Motor Control Exam Notes PDF

Motor Control – Exam Notes Week 1 Define different types of skills classification: E.g., Single continuum (fine vs. gross; discrete vs. continuous vs. serial; closed vs. open) and be able to apply examples to them. Gross motor skills - require the use of large musculature to achieve the goal o...

Motor Control – Exam Notes Week 1 Define different types of skills classification: E.g., Single continuum (fine vs. gross; discrete vs. continuous vs. serial; closed vs. open) and be able to apply examples to them. Gross motor skills - require the use of large musculature to achieve the goal of the skill e.g running Fine motor skills - require control of small muscles to achieve the goal of the skill e.g. tying Discrete motor skills- specified beginning and end points – brief duration Serial skills: Series of discrete skills strung together to create a more complicated, skilled action e.g., playing a song on the piano Continuous motor skills - arbitrary beginning and end points – may continue for several minutes Closed Motor skill: supporting surface, object, and/ OR other people stationary; performer determines when to begin the action Open motor skills: Environment, objects, OR other people in motion; environment cues determine what & when to begin the action Name the different types of performance errors (AE, CE, VE) and what information they provide. Absolute error (AE): Absolute value of difference between the actual performance on each trial and the criterion for each trial Constant error (CE): the signed (+/-) deviation from the target. Represents the amount and DIRECTION of error. Variable error (VE): The standard deviation of the CE scores; an index of performance variability/ consistency What are performance ‘production’ measures? What information does displacement, velocity, acceleration, EMG, EEG, PET, and MRI give? - Displacement - Velocity - Acceleration - Kinetics - EMG - EEG - PET - fMRI What is the difference between ‘outcome’ and ‘process’ measures? 1. Performance outcomes measures Indicates the outcome or result of performing a motor skill (e.g. How far did a person throw the ball?) Does not tell us about the quality of the actions that led to the outcome Does not provide information about the activity of various muscles involved 2. Performance process/ production measures Indicate the performance of specific aspects of the motor control system during the performance e.g. EMG, EEG recordings What are complex organised skills? How would you consider practice based on the skill and depending on the stage of learning Key elements: implementing demonstrations - effective? - Pair learners in situations so one can perform and one can observe - Performer and observer given verbal feedback from coach - Observer given key aspects of performance - Observer looks for aspects and provides feedback which helps facilitate problem solving - Demonstrations have greatest impact when skills require pattern of coordination - When teaching a new skill, use verbal cues with visual demonstration - Frequent demos - Make sure observes sees CRITICAL features - Auditory can be used for skills requiring rhythm - Pre-practice demonstration result in better practice and retention performances Feedback - three functions of feedback? What are the types? Functions of feedback - Knowledge – for correcting and progression - Motivation – reinforces/ rewards learners efforts towards set goals What are the types - Intrinsic – sensory information received by the individual (visual, auditory, proprioceptive etc) - Extrinsic – information about performance provided by an external source Anslyse the content issues of feedback – can you apply and justify what you would do if given a particular learner (i.e., at different stages of learning)? Explain the concept of transfer of learning and examples of positive and nagative transfer. Influence of previous experience on: (A) Learning a new skill (B) Performing a skill in a new context This influence can result in the following: (C) Positive transfer – beneficial effect of previous experience on learning or performance of new skill (D) Negative transfer – negative effect of previous experience on learning or performance of a new skill (E) Neutral (zero) - Why does positive and negative transfer of learning occur Why does positive transfer occur? - Based on Thorndike’s “identical elements” theory & the relationship between the previous and new experience or context (Consider Figure 13.1 )Similarity of skill e.g., tennis serve - volleyball serve, throwing a ball, throwing a javelin 2. Similarity of context components e.g. water polo, basketball; soccer – hockey 3. Similarity of processing requirements e.g., decision making, problem solving, attention control (4) Why does Negative transfer occur? Two main reasons: Motor control system required to perform in non-preferred manner for the environmental context Mental and Cognitive confusion Compare the resasons why bilateral transfer occurs Describe one instructional activity for your sport (linked to a specific example) that would benefit each of the following: a visual learner, an auditory learner and a kinaesthetic learner Discuss considerations What is the drees of freedom problem as it relates to the study of human motor control and learning? Problem: How does the nervous system control the many muscles and joints involved in producing a complex movement pattern? Degrees of freedom (df) = Number of independent elements in a system and the way each element can interact. Relation come in the form of humans developing and becoming more coordinated. As we become more coordinated we “free” the DOF problem – skill becomes more refined Younger we are more “stiff” because we are less coordinated. What are the key differences between open- and closed-loop control systems? Open-loop control system – a control system in which all the information needed to initiate and carryout an action as planned is contained in the initial instructions to the effectors. Closed-loop control system– a control system in which during the course of an action, feedback is compared against a standard or reference to enable an action to be carried out as planned Differences: Open -loop control system –Feedback only received AFTER the movement Therefore it is typically a FAST movement Minimal attention required Great for closed (controlled) environments E.G. Clapping your hand, giving someone a high five Closed -loop control system – Feedback received DURING the movement to make changes Therefore it is typically a SLOWER movement to account for feedback Required for skilled movements E.G. Walking in a straight line on a high rope Compare the key differences of GMP and Dynamic Systems theories of motor control How does dynamical system theory link to behaviour development? - How does this theory explain the extinction of the Infant Stepping Reflex? Generalized motor program GMP: Central, memory based mechanism for control of motor performance - Class of movements stored in memory - One program stored for similar movement output: For example running, walking, jogging = SAME GMP - Parameters (changeable): - Defines how to execute the program - Changes from situation to situation - Changes from one trial to another Includes 1. Time can increase or decrease (overall duration) 2. The size of the movement can increase or decrease (overall force) 3. Specification of Muscles & Limbs used Invariant features (Fixed): The sequence of action or order of the components is an invariant characteristic Dynamic Systems - Control and movement self organises according the characteristics and interactions of the task, the person and the environment. - A movement pattern emerges (self-organised) as a function of the ever-changing constraints placed upon it. - Environment - Body Constraints - Task What are 5 key processes of early brain development  1. Cell migration and differentiation 2. Axona growth 3. Dendritic arborisation 4. Neuro-transmitter synthesis 5. Glial-neural interactions 6. Synaptogenesis 7. Myselination In relation to brain plasticity and critical periods, why couldn’t Michael Jordan transition to elite level baseball. - Need to Know: Brain plasticity the lifelong ability of the brain to recognize neural pathways based on new experiences ability to change physically functionally and chemically - Dramatic changes that occur during development do not recur in the adult brain - Structural growth & retraction very restricted cell death & dendritic arborization continue t/out life but not to same extent - Plasticity in adult brain (i.e., learning) is mainly related to synaptic strength of existing connections - Hitting is a visual motor skill - A learned skill by the brain - To recognize spin, speed, direction of ball from pitcher’s hand to swing the bat at just the right speed, spatial location to contact ball across home plate - The childhood exposure to sports - cultural environment! - basketball, baseball, soccer, netball… - Need to Know: Critical Period: A time of particular or maximum sensitivity to environmental stimuli - Critical periods for different types of learning - MJ’s window of opportunity for “hitting baseballs” had come & gone - No skill is more environmentally determined than baseball, - Before 13 - talents for basketball acquired & developed while the brain is still capable of selecting neurons & neuronal networks - No major league (elite) player had learned to hit a baseball beyond 26 yrs - MJ was 31 in 1994 Discuss how baby walkers constrain the development of independent walking – key studies and findings. Explain how this relates to the principle of transfer of learning? - Baby walkers force babies into poor waking patterns and alter the timeframe of achievement for milestones (negative transfer of learning) - Babies are allowed to lean too far forward and laterally without falling development Explain the evidence regarding the effectiveness of early swimming lesson in drown proofing toddlers. What recommendations do we need to consider? - May give false sense of security to parents and therefore decrease vigilance - Early swimming lessons can improve confidence and familiarity; however, it does not drown proof the child - Optimal age for starting swimming depends on the complexity of the skills to be learnt - For typical children and formal swimming lessons: o Level 1 = 4+ yrs (passed in > 2 months) o Level 2 = 4+ yrs (passed in > 7 months) o Level 3 = 5.5 yrs (passed in < 10 months)  - Children younger than 4 require longer to aquire swimming skills and may be hampered by their readiness - Beginning swimming lessons at an earlier age does not facilitate a higher level of mastery of skills for formal swimming Explain the constraints in ageing that influence the risk of falling? REVIEW LECTURE Constraints Model for Skill Learning and Development (Newell) - Optimal pattern of coordination is determined by the learning, task and environment - Central to this is the overall motor skill performance - An individual has to be of a high enough level to meet the demands of both the task and environment context to perform to a proficient level. Types of skills: Task factors Task analysis - 2 dimensional Discrete, serial, continuous skills Fine vs. gross skills Open vs. closed skills Task complexity & organisation Complexity - How many parts are their to a skill and what are their attention demands Organisation - How does each part of a skill relate to one another – timing and rhythm Gentile’s multidimensional taxonomy  Motor Learning: Learner Factors Stages of learning (Fitts & Posner; Gentile) FITTS AND POSNERS MODEL Cognitive Stage - Aim: to understand the task - Requires lots of attention – conscious control - Limited memory for detail - Easily overloaded with information - Lots of errors, variable performance – difficulty in detecting errors - Large improvements Associative Stage - Aim: the practice phase – select best strategy, chaining and grouping of actions together - Less variability - Map cues to correct response – self correct - Errors still common - Shifting attention to fine control detail Automated Stage - Automatic / habitual skill - Subconscious control of action – minimal processing demand - Focus on environmental cues not internal cues - Can handle “Two things at once” - Adaptive skill – alternate actions for same outcome - Rapid decision making– ‘all the time in the world” - Smooth coordination, accurate responding – little GENTILES TWO STAGE MODEL Initial – getting an idea of the movement - Recognizable coordination pattern (write on coffee cup does not affect outcome) - Discriminate the ‘regulatory conditions’ (walk up stairs) Later – fixation or diversification, adapt, consistent, efficient effort - (specific to the type of skill) - Open skill – diversification (adaptability) - Closed skill – fixation Performance characteristics of skill learning Performance curves Motor abilities – application to talent identification Key considerations? Environment Factors Principles of demonstration & instruction Demonstration 1. When to implement 2. Frequency of demo 3. Speed of demo 4. Verbal and demonstration together 5. Effective presentation (clear, enthusiastic, more time, check for understanding) Instruction  Transfer of learning Positive Transfer - Beneficial transfer of learning from previous experience (game similarity) - Do practice situations transfer to game situations - E.g. bball -> afl Negative Transfer - Negative transfer from previous experience impacts performance - Sequencing skills, instructional method, assessment of effectiveness - Mental and cognitive confusion - E.g. Netball - > Bbball OR left handed mouse - Bilateral Transfer - Transfer of learning from one limb to another – experience with a skill in one arm can transfer to the other - Dance routines backhand and forehand - E.g. dance routine or left to right hand tennis. Principles of practice Whole, part, progression Whole High organisation low complexity between elements >> whole  Rhythmic, rapid, ballistic skills >> whole - Learn feeling for the rhythm, flow and timing of total skill - practice the critical timing between skill elements - maintains skill coherence, grasp the whole/global pattern, more meaningful to learner, add complex detail after attempting “whole” skill Part Elements relatively independent, though sequentially ordered (high in complexity low in organisation)>> part - When skill is too complex, too dangerous, too tiring in its complete form – useful for novices or when learning new skill - decreases complexity; makes task simpler; master the fundamentals before concentrating onthe whole; skill is less dangerous; improves confidence to attempt - Teacher must determine carefully how small the “part” should be? Massed, distributed Massed practice - relatively continuous; many trials; minimal rest periods - rest is short or non-existent - Massed practice is preferable for: - Highly skilled performers - Highly motivated performers Distributed practice - occurs when periods of rest, or periods of practising other skills, are equal to (or longer than) periodsof practising the primary skill. ……relatively long rest periods between trials - Distributed practice is preferable for: - The novice - In situations where energy demands are high - When the task is difficult or boring Mental practice Principles of feedback  Considerations and applications Motor Development: Neural plasticity and changes in development & learning (Michael Jordan, ageing) – key definitions/review questions Plasticity Definition: lifelong ability of the brain to change neural pathways based on new experiences (physical, chemical and functional) - Child brains retain more plasticity than adults, thus more difficult to learn motor skill Critical Period: time where the one has maximum sensitivity and ability to develop – learning new skills, readiness to learn, cognitive capacity Maturation and environment (socio-cultural) interaction – early intervention (Nature vs. Nurture – Johnny & Jimmy, child rearing & cultural beliefs, babywalkers, infant swimming lessons → data and findings)  Skill development – from reflexes to locomotor, ballistic, manipulation skills Locomotor: creeping and crawling - > walking -> running -> jumping -> hopping -> galloping -> skipping Ballistic: apply force to an object to project it Ageing and motor development – skill changes, falling Constraints in ageing – disease (diabetes, osteoporosis ,dementia/ alzheimer’s – women) Influence on falling Lab Topics Knowledge of key concepts covered in the labs Don’t have to know the specifics of the lab activities (i.e., Esplanade activities, juggling experiment, anticipation, dual-tasking, implicit learning or MAND) Review Questions There to help & guide your study For multiple choice and short/extended answer – definitions, but also key concepts and applicability to examples Hints were also given across semester!  What key studies were a focus/results/figures – these are particularly relevant in extended answer section Dot or numbered points are fine/preferred in short & extended answer questions