Motor Control Motor learning study guide

Motor Learning: Requires practice and experience leading to relatively permanent changes in ability to perform motor tasks.
- Change in motor behavior over a lifetime known as Motor Development.
- Human ability to execute skilled movements based on sensory information is referred to as Motor Behavior.
Motor Skill: Goal-directed movement characterized by specific mechanisms used by the Central Nervous System (CNS) to integrate sensory information with prior experiences.

Information Processing: Involves the interaction of information from the environment, tasks, and the individual.
- Sensation: Detection of stimuli and the origins of information.
- Perception: Interpretation and conscious experience of sensory data.
Motor Learning Process: Perception is critical for understanding which aspects of psychophysics relate directly to skill acquisition.

Ability: Natural or inherent traits that can be improved to a degree.
Skill: Developed through training or experience, capable of enhancement over time.
- Skills can be categorized into:
  - Discrete: Single action (e.g., baseball pitch).
  - Serial: Series of actions (e.g., catch and shoot jumpshot).
  - Continuous: Ongoing movements (e.g., swimming, towing).
- Practiced or learned behaviors are classified as skills.

Hierarchical Theories: Brain controls movements from a top-down approach.
Ecological Theories: Learning is informed by environmental feedback assisting motor decisions.
Motor Program Theory: Outlines ordered steps necessary for executing a movement.
Dynamical Systems Theory: Proposes that no single element dictates behavior — it emerges from a complex interplay.
Systems Model: Advocates for practicing functional tasks across varying conditions to improve adaptability.

Perceptual Trace: Reference for correctness during a movement.
Memory Trace: Initiates movement commands.
Closed Loop Theory: Utilizes sensory feedback for ongoing skilled movement production.
Schema Theory: Supports optimal learning conditions through diverse practice experiences.
Ecological Theory: Focuses on relevant movements and perceptual cues for task performance.

Development direction is generally from proximal to distal.
Cognitive Stage: Initial phase where learners focus energy on understanding movements.
Differentiated Instruction: A teaching strategy offering various resources and equipment options for learners.
Skills such as throwing, catching, and kicking fall under Manipulative/Object Control.
In Bernstein’s model, limbs are released in the advanced stage.

Neuroplasticity: The nervous system's capability to adjust its activities based on experiences.
Feed-forward Control: Commands that originate from the brain in anticipation of movement.
Highest level of motor control occurs within the cortex or cerebrum.

Elasticity: Muscles’ ability to return to their resting state.
Countercurrent Movements: Employ an arrangement of multi-joint muscles that leads to length-tension disadvantages.
Motor Unit: Comprises a motor neuron and its associated muscle fibers; follows the all-or-none principle.
Withdraw Reflex: A response to protect from harmful stimuli, such as pulling back from a hot surface.
Muscle Spindle: Receptor that detects muscle stretch and contraction.

Sensory Integration: Filtering and encoding multiple sensory sources to interpret events accurately.
Vision: The primary sense relaying feedback to the brain.
Receptive Field: Area where a stimulus can be sensed.
Muscle Tone: The force with which muscle resists lengthening; related to proprioceptors located in joints and ligaments.
Autogenic Inhibition: Muscles relax under stretch or excessive tension.