Motor learning and Motor control week 3 OT711

What is motor control?

The ability of the CNS to direct or regulate the musculoskeletal system in purposeful activity.

Componets of normal motor control: normal muscle tone, normal postural tone and postural mechanisms, selective movement, and coordination

What is Neuoplasticity?

The capacity of the brain to change in response to experience

What is unmasking?

using existing neural pathways when relearning

What is Neural Sprouting?

developing new neuronal connections

T/F normal development is a motor learning process

true

What are motor learing principles:systems model

external factors and internal factors

Degrees of Freedom

There are multiple movement

options available for the same

action

Different extremities, muscles/joints,

co-contractions, stabilizers

When learning a task, the CNS

may limit degrees of freedom

As skills progress, movements

become more fluid

Acquisition

Initial stage: learn movment and identify needed environmental supports

Later stages: move from explicit to implicit control (from controlled to automatic movements)

Consistency:repeatability

Flexibility: transferabillity

Efficiency: Capabillities of muscular and cardivascular systems

Early motor learning

1. learn the motor patter for the task

2. identify components of the environment important for the task

-regulatory features are integral to the performance of the task (the important physical factors that shape how you move and perform a skill)

-nonregulatory features are not integral to the performance of the task (but may be distracting)

Late motor learning

efficiency and flexibility (how to do the task better and how to perform in different environments)

Explicit motor learning

learning a movement consciously and with deliberate thought—like when you're following step-by-step instructions or focusing hard on how to move your body. Developing a map between body and the environment

ex:Hold the ball with your fingers spread.

common in the early learning stages

Implicit motor learning

repetition of movement to promote learning; happens without conscious effort or step-by-step thinking—you just get better at a skill through practice and experience

common in the later stages

Measurements of motor learning

acquisition, retention, transfer

Measurement of motor learning: Acquisition

Initial Practice or Performance

This is the first stage—when you're learning a new skill and practicing it for the first time.

Example: A kid learning to tie their shoes might follow step-by-step instructions and get better with each attempt.

Measurement of motor learning: Retention

(Skill Demonstration After a Time Delay)

This checks if the skill sticks over time, meaning it’s truly learned and not just a short-term success.

Example: If the same kid can still tie their shoes a week later without needing reminders, that shows retention.

Measurement of motor learning: transfer

Using the Skill in a Different But Similar Task)

This shows whether the skill can be adapted to a new situation.

Example: If the kid learned to tie sneakers but can also tie dress shoes or a hoodie drawstring without extra help, that’s transfer.

Consistency

Can they perform the skill the same way each time; without falling over the bike

Flexability

Can they adjust to different conditions like a bumpy road

Reliability

Can she perform the skill successfully when needed

If Jane can reliably get on her bike and ride without hesitation or frequent mistakes, it means she has mastered the skill.

Stabilty of environment: Closed

Since the environment is stable, the person can practice the skill whenever they want without worrying about external changes.

Stabilty of environment: Open

environment is constantly changing, so the person performing the task must adapt their movements in real-time

Types of practice

Whole Practice: Practicing an entire task

Part practice: Practicing part of a task

Massed practice: a lot of practice at once

Distributed practice: Includes rest breaks

Constant Practice: Focuses on one task

Variable Practice: Includes different tasks or different variations of a task

Blocked practice: Practices one condition before moving on to next

Random practice: Conditions are practiced in a random order

Serial practice: Practices conditions in a specific order

Mental practice

imagining a skilled performance to aid learning; is effective for motor learning

Task-specific/task oriented practice

meaningful to the client and requires therapist to modify their environment so the task can be perfromed

Feedback: Internal/intrinsic

Information about movement gained from sensory experiences

Feedback: External/Extrinsic/Augmented

Verbal cues, demonstrations, physical guidance

types of verbal feedback

General or Specific

Qualitative or Quantitative

internal focus of attention or External focus of attention

Correctness of movement or Errors

Visual feedback- before task modeling

Demonstrating a task before performance

demonstrations must be developed carefully because learners may

copy errors

peer modeling may be more effective

Tactile feedback: Manual guidance

Provides proprioceptive feedback

Provided during a task

important when errors could cause safety concerns

Should be faded quickly to promote motor learning

Part practice

Piece by piece- you only do part of a big task.

Example: A client recovering from a stroke practices just reaching to grab a cup (not the full drinking sequence).

Massed practice

a lot of practice at once aka cramming with little breaks

Example: An adult with a stroke practices using a utensil to feed themselves repeatedly for a full session with minimal breaks.

Distributed practice

Practice with rest breaks. Spreading out practice with breaks

Example: A client recovering from a hand injury practices handwriting for 10 minutes, takes a break, then resumes.

Constant Practice

Focuses on one task, Practicing the same task repeatedly. You repeat the same exact task every time.

Example: A child with developmental delays practices brushing their teeth the same way every session.

Variable Practice

Includes Practicing different tasks or different variations of a task

A client recovering from hip surgery practices walking on different surfaces: carpet, tile, and grass.

Blocked practice

practicing one skill before moving to the next.

Example: A child works on catching a ball for 10 minutes, then moves to balancing on one foot.

Random practice

Practicing tasks in a random order.

Example: A client with TBI alternates unpredictably between cooking steps like chopping, pouring, and stirring during rehab.

Serial practice

Practicing tasks in a set, repeated order.

Example: A child practices their morning routine in the same sequence: brushing teeth → combing hair → packing backpack.