Movement Science Week 6

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Questions and Answers

Which of the following factors can influence the recovery of function after a brain injury?

Type of physical activity prior to injury (correct)

Personal motivation (correct)

Age of the individual (correct)

Temperature of the environment

What is meant by 'Use it or Lose it' in the context of neural plasticity?

Brain functions deteriorate over time regardless of use.

All brain functions are interchangeable and can take over each other.

Brain functions must be actively engaged to maintain performance. (correct)

Repeated activities can lead to overuse injuries in the brain.

What encompasses the concept of neural plasticity?

The route through which all motor and sensory functions are processed.

The static connections among neurons at any stage.

The irreversible nature of brain injuries.

The ability of neural connections to show both short and long-term changes. (correct)

Which stage of recovery includes specific interventions designed to impact neural mechanisms?

Forced recovery Signup and view all the answers

Which principle of experience-dependent plasticity emphasizes the importance of training intensity?

Intensity matters Signup and view all the answers

Which component is NOT considered a primary factor influencing movement?

The equipment used Signup and view all the answers

In the context of movement tasks, 'closed tasks' are characterized by:

Fixed or predictable environments Signup and view all the answers

Which type of learning involves automatic performance of tasks without conscious thought?

Nondeclarative learning Signup and view all the answers

What concept refers to the body's ability to reorganize movement strategies in response to changing environments?

Self-organization Signup and view all the answers

Fitts and Posner's 3-Stage Model includes which of the following stages?

Cognitive Stage Signup and view all the answers

Which of the following reflects the concept of 'dynamic systems theory' in motor control?

Many interacting systems contribute to coordinated movement Signup and view all the answers

What type of task requires a moving base of support?

Mobility task Signup and view all the answers

What characterizes the advanced stage of motor learning?

Additional degrees of freedom are released to allow independent control of joints. Signup and view all the answers

Which stage of Gentile’s 2-Stage Model focuses on refining the movement and adapting to task and environmental demands?

Fixation/diversification stage Signup and view all the answers

What is true about intrinsic feedback in motor learning?

It is inherent and comes from sensory systems during movement. Signup and view all the answers

What is a benefit of using a fading schedule for feedback?

It reduces reliance on extrinsic feedback over time. Signup and view all the answers

In motor learning, what does 'contextual interference' refer to?

The beneficial effect of varying practice conditions. Signup and view all the answers

In the early stages of learning a new motor skill, why might co-activation of muscles be observed?

It stabilizes the body by constraining degrees of freedom. Signup and view all the answers

What is the primary focus of mental practice in motor learning?

Imagining the skill without physical movement. Signup and view all the answers

Which practice condition involves practicing tasks in constant conditions?

Constant practice Signup and view all the answers

What is the benefit of using part training in motor learning?

Facilitates mastery of each component before practicing the whole task. Signup and view all the answers

Study Notes

Motor Control and Movement

Motor control is the ability to regulate and direct the mechanisms necessary for movement.
Movement arises from the interaction of the individual, the task, and the environment.
The individual's characteristics, experiences, and task difficulty influence movement.
The environment's impact on movement includes factors like weight of objects, noise, distraction, and lighting.

Movement Task Classifications

Discrete Tasks: Have a clear beginning and end, like throwing a ball.
Continuous Tasks: No defined endpoint, like walking or cycling.
Closed Tasks: Performed in stable and predictable environments, like playing table tennis.
Open Tasks: Require adaptation in changing and unpredictable environments, like playing basketball.
Stability Tasks: Performed with a non-moving base of support, like standing.
Mobility Tasks: Involve moving the base of support, like walking.
Manipulation Tasks: Involve movement of the upper extremities, like writing.
Non-Manipulation Tasks: No specific upper extremity movement, like walking straight ahead.

Theories of Motor Control

Reflex Theory: Complex behavior is a result of chained reflexes.
Hierarchical Theory: Higher levels of the nervous system control lower levels for organized movement.
Motor Programming Theories: Motor programs are activated by sensory stimuli or central processes, guiding movement execution.
Systems Theory: Control of movement is distributed across interacting systems across the body, emphasizing the role of biomechanics and self-organization.
Ecological Theory: Perceptual information within a specific environment guides goal-directed action.

Systems Theory Key Concepts

Degrees of Freedom: Coordination involves mastering the many ways to move, balancing multiple joints and muscles.
Synergies: Groups of muscles working together for stability and flexibility.
Self-Organization: Emerges naturally from the interaction of elements without central commands.
Non-linear Behavior: Movement transforms into a new configuration when a parameter reaches a critical value.
Variability: Variability in movement is not error, but necessary for optimal function and adaptation.

Motor Control Theories: Clinical Applications

Provide a framework for understanding patient behavior.
Guide clinical interventions based on theoretical principles.
Offer working hypotheses for examination and treatment.

Sensory Processing and Motor Control

Sensing: Peripheral receptors gather information about external and internal environments.
Perceiving: Sensory information is processed in the sensory cortices.
Interpreting: Higher-level processing occurs in parietal, occipital, and temporal lobes.
Conceptualization: Prefrontal cortex and higher association areas generate movement intentions.
Strategy/Planning: Supplementary motor cortex, basal ganglia, and cerebellum plan and coordinate movement.
Activation: Primary motor cortex and basal ganglia activate muscles.
Execution: Motor neurons send signals to muscles for movement execution.

Motor Learning: Basic Concepts

Learning: Acquisition of knowledge or ability.
Memory: Outcome of learning, involving retention and storage.
Implicit Memory: Unconscious and automatic.
Explicit Memory: Conscious and intentional.
Motor Learning: Acquisition and modification of skilled actions, incorporating perception, cognition, and action processes.
Performance: Temporary change in motor behavior seen during practice.

Memory Systems

Sensory Memory: Brief and fleeting sensory information.
Short-Term Memory: Limited capacity, holding information for a few moments, essential for working memory.
Working Memory: Active processing of information from short-term and long-term memory.
Long-Term Memory: Vast capacity for information and long-term retention, formed through learning.
Nondeclarative (Implicit): Unconscious learning, includes non-associative (habituation, sensitization), associative (classical and operant conditioning), and procedural learning.
Declarative (Explicit): Conscious recall of facts and events, involving the medial temporal lobe, sensory association cortex, and hippocampus.

Nondeclarative (Implicit) Learning

Nonassociative: Repeated single stimulus.
- Habituation: Decreased response to repetitive stimulus.
- Sensitization: Increased response to stimulus.
Associative:
- Classical Conditioning: Learning to pair two stimuli (Pavlov's dogs).
- Operant Conditioning: Learning to associate a response with a consequence.
Procedural: Habitual and automatic tasks, learned through practice.

Declarative (Explicit) Learning

Encoding: Requires attention and meaningful association with existing knowledge.
Consolidation: Stabilizing information for long-term storage.
Storage: Long-term retention with vast capacity.
Retrieval: Recall of information from storage sites.

Motor Learning Theories: Schmidt's Schema Theory

Generalized Motor Programs (GMPs): Contain rules for producing movement patterns.
Explains flexibility and adaptation to variations in movement execution.

Motor Learning Theories: Ecological Theory

Perceptual/motor Workspace: Learning involves exploring sensory and motor options to create optimal strategies.

Stages of Motor Learning: Fitts and Posner's 3-Stage Model

Cognitive Stage: Focus on understanding and developing strategies.
Associative Stage: Refining the selected strategy.
Autonomous Stage: Automaticity and low attention demands.

Stages of Motor Learning: Bernstein's 3-Stage Approach

Novice Stage: Constraining degrees of freedom for stability.
Advanced Stage: Releasing degrees of freedom for more complex movement.
Expert Stage: Full control and efficiency of movement execution.

Stages of Motor Learning: Gentile's 2-Stage Model

Stage 1: Develop understanding of the task, goal, and environment.
Stage 2: Refine the movement skill, adapting to task and environmental demands.

Stages of Motor Program Formation

Initially: Separate programs for each component of a movement.
Mid Practice: Combining component programs into larger units.
Late Practice: Integration of all components under a single motor program.

Motor Learning Feedback

Intrinsic Feedback: Sensory information from the body about the movement.
Extrinsic Feedback: Supplementary information, including verbal or tactile cues, given during or after the task.
- Concurrent feedback: During the task.
- Terminal feedback: At the end of the task.
- Knowledge of results: Outcome of the movement relative to the goal.
- Knowledge of performance: Feedback about the movement pattern itself.

Feedback Frequency and Preciseness

Fading Schedule: More feedback early in practice, gradually decreasing it later.
Best Number of Trials: Depends on task complexity, with feedback less frequent for complex tasks.
Preciseness: Quantitative data is better for adults, while children may benefit from simpler descriptions.

Motor Learning Practice Conditions

Massed Practice: More practice time than rest in a session, potential for fatigue.
Distributed Practice: Rest time equal to or greater than practice time.
Constant Practice: Same task, same environment.
Variable Practice: Different conditions for the same task.
Random Practice: Varying tasks in random order.
Blocked Practice: Repeating one task for a block of trials before moving to the next.
- Contextual interference: Interference during practice can enhance learning.
Whole Training: Practicing the entire task.
Part Training: Breaking down the task into individual parts for practice.
Transfer: Learning one task in one environment facilitates performance in another.
Mental Practice: Imagining the task, useful for enhancing learning when physical practice is not possible.
Guidance: Physical support during practice.
Discovery Learning: Trial and error learning.

Motor Learning and Recovery of Function

Recovery of Function: Regaining lost function after injury or illness.
Compensation: Developing alternative strategies to perform a task when the preferred method is not available.

Recovery of Function

Function is the ability to perform a task effectively.
Skilled action involves complex motor skills and coordination.
Recovery aims to restore damaged structures or functions.
Clinical improvements reflect the effectiveness of interventions.
Compensation involves using alternative strategies to complete tasks.
Sparing occurs when functions remain despite injury.

Stages of Recovery

Spontaneous recovery occurs naturally without intervention.
Forced recovery requires specific interventions targeting neural mechanisms.

Factors Affecting Recovery Function

Personal and environmental factors influence recovery.
Age plays a crucial role in recovery.
- Mature areas may recover less effectively.
- Imature areas may allow other areas to take over tasks.
Injury severity impacts functional loss.
- Speed of injury affects recovery.
- Size of the injury influences the extent of damage.
Pre-injury factors contribute to recovery potential.
- Exercise, environment enrichment, and nutrition can promote recovery.
Post-injury factors influence recovery outcomes.
- Medication and rehabilitative treatments are key interventions.

Neural Plasticity

Plasticity refers to the ability of structures to change.
Neural plasticity encompasses changes in neuronal connections, including:
- Short-term habituation
- Long-term habituation
- Long-term sensitization

Neural Modifiability and Learning

Neural modifiability involves changes in synaptic connections due to persistent modifications.
Learning demonstrates a parallel continuum:
- Short-term changes lead to long-term changes

Cortical Mapping: Motor and Sensory

Different brain areas map to specific motor and sensory functions.
Cortical reorganization can occur after injuries like amputation or stroke.
A window of opportunity exists, during which increased plasticity allows for recovery.

Recovery of Function: Principles of Experience

Use it or Lose it: Failing to use brain functions can lead to functional deficits.
Use it and Improve it: Training specific brain functions enhances performance.
Specificity: The type of training dictates the nature of plasticity.

Principles of Experience – Dependent Plasticity Repetition through Salience

Repetition matters: Sufficient repetition is crucial for plasticity.
Intensity matters: Training intensity influences the extent of plasticity.
Time matters: Different forms of plasticity occur at different times during training.
Salience matters: Meaningful training experiences are necessary to induce plasticity.

Principles of Experience – Dependent Plasticity Age through Interference

Age matters: Younger brains exhibit greater plasticity.
Transference: Training in one area can enhance learning in similar behaviors.
Interference: Training can interfere with the acquisition of other behaviors.

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Description

Explore the fundamental concepts of motor control and movement in this quiz. Understand how individual characteristics and environmental factors influence movement, as well as various task classifications like discrete, continuous, closed, and open tasks. Test your knowledge on the intricate relationships involved in motor control.

Movement Science Week 6 - Notes

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