Motor Learning

motor learning

a set of internal processes associated with practice or experience leading to relatively permanent changes in the capability for skilled behavior

retention

can demonstrate skill over time/after a period of practice (ex. riding a bike)

retention

a better way to assess learning is to test this

adaptability / generalizability

doesn't take as much effort to learn the secondary skills (ex. step ups)

adaptability/generalizability

ability to apply a skill to learning of other similar tasks

resistance to contextual change

can perform the motor task in altered environmental situations (ex. outdoors)

Intrinsic (inherent) feedback

comes from within the patient (visual, auditory, proprioceptive, tactile)

Extrinsic (augmented) feedback

external sources (verbal cues, biofeedback, videotaped performance)

feedback

response produced information acquired during or after performance and is used to make error corrections

massed practice

practice > rest

massed practice

use when tasks are highly meaningful

massed practice

use when patient has high motivation, attention, skill, & endurance

distributed practice

rest > practice

distributed practice

use when tasks are complex, long, or energy costly

distributed practice

use when patient has low motivation, low attention span, or fatigues early

mental practice

cognitive rehearsal/visual imagery

mental practice

use when safety is a concern and when patient has anxiety/is unable to physically perform

practice patterns

- blocked: one task repeated

- random: variety of tasks

blocked

one task repeated

random

variety of tasks

blocked practice

single task with specified reps

blocked practice

targets skill acquisition/performance

serial and random practice

targets skill retention/adaptability

serial practice

series of tasks

random practice

unpredictable sequence

cognitive stage of learning

"what to do" stage

- trial and error

- uneven performance

- disorganized

- must try to understand

- relies on vision to guide learning & movement

- need stable/quiet environment

cognitive stage

"what to do" stage

cognitive stage

trial and error occurs

cognitive stage

characterized by uneven performance

cognitive stage

disorganized

cognitive stage

must put in effort/ try to understand

cognitive stage

need a stable/quiet environment

associative stage of learning

"how to do" stage

- refine motor program thru practice

- movements become more coordinated

- proprioception is more important than vision

- how long here depends on nature of task, prior experience, motivation, feedback, and organization

associative stage

"how to do" stage

associative stage

stage to refine motor program thru practice

associative stage

stage where movements become more coordinated

associative stage

proprioception is more important than vision in this stage

associative stage

how long the stage lasts depends on nature of task, prior experience, motivation, feedback, and organization

autonomous stage of learning

"how to succeed" stage

- movement is almost automatic & error-free

- can be done without thinking

- can be done in any type of environment

autonomous stage

"how to succeed" stage

autonomous stage

movement is almost automatic & error-free

autonomous stage

tasks can be done without thinking

autonomous stage

tasks can be done in any type of environment

perception

selecting, integrating, and interpreting sensory stimuli from body & surrounding environment

perception

requires interaction of sensory system with memory

perception

necessary for interpreting sensations correctly and then responding appropriately

perception

is critical for motor learning

arousal

overall level of alertness or excitement of cerebral cortex

arousal

can be affected by emotions, medications, time of day, & fatigue

attention

capacity of brain to process info from environment or long term memory

attention

consistency is key for patients for patients to improve this

cognition

capacity of CNS to process information from the environment or long term memory

- critical for motor learning

orthopedic patient

- weakness

- develops idea of movement

- makes movement plan

- feedback is successful

- problems is execution

neurological patient

- weakness

- may not be able to: develop idea of movement, make plan, execute, or have successful feedback

Jean Ayres

developed sensory integration theory

Jean Ayres

OT & psychologist, worked with CP

Berta Bobath

helped develop NDT

Neurodevelopmental Treatment

NDT stands for

Berta Bobath

PT, worked with peds

NDT

works on postures, normal muscle tone, movement patterns

Signe Brunnstrom

PT and OT, worked with stroke pts

Signe Brunnstrom

helped develop Brunnstrom stages of recovery

synergies

Brunnstrom stages of recovery emphasizes these

Margaret Knott

helped develop PNF

Margaret Knott

PT, worked with physiatrist

Margaret Rood

developed Rood approach

Margaret Rood

is a PT and OT

Rood approach

muscles can be activated based on sensory system, developmental sequence

PNF (proprioceptive neuromuscular facilitation)

uses various sensory stimuli to facilitate or inhibit movement

proprioceptive neuromuscular facilitation

PNF stands for