Phyl 4518 Motor Learning F2024 PDF

PHYL 4518 Motor Learning F2024 – Wk 13 Zoe Chan, PhD [email protected] Experts Experienced vs. novice nurses – skilled surgical nurses switch attention less often Knowing where and when to place attention (more effective) Demonstrate a “quiet eye” – fix attention on t...

PHYL 4518 Motor Learning F2024 – Wk 13 Zoe Chan, PhD [email protected] Experts Experienced vs. novice nurses – skilled surgical nurses switch attention less often Knowing where and when to place attention (more effective) Demonstrate a “quiet eye” – fix attention on target (external) for 1-2 seconds before making motor action More prediction and anticipation on future actions  Understand schema learning and when to perform variable and constant practice Understand the differences between blocked and random practice. Be able to explain how research identified the benefits of random practice Understand the concept of overlearning Today’s learning Explain the role of modelling and imagery in the learning process, and the basic neurophysiology of modeling and imagery. objectives Understand the difference in mastery goals and performance goals Goal of Practice Goal of practice: Perform at highest possible level when it really counts Conditions are usually variable How do we prepare for variable parameters? Common example – CPR Practiced in sterile, stress-free situation Performance conditions very different  Generalized Motor Program (GMP) Review: Generalized Motor Program (GMP) and Parameters A skill represents a class of movements E.g. throwing football Contains various parameters: different distances, heights, arm angles, targets Also contains fundamental and consistent characteristics (invariant features) E.g. relative timing of muscle activation (set position, step, follow-through) These discrete movement patterns are Football pass uses GMP ‘throwing’ Parameters are adjusted depending on governed by GMPs where the pass is going, defenders, Each parameter can be adjusted weather, etc. depending on case  Scheme learning Schema Learning: For each parameter of a GMP, a relationship is created based on each practice trial Builds the GMP Example football throw distance 20 Distance Thrown (m) Schema is used to determine 10 throw force needed (you don’t remember individual throws) 0 Low Med High Force of throw Variable and constant practice: Schema learning Variable practice enhances schema learning Common research paradigm: Constant practice – repeat the same variant of skill Variable practice – vary a parameter each time Example: throw football different distances Constant: Always throws 7 m Variable: throws a variety of distances (between 5 and 11 m)  Variable and constant practice: Schema learning Early skill acquisition Constant outperforms variable Transfer test Variable group performs equally well or better in novel conditions Constant practice: 5, 7, 9 or 11 mph Variable practice: 5, 7, 9 and 11 mph The variable practice group had better performance versus constant practice group Adapted from Catalano & Kleiner, 1984 Block vs. Random Practice In most settings, want to acquire more that one skill at a time E.g. Physicians practice suturing and knot tying E.g. Soccer players practice shooting, passing, heading, receiving passes Block vs. Random Practice 2 ways to approach this Blocked practice – practice all trials of one skill before switching to another E.g. work on shooting, then on passing, then on heading Allows concentration on one task – refine and correct it Random practice – practice trials interleaved E.g. work on all 3 skills, never perform the same one twice in a row Disruptive, lots of interference  Block vs. Random Practice: Shea and Morgan Experiment 3 tasks to be learned. Practiced under 2 conditions: Blocked Random Retention tests 10 minutes later and 10 days later. Tests administered as: Blocked or random Results: Random performed WAY better when tested randomly Random performed better when tested in blocks Early stages of acquisition: block > random Block vs. Random Practice: Why? Why random practice is so beneficial: Elaboration hypothesis: With each task, think about distinctions versus other tasks. Creates meaningfulness. Forgetting hypothesis (Lee and Magill,1983): Blocked practice: you remember how to perform the movement trial to trial, so don’t need to learn again Random practice: between tasks, you forget the solution so you must produce a solution again each time. Facilitating learning  Block vs. Random Practice: Why? Testing the forgetting hypothesis: 3 groups: Blocked Random Random + model: A model showing how to perform each skill was provided before each practice (reminds the learner how to perform) The model obliterated any advantages of random practice Block vs. Random Practice: Research Since Shea and Morgan Random is shown to be better than blocked in: Badminton serves Hitting different types of baseball pitches School children learning handwriting Clarinetists learning different songs Reading Relevant reading: https://sirc.ca/blog/motor-learning-to-enhance-athlete- skill-development/ Overlearning Overlearning: Continual practice past a point where performance peaks More resistant to forgetting Enhance movement adaptability and flexibility Comes from movement repetition: Not repeating the movement solution, but repeating the process of solving the movement Expert blacksmiths hit the same precise point, but use different movements patterns each time Mental Practice: Modelling and Imaging Regular mental practice found in high- level performers Imagery/visualization Observational learning (modelling) Relaxation and stress control Positive self-talk Attention control Modelling (observational learning) Instructor or model demonstrates the skill in person or on video, and the learner then mimics the skill. Modelling (observational learning) Learner picks up Some coordination, sequencing, and timing information. Constraints (including goals) that influence the task. Learners tend to focus on end point or distal effector actions and outcomes. Provide the most information regarding the overall movement. Similar to external focus of attention.  Modelling: neuroscience Some visuomotor neurons (mirror neurons) are active during observation and when executed. Areas of overlap are mirror neurons fMRI Modelling: neuroscience Motor resonance system Understand the action Understand the intention Enable imitation Understand the behavioural state Less active when: Non-human actors Impossible movement Entirely unfamiliar with the task  Imagery Imagery is the mental or cognitive rehearsal of a skill. Used for skill acquisition Learner modeling the skill in their own mind repeatedly. Used for performance preparation. Skill rehearsal. Arousal modification. Physical practice > mental practice Imagery without physical practice is only marginally successful Physical practice with imagery is generally better than physical practice alone. Imagery: neuroscience Different areas of the brain are active in experts during imagery Experts → activate motor areas Inexperienced → activate visual areas  Imagery: controversial benefits Weeks of mental imagery of weight-lifting improves strength? Better central commands More motor unit activation More efficient inter and intramuscular coordination Finger abduction and elbow flexion were both stronger after weeks of strength training imagery Ranganathan et al., 2004 Imagery in stroke rehabilitation Stroke: partial paralysis, often on one side Active movement may be encouraged, but sometimes may not be wise without supervision E.g. practicing walking with no supports may lead to a fall Mental practice can be an effective addition Intention Toward Improvement and Mastery Practice must have goals to overcome weaknesses, maximize strengths, or change techniques. Goals based on individual learner characteristics. Goals should emphasize improvement and skill mastery. Mastery goals: To enhance skill, and comparisons are made to oneself regarding achievement. Performance goals: To win or be better than someone else. SMART goals: Specific, Measurable, Achievable, Relevant, and Time-Bound. Goal setting Specific goals better than ‘do your best’ Acquisition and Retention Experimenters may set more ‘realistic’ goals Not coming close to goals reduces motivation Intention Toward Improvement and Mastery Successful coaches plan and organize practice with precise goals and objectives: individual and team. Effective practices are short, intense, and organized. This practice is neither intense nor organized. Jeffrey C. Ives photo Reminders Quiz #6 Available after class Due: Dec 9 11:59 PM Finish all lecture contents on Wednesday Fundamental features of practice Discovery learning, constraints-led learning and deliberate practice In-class review quiz Week Topics Link 3 Skill and abilities https://forms.gle/EGwFqKxuo8R6CkU98 Reaction time 6 Error measurement https://forms.gle/z1HdVDVgCgDovMFJ7 SSC Regulating force output 6 Muscle property https://forms.gle/9f8aaNvr2uRMLvUj8 Cerebral cortex Imaging techniques Fatigue 7 CNS model https://forms.gle/Ni6NMHCtkyudJvsF7 Motor program In-class review quiz Week Topics Link 9 Sensory systems https://forms.gle/t6j8JuusViCAKLYx8 and receptors Reflexes 9 Closed-loop https://forms.gle/2Ntv2E4vUczCuWtP7 control Visual system 10 Postural control https://forms.gle/g2JtXcfq5ygsQdhR7 11 Postural control https://forms.gle/5Sg7kHeyFBpwtNUh8 training Learning & development of Expertise 12 Information https://forms.gle/4BDMZTs4W8P9zSNa7 processing and attention