Exam 1: Motor Learning

Motor control

-the ability to regulate or direct the mechanisms essential to movement

Motor control refers to

-how the body directs mvmt and how the musculoskeletal system interacts to carry out mvmts

-how the central nervous system organizes movement

-how we quantify movement

-the nature of movement (quality and timing)

Common conditions with motor deficits

-CP

-developmental coordination disorder (DCD)

-passive development disorder

-down syndrome

-sensory integration disorders

-acquired brain injuries

Developmental coordination disorder (DCD)

motor condition in children encompassing a wide range of dysfunctions, including gross or fine motor coordination problems such as awkward running, frequent falling, slow reaction times, immature balance reactions, poor handwriting, and difficulty with activities of daily living such as dressing

T or F: Developmental coordination disorder (DCD) refers to children whose acquisition and execution of motor skills is substantially below that expected for their chronologic age and opportunity for skill learning and use.

true

Difficulties with motor control in DCD are manifested as ___________.

-clumsiness

-slowness

-inaccuracy of performance motor skills

Principles of motor control

1) movement is a result of an interaction among systems (person, occupation, and environment)

2) there is variability within systems

3) process of motor learning includes the importance of meaningful activities within a supportive environment which allows the child to problem solve

What does it mean when there is "variability within systems"?

it means that:

-systems are adaptable and flexible

-lack of adaptability and environmental constraints leads to motor dysfunction

-task modification and adaptations may change the child's ability to engage in desired occupations

Motor learning strategies

-meaning

-transfer of learning

-feedback: demonstration vs verbal

-knowledge of results: knowledge of results and knowledge of performance

-distribution and variability of skill practice

-whole vs. part practice

-mental practice

Meaning

-skill has meaning or purpose to child

-child expresses interests in skills/chooses activities and skills

-child acknowledges abilities and self-efficacy (belief in skills)

-child shows pleasure in activity

-child wants to demonstrate skill

Transfer of learning

-skill experiences are presented in logical progression

-simple, foundational skills are practiced before more complex skills

-skill practice includes "real-life" and simulated settings

-skills with similar components are more likely to show transfer effect

-practice in natural context with actual objects is most effective

Feedback: modeling or demonstration

-is best if it is given to the individual before practicing the skill and in the early stages of skill acquisition

-should be given throughout practice and as frequently as deemed helpful

-allow child time to "Figure it Out"

more powerful than verbal

Feedback: verbal instructions

-should be brief, to the point and involve 1-3 words

-should be carefully timed, and not interfere with performance

-should emphasize key aspects of movement

Knowledge of Results (KR) and Knowledge of Performance (KP)

-utilize a variety of both to facilitate learning

-important to balance between feedback that is error-based learning and that which is based on "appropriate" or "correct" characteristics of the performance

-KP feedback can be descriptive or prescriptive

-both should be given close in time to but after completion of task, but not necessarily given 100% of time

-learning is enhanced if both are given at least 50% of time

Knowledge of Performance (KP)

-helps child understand how they performed the desired mvmt that improves quality of mvmt

-helpful in refining and adjusting motor skills and therefore is useful after the child has established basic skills

-can either be descriptive or prescriptive

KP: Descriptive feedback

-practitioner provides feedback that describes the errors made during the performance of a skill

-more helpful for experienced performers

"you held the pencil between thumb and fingers and pressed lightly"

KP: Prescriptive feedback

-practitioner offers a suggestion of how to correct the error

-more helpful when just beginning to learn task

"next time, press a little more when holding the pencil"

Knowledge of results

-external feedback on total performance after completing a movement

-most effective when specific information on the movement's goal is stated

-is motivating and encourages children to continue

-most helpful when learning new motor tasks

"each button is lined up with its buttonhole" is preferred over "good job"

"you held the pencil between thumb and fingers and pressed lightly"

a) descriptive feedback

b) knowledge of results

c) prescriptive feedback

a) descriptive feedback

"next time, press a little more when holding the pencil"

a) descriptive feedback

b) knowledge of results

c) prescriptive feedback

c) prescriptive feedback

"each button is lined up with its buttonhole"

a) descriptive feedback

b) knowledge of results

c) prescriptive feedback

b) knowledge of results

Whole-task training

the entire motor behavior is practiced as a single task; enhances the individual's ability to problem solve and adapt task performance across practice sessions and different conditions

preferred over part

Part-task training

-practice on some components of the whole task as pre-training for performance of the whole task

-skills that can be broken down into discrete parts may be most effectively trained using part training (multi-step tasks)

-most effective for learning the foundational skills for mvmts but should be paired with whole learning and discovery learning to promote transfer of learning

Is whole-training or part-training preferred?

whole training

During a pediatric occupational therapy session, you decide to use whole-task training to help a child learn to put on a T-shirt. Which of the following approaches best represents whole-task training?

A) Practicing pulling the shirt over the head repeatedly until the child masters it

B) Helping the child practice threading one arm through the sleeve while you hold the shirt

C) Guiding the child through the entire process of putting on the T-shirt from start to finish, with support as needed

D) Breaking the task into steps, such as practicing only pulling the shirt over the head during the session

C) Guiding the child through the entire process of putting on the T-shirt from start to finish, with support as needed

You are working with a child who has difficulty with putting on a T-shirt. The child has difficulty with the step of pulling the shirt over their head but manages the other steps fairly well. What would be the most appropriate training approach in this situation?

A) Whole-task training: Guide the child through the entire process of putting on the T-shirt, with support as needed for each step.

B) Part-task training: Focus specifically on practicing pulling the shirt over the head before addressing the other steps.

B) Part-task training: Focus specifically on practicing pulling the shirt over the head before addressing the other steps.

Variability

-inherent in activity (reaching for diff. objects) and within and between systems (interaction bc visual and sensory systems)

-movement occurs in a variety of contexts and requires children to be able to adapt to environmental changes or internal changes

-it is essential to functional movement and therefore OTs encourage children to move in variable ways while engaging in occupations

-best for final stage of skill acquisition

Whats better?

a) sitting in a corner seat to repeatedly pick up a block and drop it in stationary container

b) engaging the child in play with scattered marbles on the floor

b) engaging the child in play with scattered marbles on the floor

Problem-solving or error-based learning

-children learn and retain motor skills better from intrinsically solving problems rather than from external feedback

-improved retention occurs from self-correcting and relying on internal cues and therefore helps child adapt to varying environments

-learning movement by making mistakes and self-correcting

-OT can help facilitate self-correction and motor learning by setting up traps in a safe and controlled environment

Mental practice

-performing the skill in one's mind, without any action involved

-effective in teaching motor skills and retraining the timing and coordination of muscle group activity

-best when combined with physical activity (aka envisioning throwing the ball and then actually throwing the ball)

-helps with transfer of learning!

Massed practice (blocked)

-practice in which the period performing the movement is greater than the rest period

-best used when child is beginning to learn the movements

ex: a practice schedule in which studying continues for long periods, without interruption (cramming for exams for ex)

Distributed practice

-practice in which rest between trials is greater than the time actually engaging in the trial

-most useful during associative stage

-spacing the repetitions of to-be-remembered information over time

ex: spacing the study of material to be remembered by including breaks between study periods (not cramming lol)

You are working with a child who is learning to tie their shoelaces. The child has a short attention span and tends to forget the steps between sessions. Which type of practice would be most effective to help the child retain the skill of shoelace tying?

A) Massed practice: Practice shoelace tying in a concentrated session for 15 minutes, with only short breaks, to enhance skill acquisition.

B) Distributed practice: Practice shoelace tying for 5 minutes, taking longer breaks, and revisiting the skill throughout the day.

A) Massed practice: Practice shoelace tying in a concentrated session for 20 minutes, with only short breaks, to enhance skill acquisition.

You are working with a child who is learning to cut with scissors. The child becomes easily fatigued and frustrated during therapy sessions. Which practice method would be most appropriate to help the child improve their scissor-cutting skills without overwhelming them?

A) Massed practice: Practice cutting with scissors for 30 minutes in a single session, with only short breaks to build endurance.

B) Distributed practice: Practice cutting with scissors for 5-10 minutes at a time, several times throughout the day, with longer breaks in between.

B) Distributed practice: Practice cutting with scissors for 5-10 minutes at a time, several times throughout the day, with longer breaks in between.

Variable practice (random)

-requires that learners repeat the same patterns but make small changes as necessary

-increases the ability to adapt and generalize learning

-short, frequent practice is better than longer, less frequent practice

-most effective during final stage of acquisition

Which is preferred?

a) massed (blocked)

b) distributed

b) distributed

Discrete vs continuous

Discrete: tasks with a recognizable beginning and end

ex: jumping over rope x1; staying still

Continuous: tasks with no recognizable beginning and end; tasks are performed until they are arbitrarily stopped

ex: jumping rope; walking, running

More difficult?

a) discrete

b) continuous

b) continuous

Unimanual vs bimanual

Unimanual: one-handed

ex: grasp toy with one hand, dribble basketball with one hand

Bimanual: two-handed

ex: grasping toy with two hands, dribbling basketball with two hands

More difficult?

a) unimanual

b) bimanual

b) bimanual

Stationary vs dynamic

Stationary: not moving

ex: hold toy

Dynamic: moving

ex: catching a moving ball

More difficult?

a) stationary

b) dynamic

b) dynamic

Closed vs open

Closed: the environment is stationary during task performance

ex: scribble on paper; walking on ground

Open: the environment is changing or in motion

ex: following with pen moving target on computer, coloring within the lines; walking on treadmill

More difficult?

a) closed

b) open

b) open

One-step vs multi-step

One-step: one step

ex: write name; throw at target

Multi-step: multi-step, sequential

ex: writing name and drawing picture; picking up ball, moving to starting line and then throwing at a target

More difficult?

a) one-step

b) multi-step

b) multi-step

Simple vs complex

Simple: place ball in container

Complex: playing a game of mini golf

More difficult?

a) simple

b) complex

b) complex

Structured vs unstructured

Structured: following rules or instructions to reach a particular goal

ex: follow the leader

Unstructured: variable and extraneous stimuli; no rules or instructions; must continually adapt and adjust

ex: free play on playground

More difficult?

a) structured

b) unstructured

b) unstructured

Approaches using motor control and motor learning

-framework for occupational gradation

-cognitive orientation to daily occupational performance (CO-OP)

-CIMT

-intensive bi-manual therapy

-hand-arm bimanual intensive therapy (type of bimanual intensive therapy)

Cognitive Orientation to daily Occupational Performance (CO-OP)

-model that helps engage children in goal setting and problem solving