PHYL 4518 Motor Learning - F2024 - PDF

PHYL 4518 Motor Learning F2024 – Wk 10 Zoe Chan, PhD [email protected]  Understand the etiology and risk factors for joint injury Define motor learning and be able to list out factors indicating if lea...

PHYL 4518 Motor Learning F2024 – Wk 10 Zoe Chan, PhD [email protected]  Understand the etiology and risk factors for joint injury Define motor learning and be able to list out factors indicating if learning has taken place Understand how transfer and retention tests are used to assess performance and learning Today’s learning Understand performance plateaus and objectives what causes them to occur Define transfer of learning, why it occurs, and how to maximize it  Knee joint stability Mechanical stabilization at rest Mechanical stabilization during dynamic actions Stabilize knee movement Prevent excessive movement During dynamic actions, postural control is required to ready the joint for large disturbance Reactive Feedforward and anticipatory control Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins Risk factors of joint injury Risk factors for joint injury are complex and multifaceted. Modifiable Non-modifiable Non-modifiable risk factors of joint injury Females – 2-to-4-times greater risk for knee and ankle injuries Non-modifiable risk factors in females Less robust joint and ligament structures Greater body fat Less favourable structural alignment Modifiable risk factors of joint injury Modifiable risk factors: Poor leg muscle coordination leading to poor jumping control Excessive knee valgus (inward buckling of the knee) Target for Excessive knee wobble intervention Unstable landing mechanics Poor trunk and hip control  Training programs Teaching and practicing proper landing technique Coordination and control Strength training Successful in reducing the risk of knee injuries Video on CoM and BoS Mastering Balance: The Science of Center of Gravity and Base of Support Link: https://www.youtube.com/watch?v=5s1gEi5wfLg Unit 8 Learning and the Development of Expertise PHYL 4518 Motor learning F2024 – Wk 10 What is Learning? Performance Observable and measurable outcome of motor skill What is Learning? Ash: Week 1 – 3 out of 10 Practice Week 5 – 10 out of 10 Bill: Week 1 – 3 out of 10 Practice Week 5 – 3 out of 10 Performance improved? Learning has taken place? Cam: Age 12 – 1 out of 10 Growth, ✕ practice Age 13 – 8 out of 10 What is Learning? Learning – relatively permanent change in one’s capability to perform a skill, due to practice and experience Potential or capability improved, not necessarily performance Internal (cannot be directly assessed) Child learning to ski Not necessarily improvement in speed Completion without falling  What is Learning? Learning is inferred from performance measurements (can’t test learning directly) Persistent improvement over time. today tomorrow Better consistency. Stability of performance in the face of disruptions. Better adaptability to change skill Persistent improvement characteristics. Stable performance with disruptions Change skill to fit situation Consistency  What is Learning? To infer that learning has occurred, performance must be assessed for improvement, consistency, stability, or adaptability after periods of practice. 2 types of tests: Performance curve Change in performance over time 1. Retention tests Good 2. Transfer tests Performance score Bad Time (days, weeks, months)  Assessing and Inferring Learning: Retention Tests Retention tests are given after a period of no practice to determine if performance is still elevated and consistent. The retention interval Measures improvement and consistency 1. Practice skill Measure performance (performance curve) 2. Wait a few days (retention interval) No practice 3. Measure performance again  Assessing and Inferring Learning: Retention Tests Practice = more Reduced variability consistent performance What happens after retention interval? Small drop in performance Increased variability c c cc cc c c  Assessing and Inferring Learning: Transfer Tests Transfer tests assess motor skill performance in a context different from the practice setting. Tests stability and/or adaptability of a skill Test in open or complex environment vs closed environment of practice To properly assess transfer, do not give feedback Practice - learn setting in closed environment Transfer test – setting in open environments with: Defenders, different options, different passing quality  Assessing and Inferring Learning: Transfer Tests Golf putting with alignment aid versus without Practice improved putting performance Transfer test: putting on green without alignment aid What would each outcome indicate about the utility of an alignment aid for putting performance?  Retention and transfer tests Formal retention and transfer tests are seldom used “Learning” is commonly inferred based on subjective evaluations of performance following practice. Informal tests not typically sufficient to indicate if learning has taken place. Insert transfer tests into practice without warning to properly assess if learning has occurred  Plateaus and Learning Improvement in performance over time rarely follows a steady path. Times of little or no improvement in performance are called plateaus. Important to determine if plateaus reflect learning, performance, or both. Plateaus and Learning Caused by learner-based, instructor-based, and task-based factors Affect performance but not learning Affect learning, which also affect performance Plateaus and Learning: Learner-based Learner-based factors include: Psychological factors such as poor motivation and attention. Affect learning and performance (learning variables) Physiological and psychophysiological factors such as injury or fatigue. Affect performance but not learning (performance variables) Plateaus and Learning: Instructor-based Instructor-based Poor instructional strategies or communication E.g. trying to teach a young hockey player how to stick handle before they have the balance to skate Poor performance measures Ceiling effect – test is too easy, so they max out early Floor effect – test is too hard so they can’t show improvement Testing whether a University hockey player Testing whether a 5-year-old hockey can hit the net would be easy and result in a player can perform a slap shot would be ceiling effect hard and result in a floor effect Plateaus and Learning: Task-based Task-based factors are caused by the need to learn new skills in order to rise to the next level. Learners must discard the familiar, break old habits, adopt new techniques. Main cause of intermediate level performers not progressing Breaking from the familiar toe-kick is difficult for most soccer beginners. But they must switch to soccer-style kick in order to improve further Plateaus and learning The timing of a performance plateau may give indication to its cause. A. Initial phase: change in instructional approach B. After extended practice: Fatigue C. After a lot of initial learning: learn new skill B A C  Transfer of Learning Previous learning and experiences influence the learning of subsequent motor skills. Transfer can be Positive Golf and hockey use similar hand-eye coordination Negative requirements Positive transfer in hockey players when learning Neutral golf Some components of hockey do not transfer well to golf Different swing patterns difficult to break – fails to enable progression Negative transfer If positive and negative offset → neutral transfer Example: transfer from hockey to golf Transfer of Learning Transfer occurs more when there is: A similarity among skill components (called identical elements) Similar contexts among which the skills are performed Information processing E.g. team tactics and strategies  Positive and negative transfer Basic basketball shooting pattern from a two-handed set shot to one-handed set shot Follow through: Extension of the arm Positive transfer Truck movements Projectile motion Non-dominant hand: Non-dominant hand: Negative transfer propel stabilize  Bilateral transfer Bilateral Transfer: Transfer from one limb to another Bilateral transfer is a necessary component of learning manual tasks, but synergies like coordinative structures may make transfer challenging. Lab 8 – learning lab Player learning a layup with Now jumping off correct leg left (non-dominant) hand Initially needs to remove right Requires player to jump hand from ball (used to using from right foot right hand If accidentally jumps off left Bilateral transfer allows foot, natural synergy is to learning to be faster shoot with right hand, so ends up using both hands  Bilateral transfer Bilateral transfer includes cross-transfer of strength. Cross-transfer may be of great benefit in some rehabilitation cases. Over-relying on bilateral transfer effects may cause degraded learning, especially in cases of paralysis. Stroke rehab – one side often affected 3 days fine motor skill practice with non- affected arm → 22% increase in performance of affected arm Other strategies: immobilize non-affected arm to force use of affected arm (not bilateral transfer)  Maximizing transfer 1. Old skill to new skill 2. Practice conditions to real situations Allows progression from simple to complex Practice to game situations Maximizing transfer → similarity between the conditions of the original learning and the secondary task. Called specificity of learning (or specificity of practice) hypothesis. NFL teams may play loud music to Includes sensory and prepare for roaring crowds environmental information Motor commands are sensitive to afferent information. Maximizing transfer Virtual reality to reality Important for flight training Allows dangerous situations to be rehearsed Reminders Exam viewing at my office (U243G) Nov 13 (Wed) 2:30 – 4:00 PM Quiz #5 Available: after class Due: Nov 20 11:59 PM