Motor Learning - Lecture notes

Module 1 - Defining and Assessing Learning

• Motor performance is temporary, while motor learning is relatively permanent.
• Motor learning is a set of internal processes that result in relatively permanent changes in movement capability. These processes, including central nervous system activity (CNS), are facilitated by practice and experience.
• Motor learning involves error detection and correction, as well as understanding execution, outcomes, and expectations.
• Motor learning leads to stable capability for skilled movement, and thus performance remains stable over time.

Difference between Stability and Adaptability

• Stability, using the same motor skill in different contexts, is distinguished from adaptability, adjusting motor pathways in response to changing environments.
• Adaptability requires new motor skills to be created, which frequently haven't been performed before, unlike stability.

Performance Curves

• Success curves show expected performance improvements over time; error curves, ideally, show decreasing error.
• Variability exists between individuals' learning rates, with some being quick learners, and others normal learners.
• There are also pop-corn learners - who seem to perform well once an initial skill is acquired.
• Individuals can perform better or tend to focus on end performance instead of the beginning.

Latent Learning

• Performance improvements may not immediately be observed, as learning can occur without measurable changes in performance.
• Performance improvement may also be non-linear (e.g., show plateaus), not progressively improving, and may be more complex.

Module 2 - Sensory Contributions

• Sensory receptors provide different types of information about one's body's relationship with the environment.
• Exteroceptive senses come from outside (i.e., vision and hearing).
• Proprioceptive senses originate within the body (i.e., joints).
• Skilled movement depends on processing of sensory input, from prior experiences, and is affected by prior experiences.

Sensory Receptors

• Merkel, Meissner, Pacinian and Ruffini receptors are four types of tactile receptors.
• Different types of receptors (Merkel receptor & Ruffini receptor) are both superficial (located near skin's surface) and slow-adapting — the receptors fire continually as long as the stimulus is present.
• Other receptors (e.g., Meissner receptor & Pacinian receptor) are deep and fast-adapting – their firing rates change quickly with changes in stimulation and pressure.
• Visual pathway consists of the magnocellular and parvocellular pathways that convey information needed for the recognition of objects.
• Vision is the most prominent source of exteroceptive information

Module 3 - Motor Programs

• Rapid movements are planned sequences, and are faster and harder to improve.
• Every movement cannot be stored, therefore it is important to perform in specific sequences. A set of parameters is necessary to define how a skill is performed. The GMP (Generalized Motor Program) provides a blueprint for action, and is modifiable, allowing for execution of various actions.

Module 4 - Conditions of Practice

• Variability in practice (e.g., changing the context in which a skill is performed) improves learning, retention, and transfer.
• Block practice helps with memorizing a movement, whereas distributed practice (which provides time to rest between practices or task changes) helps with more complex learning.
• Specific practices related to the task should be done before random practice to better develop learning and retention, which improves later performance.

Module 5 - Augmented Feedback

• Augmented feedback, which complements inherent feedback, can help, but too much feedback may not be beneficial for a certain type of learning.
• Knowledge of results (KR) provides information about the outcome but not the process.
• Knowledge of performance (KP) provides information about the execution of the movement.
• Feedback delay can influence the importance of the given context or task.
• Immediate feedback is often less effective for learning than delayed feedback because of processing time needs.

Module 6 - Mental Practice

• Mental practice helps to simulate a real-world situation (or task) or process.
• Mental practice works by increasing the efficiency of certain neural mechanisms and helps with the learning and execution of a skill.
• Mental practice can improve motor skill learning regardless of the type of motor skill being practiced, but is most effective when accompanied by physical practice.

Module 7 - Amount and Distribution of Practice

• Distributed practice involves frequent breaks between practice trials and is often more beneficial than massed practice.
• When too much pressure is put on the learner (e.g., providing feedback at every step), it can be detrimental.
• Both block and random practice have advantages and disadvantages, depending on the skill being learned.
• Distributed practice can help with over-learning a skill, which is important to avoid injury or fatigue

Module 8 - Case Studies

• Multiple case studies illustrate ways to diagnose situations or tasks, design appropriate experiences based on different needs, and understand the effectiveness of training.
• It also explores the importance of understanding practitioners' and learners' roles. It helps you understand effective approaches to design training experiences relevant to practice experiences, such as physical, mental or combined.