Motor Learning Sy 2011

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Learning ObjectivesAfter the session the learner can

Define Motor Control and its proponents

Discuss the different stages of learning motor skills

Identify the constraints of motor learning

Identify the clinical applications of the different motor

learning theories


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Definition of Terms

Motor Learning- study of the acquisitionand/or modification of movement

Recovery of Function- reacquisition ofmovement skills lost through injury


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Concepts of Motor Learning Learning is a process of acquiring the

capability for skilled action

Results from experience or practiceCannot be measured directly ; inferred from

behavior.

Produces relatively permanent changes inbehavior


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FORMS OF LEARNING


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Non associative form of learning

Habituation-is a decrease in responsiveness thatoccurs as a result of repeated exposure to non

painful stimulus

(e.g. Patient is asked to move repeatedly in ways

that provoke dizziness)

Sensitization- is an increased responsivenessfollowing a threatening or noxious stimulus


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Associative form of learning

Classical conditioning- learning to pair two stimuli to

form one response

Before learningCS NO RESPONSE

UCS UCR

After learning

CS CR (formerlyUCR)


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Associative form of learningOperant Conditioning

Trial and error learning

Law of Effect -Behaviors that are rewarded tend tobe repeated at the cost of other behavior


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PROCEDURAL LEARNING

Refers to learning that can be performed without attentionor conscious thought (e.g. teaching a patient to transfer

from chair to bed)

DECLARATIVE LEARNING

Knowledge that can be consciously recalled and thus

requires processes such as awareness, attention, and

reflectionAllows patient to rehearse their movements mentally,

increasing the amount of practice available to them


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Adams Closed loop theory Adams (1971)

Sensory feedback is used for the ongoing production

of skilled movement Memory trace- used in selection and initiation of the

movement

Perpetual trace- built up over a period of practice and

became the internal reference of correctness


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CLINICAL IMPLICATIONThe more the patient practices specific

movement the more the perceptual trace

becomesFor retraining motor skills it is essential to

have the patient practice the same exact

movement repeatedly to one accurate en

point , the more time spent in practicing the

movement as accurately as possibl the better

the learning


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Schmidts Schema Theory Richard Schmidt (1970s)

It emphasizes open looped and generalized motor

program Generalized Motor Program- contains the rules for

creating the spatial or temporal patterns of muscle

activity needed to carry out a given movement

Variability of practice should improve motor learning


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Ecological theory Karl Newell (1991)

Motor learning is a process that increases the

coordination between perception and action in a wayconsistent with the task and environmental

constraints

E.g. To relearn to reach, a patient must not only

develop effective motor strategies, he/she must learnto recognize relevant perceptual cues and match

them to optimal motor strategies.


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Fitts and Posner Three-Stage Model

Cognitive stage of learning

learner is concerned with understanding the

nature of the task, developing strategies that can

be used to carry out a movement

Associative stage of learning

Patient has selected the best strategy for the task

and now begins to refine skill, there is lessvariability in performance and improvement

occurs more slowly


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Fitts and Posner Three-Stage

ModelAutonomous stage of learning

Patient can begin to devote his/her own attention

to other aspects of the skill in general


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Systems Three-Stage Model

Novice Stage- the learner simplifies themovement to reduce the degrees of freedom

Advance Stage- performer begins to releaseadditional degrees of freedom by allowing

movement at more joints involved in the task


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Systems Three-Stage Model Expert Stage- performer has released all

degrees of freedom necessary to perform the

task in a most efficient and best coordinated way.


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Gentiles Two Stage-ModelUnderstanding Stage- the goal of the learner

is to develop an understanding of the task

dynamics, getting the idea of therequirements of movement.

Fixation/Diversification Stage- the goal of thelearner is to refine the movement


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FEEDBACK

Intrinsic Feedback- comes to the individual through the

various sensory systems as a result of the normal

production of the movement

Extrinsic Feedback- is information that supplements

intrinsic feedback

Knowledge of results


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PRACTICE CONDITIONSMassed versus Distributed Practice

Constant versus Variable Practice

Random versus Blocked PracticeWhole versus Part training

Transfer

Mental Practice

Guidance versus Discovery Learning


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RECOVERY OF FUNCTION Function

Recovery

Sparing of function Recovery vs Compensation

Stages of Recovery

Spontaneous

Forced


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Factors Contributing to Recovery of

FunctionEffect of age

Characteristics of the lesion

Effect of experience

Effect of pharmacology

Efect of trainning

Documents

Motor Learning Sy 2011