Motor Learning principles

• Introduction is about motor learning

Objectives

• Comparing and contrasting the stages in motor learning theory, which includes the three-stage theories of Fitts and Posner, systems, as well as Bernstein.
• How stages and principles of motor learning influence nervous system changes across a lifespan must be explained.
• Explicit and implicit learning methods must be compared, contrasted, and exemplified.

Motor Performance vs. Motor Learning

• Motor performance is temporary and observed during the same practice session.
• Motor learning is permanent and transfers to other tasks/environments.

Theories of Motor Learning

• Closed-loop theory references correctness.
• Schema theory involves recall and recognition.
• Systems theory considers the whole body.
• Ecological theory focuses on the environment.
• OPTIMAL theory highlights motivation and attention.

Feedback and Feedforward Processes

• Environmental cues are used to adjust practice.
• Intrinsic predictions help to improve success.

Motor Learning

• It involves processes of movement modified by practice.

Constraints of Movement Acquisition

Intrinsic Attributes

• Biomechanical factors include muscle length tension and joint mobility.
• Psychological aspects involve memory and cognition.
• Neuromuscular elements are tone and system processing capacity.

Extrinsic Attributes

• Task elements involve spatial/temporal aspects and speed.
• Environmental components include surfaces, mobility, and objects.

Explicit and Implicit Learning

• Explicit learning uses step-by-step instructions.
• Implicit learning involves unguided actions.

Motor Memory and Learning Styles

• The focus on stages and principles of motor learning that drive plastic changes in the nervous system throughout life.
• Differences between long-term memory forms are compared and contrasted.
• Recognizable different learning styles

Long-term Memory

• Long-term memory divides into declarative (explicit) and non-declarative (implicit) forms.
• Declarative memory handles facts.
• Non-declarative memory manages non-associative, associative, and procedural learning.

Learning Styles

• Analytical/objective styles list structures.
• Intuitive/global styles apply real-world examples/experiences.

Summary

• Motor learning involves practice aspects that allow for movement modification.
• Constraints of movement acquisition are internal and external.
• Learning mechanisms are intrinsic versus extrinsic.

Motor Skills Classification

• Emphasis is placed on explaining motor learning stages and principles that results in nervous system plasticity.
• Gross and fine motor skills categories.
• Recognizable open and closed motor skills.
• Motor skill difficulty based on degrees of freedom and Gentile's taxonomy.

Gross Motor Skills

• Gross motor skills use large muscle groups.
• These skills involve global movements and activities.

Fine Motor Skills

• Fine motor skills are precise.
• Are essential in activities of daily living (ADLs).

Closed Motor Skills

• Closed motor skills are unchanging.
• They happen in quiet environments.

Open Motor Skills

• Open motor skills are unpredictable.
• These skills happen in busy environments.

Degrees of Freedom

• Degrees of freedom refer to the number of dimensions controlled by an individual.
• An increase in degrees of freedom increases difficulty.

Gentiles Taxonomy

• Gentile's Taxonomy is a tool classifying motor skills by action and body/transport

Action

• Trial Variability: The variable or consistency of the environment
• Object Manipulation: Does the task require any object manipulation

Body Stability

• Does transport happen during the task, is the body stable or not stable

Summary

• Consideration of gross versus fine motor skills.
• Consideration of closed versus open motor skills.
• How increased degrees of freedom elevates task complexity
• The use of Gentile's Taxonomy to challenge or regress interventions.

Theories and Stages of Motor Learning

• Stages in motor learning theory are compared and contrasted using; Fitts, Posner, systems, and Bernstein
• Applying stages of motor learning in simple scenarios

Foundational Theories of Motor Learning

Adam's Theory

• Based on closed-loop processing.
• Relies on reference of correctness.

Schema Theory

• Uses motor programs.
• Involves recall and recognition.

Ecological Theory

• Perception -> Action.
• Considers task and environmental factors.

Staged Theories of Motor Learning

Bernstein's 3 Stage Approach

• Focuses on degrees of freedom.

Fitt's and Posner 3 Stage Approach

• Includes cognitive, associative, and autonomous stages.

Bernstein's 3 Stage Approach

• Stage 1 (Novice): Reduced Degrees of Freedom
• Stage 2 (Advanced): Release additional Degrees of Freedom
• Stage 3: (Expert) Release all Degrees of Freedom

Fitts and Posner's Stages of Motor Learning

• Cognitive: Requires much thought
• Associative: Requires some thought
• Autonomous: Automatic

Summary

• Cognitive stage requires extreme processing needed, a LOT of external feedback required for success
• Associative stage: Some processing still needed; external reminders needed, but, individual can utilize intrinsic feedback
• Autonomous stage: Mostly subconscious action with little to no processing needed; Able to intrinsically correct errors without need for external feedback from another person

Practice Strategies to Improve Motor Function

• Recognize the components of practice.
• Classification of aspects of practice to facilitate motor performance and motor learning

Reference of Correctness

• Recognizing and responding to changing situations.
• This is important for motor learning.
• Guided movement may be tactile, verbal, or environmental guiding.
• Understanding biomechanics
• Limited frustration
• Limited dependence

Components And Types Of Practice

• These include distribution, variability, order, strategies, and environmental structure.
• Distribution can be massed (practice exceeds rest) which effects motor performance, or distributed (practice is less than or equal to rest), which effects motor learning.
• Variability can be blocked (performing one uninterrupted task while other task is deferred) or random (multiple tasks done in varying order).
• Order can be blocked (same task done multiple times, before changing tasks), serial order predictability with a repetitive order, or random order (impredictability)
• Practice strategies come as a mental strategy (thinking how to perform a task), part-task strategy (practicing a task independently), whole-task strategy (practicing the movement in full)
• Environmental structures comes in open or closed environments

Types of Practice:

• Massed practice: Practice time exceeds rest time during a given practice period
• Distributed practice: Rest time is equal or more than practice time during a given practice period
• Blocked practice: Performing one uninterrupted task with deferring other tasks
• Random practice: Multiplying tasks on varying orders
• Blocked order: Performing the same task multiple times prior to moving onto a separate task
• Serial order: Using a predictable and repeated order of multiple tasks
• Random order: Using unpredictable order of multiple tasks
• Mental Practice: Is mental visualization of a task without physical practice
• Part vs Whole Practice: Practicing individual components of the task individually to completing the entire task
• Transference of training: Understanding skills which could influence performance or understand of other skills
• Practice lead-up activities Easier versions of a harder task prior to completing the task

Summary

• Reference of correctness allows for motor learning to take place and affects neuroplasticity.
• Guided movement can be delivered appropriately or inappropriately.
• Various characteristics help define how a motor function takes place.

Feedback Strategies for Motor Learning

• The application of motor learning principles, including practice and feedback, to improve movement considering the person's motor learning stage is essential.
• To recognize feedback patterns in relation to motor performance and learning

Augmented Feedback

• Knowledge of Results: This focuses on the end result only.
• Knowledge of Performance: This includes the quality leading to end result.

Types of Feedback

• Concurrent: Feedback is given during the activity.
• Terminal: Feedback is given after the activity.
• Immediate: Occurs directly after each movement.
• Delayed: Occurs after a slight pause
• Summary: Given after a number of reps
• Faded: Combination of immidiate & terminal/summary
• Bandwith: The giving of feedback only when a target is made
• Blocked: With the same feedback given each time
• Variable/Random Feedback being used from different sources
• Intrinsic feedback is minimum to none during high level of motor learning and maximum during cognitive learning
• Extrinsic feedback fades from immidiate & terminal during cognitive learning, to faded or intermittent only during the autonomous phase

Stages of Motor Learning-Feedback

• Cognitive Stage: Concurrent or Immidiate-Extrinsic Feedback
• Associative Stage: Faded/Summary/Bandwith/Terminal Extrinsic Feedback
• Automous Stage: Intrinsic

Summary

• Knowledge of Results gives feedback about the result of the movement
• Knowledge of Performance gives feedback about the quality of the movement
• Nine different types of feedback are chosen based on clinical decision making, patient status, and stage of motor learning.

Optimal Theory of Motor Learning

• The emphasis to explain the stages and principles of motor learning that results in nervous system plasticity through someone over an lifespan.
• Recognizable aspects of the OPTIMAL theory for motor learning

OPTIMAL Theory

• Optimizing Performance Through Intrinsic Motivation and Attention.
• To refresh motor learning
• Social, Cognitive, Affective, and Motor.

Improving Self Efficacy

• Providing Positive Feedback.
• Decreasing percieved task difficulty.
• Helping with concerns
• Influencing Ability

Autonomy/Enhanced Expectancies

• Allowing choice
• Instructional Languages
• External focus on attention
• Proactive and Reactive

OPTIMAL Summary

• Theory emphasizes motivation and environment.
• Optimizing learning through more autonomy and elevated self efficacy

Categories of Motor Skills

–To describe how the stages and principles of motor learning that drive plastic changes in the nervous system will be used. –To describe the classifications of motor abilities. –Classify motor skills as stability, controlled mobility, or skill based on foundational concepts. –Recognize elements needed in this documentation

Stability/Static Postural Control:

–Fixed base of support (BOS). –Fixed center of mass (COM). Postural orientation with COM over BOS

Documentation elements:

•Stability/Static Postural Control •Base of Support •Position •Stability of the COM within the BOS. •Postural sway •Upper or lower extremity stabilization •Loss of balance/Fall risk •Assistance is needed. •Environmental Restrictions

Controlled Mobility/Dynamic Postural Control

• Relatively fixed base of support (BOS) • Limbs move.

Elements of Documentation

• Stability maintained is that of weightbearing segments • Control of dynamic moving segments • Level/Type Assistance and Environmental Constraints • Elements of assistance is needed

Mobility

• Requires both COM and BOS, these moves
• Dynamic postural control • Reactive/Proactive balance at higher levels

Documentation of Requirements

•Movement intiation Movement termination • Control • Level and type of assistance •Environmental constraints

Skills

Coordination of different sequences to achieve one goal • Requires voluntary control • Direct result of practice •Adaptation of task demands within the environment • Includes categories: ► Discrete.

Documentation elements with description:

Base of support: Wide, staggered BLOS w/ left foot in front of R,hands Position: Crouched standing Stability(COM and BOS): Decreased COM and BOS Postual Sway: Improved postural sway,while mobil Control: Requires BUE support during movement Loss of control/Fall Risk: Mild LOB throughout w/ independent recovery Assistance (level and type): minimal tactile assistance during final climb Environment: outdoor windy environment w/ uneven, inclined terrain and backpack at an incline. Initiating/termination of movement: Initiating Movement in LE push-off ,termination of movement within walking

Summery

•Static (Stability): Ability to maintain appropriate posture,without moving.

•Dynamic (control mobility) is the capacity to maintain COM with a fixed BOS while part of the body is moving. –Mobility is shown with a moving COM and a BOS as well • Skill=complex motor task with an environmental/task influence.

Neural Plasticity

• Emphasis to describe how strategies to enhance neural plasticity are being used in everyday life
• Experience dependent plasticity.
• To recognize how Neural environment and behavior shape the roles in shaping movement

Plasticity with Recovery

• Recovery is reacquiring previous motor patterns.
• Compensation consists of adjustments/adaptations to previous motor patterns.
• Cortical Remapping/Plasticity is neural adjustments based on behaviour or enviroment

Typical Movement

• Dynamic remodeling process. Collateral Sprouting

Learning Summary

• Self taught behaviors
• Motor Program is greater than motor plan
• Use dependent cortical reorganization

Principles of Nueralplasticity

• Guides plan of care
• Rooted in reasearch
• Applicable to all diagnoses

Kleim And Jone Plasticity

• Use it or lose it= failure to Drive specific brain functions can lead to functional degradation Use it and improve it= training that drives a specific brain function can lead to enhancement of that function

Time Matter and Space

• Specifity
• Repetition
• Time and space

Experience Dependency

• Salience
• Agility
• Plasticity of Behavior

Explores key distinctions between different motor learning models. Includes strategies to promote long-term retention and examples of implicit motor learning. Examines the forms of long-term memory.