EXSS3062 Motor Control & Learning Unit Introduction PDF

Humans can develop amazing skills! https://www.youtube.com/watch?v=2Y4XHvB3Zos EXSS3062 Motor Control & Learning A Unit Introduction Prof. Stephen Cobley Faculty of Medicine & Health Sciences The University of Sydney Page 1...

Humans can develop amazing skills! https://www.youtube.com/watch?v=2Y4XHvB3Zos EXSS3062 Motor Control & Learning A Unit Introduction Prof. Stephen Cobley Faculty of Medicine & Health Sciences The University of Sydney Page 1  We acknowledge the tradition of custodianship and law of the Country on which the University of Sydney campuses stand. We pay our respects to those who have cared and continue to care for Country. Artist credit: Yanhambabirra Burambabirra Yalbailinya (Come, Share and Learn) 2020 by Luke Penrith The University of Sydney  COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING This material has been reproduced and communicated to you by or on behalf of the University of Sydney pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice  Key Unit Resources Unit Outline & Structure: See Canvas Site Key Texts: Magill, R.A. & Anderson, D. (2016; 2020). Motor Learning and Control: Concepts & Applications. (11th;12th Ed.). New York: McGraw-Hill. Davids, K.W., Button, C. & Bennett, S.J. (2008). Dynamics of skill acquisition: A constraints-led approach. Champaign, Illinois: Human Kinetics. Hodges, N.J. & Williams, A.M. (2020). Skill acquisition in sport: Research, Theory & Practice. (3rd Ed.). London. Routledge. Key texts & journal articles: See Reading List in Canvas site.  EXSS3062 MCL - Unit Learning Outcomes Knowledge LO1. Explain the structure & function of sensory receptors as they relate to the control of voluntary & involuntary movement. LO2. Explain the energetic & information processes within efferent neuromuscular activity governing voluntary movement. sensation, perception & attention information processing movement planning energy expenditure in movement Common nervous system stage of human development stages of skill learning coordination & movement patterns aerobic & anaerobic muscular capabilities. Individual differences  EXSS3062 MCL - Unit Learning Outcomes Knowledge LO3. Explain & evaluate core theoretical models & hypothetical explanations as they apply to motor control & skill learning situations. LO4. Identify & explain how individual constraints & preexisting functioning influences implementation of pedagogical motor skill learning strategies. (e.g., Constraints-led framework (e.g., individual factors / constraints for skill acquisition) affecting movement) - Age - Handedness/Footedness - Motivation & Openness to learning - Anthropometry - Pre-existing movement capability/injury - Pre-existing skill experience / history - Health & fatigue status - Range of motion  EXSS3062 MCL - Unit Learning Outcomes Knowledge LO5. Critically explain appropriate application of pedagogical motor learning strategies to maximise motor skill learning in performance & clinical contexts. Practice Structure (Skill Acquisition Process) Practice structure (vol of trials, blocks of trials) Practice types Instruction & Demonstration Feedback types Observation, modelling & self-modelling Error intervention Mental & physical practice Problem-solving/Environment manipulation  EXSS3062 MCL - Unit Learning Outcomes Practical Application of Knowledge LO5. Critically explain appropriate application of pedagogical motor learning strategies to maximise motor skill learning in performance & clinical contexts. LO6. Design, implement, & evaluate motor skill training environments (& program) to optimise a client’s motor skill acquisition development in a task situation. LO4-6. Applying Motor Learning - Why important? = Critical for professional practice Need to be able to: Understand: - Individual factors affecting present movement capability - Movement task demands - Biomechanical (kinematic & kinetic) requirements - How to assess/measure movement What to train/optimise: - Modify kinematics (technique) movement components - Modify kinetic (neuro-muscular energetics) components - Intervene (alleviate pain; promote preferred movement) How to train/optimise skill: - Implement & manipulate task, instructional training structure & environment characteristics - Help achieve optimised functioning & skilled performance.  EXSS3062 Motor Control & Learning (MCL) Key Definitions & Concepts: Motor Control, Motor Learning (Skill Acquisition), Performance, Learning & Measurement: Motor Control & Learning (MC 1) Lecture Learning Outcomes 1) Define & differentiate motor control v motor learning. 2) Identify common criteria for skilled motor performance. 3) Identify basic & common outcome & process measurements of motor skill performance & learning. Assessment 1 - Lecture Quizzes (starts today) - Week 1 lecture quiz (on Canvas) available at 10 am post-lecture session. - Closes at 8 am pre-lecture of Week 2 (i.e., one week to complete). - Across Weeks 1-5 inclusive - 3 Motor Control & 3 Motor Learning MCQs. - MCQs are aligned to Learning Outcomes within respective lectures. - Two attempts per quiz, with the highest score recorded. - Correct answers will become visible after the quiz has closed. 5% mark = Weighted average across quizzes ( X / 30 points possible, 6 per quiz). The University of Sydney Page 12  MC 1 - Supportive Reading Magill, R. & Anderson, D. (2020). Motor Learning & Control: Concepts & applications (12th Ed). New York: McGraw-Hill. - Chapter 1 & 2. Magill, R. & Anderson, D. (2016). Motor Learning & Control: Concepts & applications (11th Ed). New York: McGraw-Hill. - Chapter 1 & 2. 1) Key definitions Introduction: What is motor control & skill acquisition? Motor Control v Motor Learning Motor Control Motor Learning (Skill Acquisition) Study of underlying mechanisms Study of how we (optimally) learn (neuroanatomy & physiology) permitting perceptual, cognitive, & movement skills posture or movement coordination & across the lifespan, & in a range of contexts. control. All movements reflect neuro-physiological Practice Structure + Conditions within functioning. (i.e., for acquisition, retention, & transfer) Interaction of CNS with muscles & joints Interaction of Individual, Task, & to generate observable movement. Learning Environment characteristics. 1) Key definitions Motor skill = Voluntary head &/or body or limb movement with specific purpose or goal. (Magill 2007) (e.g., walking, writing, driving, specific tasks in sports etc.) Ability to correctly coordinate & control muscular movement - skill contains both control & coordination (Newell 1985). Temporal organization = Control of movement patterns through appropriate timing of neural recruitment, muscle firing & relaxation. Skill – A reflection of accuracy & consistency in performance. 2) Key definitions Criteria for Skilled Movement (Guthrie 1952) ▪ Maximum Certainty of Goal Achievement (accuracy with low error). ▪ Consistency (reliability). ▪ Controlled Modifiability (adaptation & uniqueness) ▪ Minimal Energy Expenditure. 2) Key definitions Common characteristics of skilled movement The outcomes of practice which are often skill & context-specific Movement Skill outcomes Movement accuracy & consistency Movement control adaptability Enhanced aerobic & /or anaerobic capability Economy/efficiency of movement Perceptual-cognitive outcomes Enhanced cue anticipation Self-automated movement error correction Selective external attention Developed dual-task capability 2) Key definitions Performance vs Skilled Movement Performance = An observable behaviour of movement. A single attempt or trial on a given skill. Does not equate to skilled performance. Skilled Movement = Reflects a relatively accurate, consistent & stable capability to move in a skill task. Assessed over repeated ‘blocks of trials’. Skill Learning = - Inferred from a stable improvement in blocks of trials over time based on practice. - A relatively stable change, although without practice it can regress. 3) Common measurements of motor performance Basic Performance Outcome Measures: Measures indicating outcome or result of motor skill performance. Magnitude (e.g., distance thrown/jumped, weight lifted) Accuracy (consistency, stability or error from target) Accuracy (subjective technical assessment) Time taken for task completion Reaction Time & Response Time No. (or %) of successful attempts (or %) or misses/errors) Trials/repetitions to task completion. 3) Common measurements of motor performance Example from prior slide Performance Outcome Measures: Accuracy (or error) Absolute error - Average error from target or goal criterion. Constant error - Average error from target or goal criterion, including positive or negative direction Consistency Variable error - Assesses the spread (dispersion) or [in]consistency of error based on repeated attempts. (search e.g., Standard Deviation or Coefficient of Variation) You will start to use & further understand these basic outcome measures in your tutorials & group project. 3) Common measurements of motor performance Performance Production (Cause) Measures: Measures of performance characteristics associated with the outcome. Kinematic measures (movement description of motion movement direction of force/mass) Displacement - Changes in spatial position of limb/joint in movement phases. Joint angles - Angle of joint/limb at movement time points (e.g., ankle, knee position upon floor contact) Velocity - Speed of limb/position over time. (Velocity = Displacement / Time) Acceleration - linear & angular - Change in velocity during movement. (Acceleration = Change in Velocity / Change in Time) Jeansonne (2003) 3) Common measurements of motor performance Performance Production (Cause) Measures: Measures of performance characteristics associated with the outcome. Kinematic measures (movement description of motion movement direction of force/mass) 3) Common measurements of motor performance Performance Production (Cause) Measures: Measures of performance characteristics associated with the outcome. Kinetic measures (concerned with causes of motion force pulling or pushing acting on body) Force - Force generated in movement upon limb/joints or by active muscles (e.g., joint torque) Electromygraphy (EMG) - Assesses electrical activity of active muscle(s). - Determines when a muscle begins & ends activation helps assess neural signal intensity. - Assesses muscle force generation, intensity, duration & repeated stimulation of muscle(s). Sanders & Allen (1993) 3) Common measurements of motor performance Performance Production (Cause) Measures: Measures of performance characteristics associated with the outcome. Energetic measures Rate of oxygen consumption (VO2max) Heart rate / lactate thresholds Near infra-red spectroscopy (NIRS) - economy - energy cost of task performance mechanical efficiency (work/energy) 3) Assessing Basic Motor Performance Case Example: Skill in a Lunge Movement Potential Outcome Measures: 1) 2) 3) 4) 5) Potential Process (Production) Measures: 1) 2) 3) 4) 5) 3) Assessing motor skill performance 1) Identify Movement Skill Task Components 2) Identify Key Outcome Measures TASK X 3) Identify Production (Cause) Measures 4) Observe/Record performer repeatedly Skilled Movement Key Outcomes Kinematic Kinetic Energetic Instruction & Practice Conditions