskilled movement exercise * focusing on the use of play and movement that can be embedded into the child's daily rutine.

Question 30

specificity

Answer 30

* using real world tasks or functional skills helps children problem solve the very skills they need to learn. * Use actual equipment (lunch tray, books) * Real world obstacles.

Question 31

Instructional Strategies pediatric motor learning

Answer 31

* keep verbal instructions concrete and simple * mental imagry * demonstration/imitation * Observing neer peers. * Feedback - specific feedback.

Question 32

Frequency and practice

Answer 32

* parent education and engagement is critical * embeding movement into daily routine ADL either blocked or distributed will help get enough repitition. * Engage in salient tasks - play - thororghout day.

Question 33

# Motor Learning Principles table Salience

Answer 33

* Engage child in goal setting * Use play to motivate and engage * embed activities in daily routine

Question 34

# Motor Learning Principles table Specificity

Answer 34

* Provide services in the child's natural environment * Embed skills into daily routines * Use real world, task-specific practice

Question 35

# Motor Learning Principles table Instructional Strategies

Answer 35

* Verbal instructions that are simple and concrete * Similies and metal imagery * Demonstration * Observing peers performing specific tasks

Question 36

# Motor Learning Principles table Feedback

Answer 36

knowledge of performance Knowledge of results

Question 37

# Motor Learning Principles table Frequency and Practice

Answer 37

blocked and distributed practice Random practice

Question 38

# Motor Learning Principles table Parent Education and Engagement

Answer 38

* Engage parents in goal setting * Educate parents on embedding tasks into daily routines

Question 39

# Motor Learning Principles table Child Empowerment and Self-Determination

Answer 39

* Participation in goal setting * Giving choice * Participation in decision-making about care