Motor Learning in Intervention Planning

A set of vocabulary flashcards covering key concepts from Gentile's Taxonomy, Fitts and Posner's stages of learning, practice design, feedback types, and motor learning theories based on lecture notes.

Taxonomy

A classification system that is organized according to relationships among the component characteristics of whatever is being classified.

Gentile's Two-Dimensional Taxonomy (Environmental Context)

The context in which a person performs a motor skill, defined by regulatory conditions and intertrial variability.

Gentile's Two-Dimensional Taxonomy (Task Dimension)

The function of the action characterizing a motor skill, defined by body orientation and object manipulation.

Movement Interaction Factors

Movement is generated at the intersection of individual resources, task nature/activity, and environmental characteristics.

Regulatory Conditions

Features of the environmental context that movements must conform to in order to achieve the action goal, regulating spatial, temporal, and force characteristics.

Nonregulatory Conditions

Environmental features that have no direct influence or only an indirect influence on movement strategies, though they may affect attention, motivation, or emotional factors.

Body Stability

Motor skills that involve no change in body location during the performance of the skill.

Body Transport

Motor skills that include active and passive changes of body locations.

Object Manipulation

Motor skills that involve maintaining or changing the position of moveable objects.

Closed Skills

Motor skills performed in stable and predictable task or environmental conditions.

Open Skills

Motor skills performed in changing and unpredictable task or environmental conditions.

Motor Learning

A set of processes associated with practice or experience leading to relatively permanent changes in capability for producing skilled actions.

Skill Acquisition

The initial practice or performance of a new skill or a new control aspect of a previously learned skill.

Performance

The directly observable behavioral act of executing a skill at a specific time and in a specific location.

Learning

A change in the ability to perform a skill that is not directly observable and must be inferred from a relatively permanent improvement resulting from practice or experience.

Associative Learning

A form of implicit, non-declarative learning that forms automatic connections between specific cues and responses through repeated exposure.

Procedural Learning

A form of implicit, non-declarative learning where tasks can be performed automatically without attention or conscious thought.

Declarative Knowledge

Explicit knowledge where a learner can describe the steps or 'how to' perform a skill, requiring conscious thought.

Explicit Learning

Knowledge that can be consciously recalled, requiring awareness, attention, and reflection.

Cue Utilization Hypothesis

The concept stating that the usefulness of perceptual cues during skill performance depends on the performer's arousal state.

Zone of Optimal Performance

A moderate level of arousal where performance is maximized because the learner can best take in task-relevant perceptual stimuli.

OPTIMAL Theory of Motor Learning

A motor learning theory focused on optimizing performance through intrinsic motivation and attention for learning, combining behavioral, social-cognitive, and neuropsychological perspectives.

Goal-Action Coupling

Combining what the patient wants to do (the goal) with how skillful movement can help them achieve that goal.

Self-Efficacy

An individual's perceived belief in their ability to organize the motivation, cognitive resources, and action needed to execute a specific task confidently in a given environment.

Cognitive Stage

The first stage of Fitts and Posner's model, where learners expend high cognitive energy to understand the nature of the task and determine how to move.

Associative Stage

The second stage of Fitts and Posner's model, where learners have mastered basic movement forms and refine their skills with practice while errors decrease.

Autonomous Stage

The final stage of Fitts and Posner's model, where learners perform movements automatically with minimal cognitive energy and can focus on strategy.

Observational Learning

An instructional strategy (modeling) resulting in skill acquisition through direct observation of a person performing or learning to perform the skill.

Task-Intrinsic Feedback

Sensory information naturally available to the performer (visual, auditory, proprioceptive, tactile) as a result of executing a movement.

Augmented Feedback

Extrinsic feedback provided by an external source (such as verbal, tactile, or visual cues) to supplement intrinsic feedback.

Knowledge of Performance (KP)

Externally presented or intrinsic information regarding the movement characteristics and patterns that led to a performance outcome.

Knowledge of Results (KR)

Externally presented terminal feedback about the outcome of an attempt to perform a skill or achieve an action goal.

Constant Practice

A practice structure where a skill is practiced in only one way under identical conditions on every attempt.

Variable Practice

A practice structure that incorporates variations in movement and/or environmental conditions across practice attempts to promote retention and transfer.

Blocked Practice

A practice schedule where one task is practiced repeatedly before moving on to the next task, resulting in low contextual interference.

Random Practice

A practice schedule where multiple tasks or task variations change frequently in an unpredictable order, creating high contextual interference.

Part-Task Practice

Breaking down a complex skill into component steps or parts to practice separately before integrating them into the full task.

Whole-Task Practice

Practicing an entire motor skill or task as a complete unit to promote the development of unified motor programs.

Challenge Point Framework

A framework proposing that optimal motor skill learning occurs when practice difficulty is moderately challenging and yields intermittent success.