Can Dace Motor
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Transcript of Can Dace Motor
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Lynne Dart
Carolyn Taylor
Candace Skinner
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Presentation Outline
Introduction
Classifying skills
Theories of motor learning
Goal setting
Motor learning v. motor performance Individual and performance characteristics of skill learning
Presenting and practicing a skill
Transfer of Learning
Feedback Stroke and Motor Learning
GAME!!!!
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Introduction
Motor skills are an important part of our existence ashuman beings. Therefore, the focus of ourpresentation is to look at how individuals developand perform motor skills by applying the principles of
motor learning.
Motor Learning is a set of cognitive processesassociated with practice, training, or experience that
results in relatively permanent changes in motorbehavior
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Classifying Skills
Skills Can Be Classified By Task
Discrete Skill: a skill that has a well
defined beginning and end.
Serial Skill:
Characterized by severaldiscrete skills connected in asequence, whereby order isoften crucial
Continuous Skill:
A skill that has noidentifiable beginning orend and can often berepetitive.
Skills Can Also Be Classified ByCognitive and Motor Elements
Motor Skill:
A skill determined by the quality
of a performers movements
Cognitive Skill:
A skill for which the primarydeterminant of success is thequality of the performersdecisions regarding what to do.
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Classifying Skills cont
Open Skill: A skill performed in an environment that is
unpredictable or in motion that requires
individuals to adapt their movements inresponse to dynamic properties of theenvironment.
Closed Skill: A skill performed in an environment that is
predictable or stationary and that allowsindividuals to plan their movements in advance.
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Theories of Motor Learning
Fitts and Posner (1967):
Cognitive Stage: Trial and error, directs attention
to movements
Associative: reduces amount of cognitive activity
involved, improvement in success and consistency
Autonomous: Skill is becoming automatic, little
cognitive attention
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Theories of Motor Learning
Gentiles Model
Initial Stage:
develop a movement coordination pattern for successful
performance,
learn to discriminate regulatory and non-regulatory conditions
Later Stages:
Adapt movement patterns to specific demands of any
performance situation
Perform skill with economy of effort
Closed skills require fixation and open skills require diversification
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Goal Setting
Individuals should have an input in the goal-setting
process.
Goal setting guides the progress of therapy.
Goals should be specific, measurable, attainable,realistic and time oriented.
Three types of goal should be set; performance
goals, process goals and outcome goals.
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Motor Learning Vs.Motor Performance
Motor Performance: Observable attempt voluntary action.
Level of performance is susceptible to
fluctuation in temporary factors such as
motivation, arousal, fatigue, and physicalcondition
Motor Learning:
Changes in internal processes that determine an
individuals capability of producing a motor task.
The level of motor learning improves with
practice and is often inferred by observing
relatively stable levels of motor performance.
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Individual Characteristics that Affect MotorLearning
Abilities
Attitudes
Motivational level Previous social experiences
Prior movement experiences
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Performance Characteristics of Skill
Learning
Improvement
Consistency
Stability
Persistence
Adaptability
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Presenting a Skill
Demonstration:
Very little research
Modeling: Use of demo to convey informationabout how to perform a skill, same as
observational learning
Beneficial when the skill being learned requiresthe acquisition of a new pattern of coordination
Demonstrator needs to perform skill correctly
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Demonstration Contd
Observing unskilled demonstrators can be
useful if learner is unaware they are unskilled
Useful only if model and demonstrator are
both beginners
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How frequently should youdemonstrate a skill?
Should be demonstrated before beginnerattempts skill
During early part of learning, skill should bedemonstrated as often as necessary
As skill progresses, learner should not need
demonstration as frequently
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Cognitive Mediation Theory
Explains benefit of a demonstration
Learner observes skilled model
Learner translates the observed movement
information into cognitive code
Learner stores cognitive codes in memory and
uses them when they perform the skill
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Verbal Instructions and Cues
Evidence supports this method of instruction
Must consider that learner has limited
attention capacity
Beginner may have difficulty paying attention
to more than 1 or 2 instructions at a time
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Verbal Instructions Contd
Direct learners focus to features of skill or
environment that will enhance performance
Performance of open skills requires direction of
attention to aspects of the environment that willhelp learner
Learners frequently attend to environmental cues
without conscious awareness
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Verbal Cues
Verbal instructions may be too short or too
long
They may provide too much or too little
information
May not provide learner with information
they need to perform the skill
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Verbal Cues
Short concise phrases
Direct attention to information relevant to
performing skills
Prompt key movement-pattern elements of
performing skills
Cues are effective in facilitating learning new
skills as well as performing well-learned skills
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When to give verbal instruction
Verbal cues can be given at the same time as a
demonstration
Can be given to help learners focus on critical
parts of skills
Learners can also use verbal cues themselves
when performing a skill
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How do you practice a skill?
Whole vs. part
Mass vs. Distributed practice
Speed/accuracy tradeoff
Transfer positive and negative
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Whole vs. Part
Low in complexity and high in organization
(i.e. whole practice)
Eg. Buttoning a button, throwing a dart
High in complexity and low in organization
(i.e. part practice)
Eg. Serving a tennis ball, reaching for, grasping and
drinking from a cup, driving a stick shift
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Practicing Parts of a Skill
Wightman and Lintern (1985) classified three
part-task strategies
Fractionization
Segmentation
Simplification
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Speed/Accuracy Trade-off
Characteristic of motor skill performance in
which the speed at which the skill is
performed is influenced by movement
accuracy demands
When the person emphasizes speed, accuracy
is reduced
When the person emphasizes accuracy, speed
is reduced
Motor Learning and Control Text
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Practice Mass vs Distributed
Massed practice a practice schedule in which the amount of rest
between practice sessions or trials is very short
Distributed practice
a practice schedule in which the amount of restbetween practice sessions or trials is relativelylong
Baddely and Longman (1978) Postal Workers on a mail-sorting machine
Shea et al. (2000) continuous dynamic balance tasks anddiscrete key-press timing
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Transfer of Learning
the influence of having previouslypracticed or performed a skill or skills on
the learning of a new skill
Positive transfer: beneficial effect of previousexperience on the learning or performing of anew skill, or on the performance of a skill in anew context
Negative transfer: negative effect of priorexperience on the performance of a skill so that
a person performs the skill less well than he orshe would have without prior experience
Bilateral transfer: transfer of learning thatoccurs between limbs
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Why does transfer occur?
Positive: 2 prominent hypotheses
Transfer occurs because the components of the skillsand/or the context is the same
Transfer occurs because of similarities between the
amounts and types of learning processes required Similarity of cognitive processes required
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Why does transfer occur?
Negative: an old stimulus requires a new butsimilar response
Environmental context characteristics of two
performance situations are similar but themovement characteristics are different
Change in spatial locations of a movement ie drive a cardifferent than your own
Change in the timing structure of the movement iedance
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Clinical Implications
Determine method based on skill complexity
ie whole vs part
Distribute therapy sessions, encourage practicesessions throughout the day and week, discouragemass practice before a therapy session
Demonstrate the skill several times before yourclient attempts
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Clinical Implications Contd
Verbal instructions should be short, and the skill
broken down
Use verbal cues that are short, direct attention and
prompt key components Encourage transfer of skills by mixing it up!
Practice with unimpaired limb during initial training
especially right after surgery
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Food For Thought
An occupational therapist is frustrated and confused.Her job is to oversee therapy for a number of strokepatients, who are trying to recover their functionalabilities. The therapist wants to provide as much
assistance as possible, but given the number ofpatients she must work with and working in an acutesetting, she is unable to provide a lot of feedback toany particular individual. As a result, the therapistspatients must spend most of the time practicing on
their own.
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Feedback
Questions We Need to Consider How and when should an occupational therapist provide feedback for
patients?
What kinds of information should be conveyed to them about their
performance?
Should the therapist attempt to provide feedback about more thenone aspect of a patients movement at a time?
When assisting a particular individual, should the therapist give
feedback after each performance attempt or wait until after theperson makes several attempts before providing feedback?
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Knowledge of Results
It is extrinsic, verbal information that tells learnersabout the success of their actions with respect to theintended goal.
This form of feedback is often a repetition of intrinsicfeedback.
Extrinsic feedback is essential when a persons
intrinsic feedback sources are diminished ordistorted, as in the case of some patients who sufferfrom neurological impairments.
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Knowledge of Performance
It provides performers with information about
the pattern of their movement.
It focuses on the quality of the produced
movement.
*Very important for every day tasks
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Benefits of Feedback
1. Provides Motivation for Clients
2. It provides reinforcement for an action
3. Information for learnersso that they may perform
an action more effectively.
*BUT.It can createdependency in the client.
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WHEN DO WE
PROVIDE FEEDBACK ?
Whether to provide feedback at all?
What information do we provide?
How much information is necessary?
How precise should that information be?
How often should we provide feedback?
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Whether to provide feedback at all?
Clients can pick up many forms of sensory information.
There is a hierarchy of intrinsic information that an individualmust be aware of to produce an effective movement,therefore it is important when providing instructionalfeedback that we ensure that the individual becomes in tunewith that information.
Also, important to look at what the individual must learnbefore they decide whether or not to provide feedback.
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What information do we provide?
Program feedback: This is error information about the fundamental movement pattern.
Parameter feedback-
This form of feedback provides a person with error information about theparameter values (e.g. amplitude, speed, force).
Visual feedback:
Videos can also be used to give a person visual feedback as opposed toverbal.
Descriptive feedback-
It describes the errors an individual makes during the performance of askill.
Prescriptive feedback-
This form of feedback describes errors made during the performance of askill and suggests something the learner might do to correct it.
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How much information is necessary?
Summary feedback:
It is given after a series of performance attempts that provides thelearner with information about each of the attempts in the series. Thenumber of performance attempts a practitioner should summarize in afeedback statement depends on the complexity of the task.
Average feedback: Feedback that is given after a series of practice attempts that provides
learners with information about their average performance in theseries.
*Both of these methods are a good way to block dependency on
feedback
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How precise should that information be?
Early in practice, errors are so large that precise information
about the size of the error does not matter, but with time
more precise feedback is better as the individual progresses in
treatment.
Bandwidth feedback:
The instructor will only provide feedback when an
individual
s movement falls outside an acceptable rangeof correctness or bandwidth.
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How often should we provide feedback?
Absolute feedback frequency: The total number of feedback presentations given for a series of performance
attempts
Relative feedback frequency:
The proportion of performance attempts for which feedback is given; equal to
absolute feedback frequency divided by the number of performance attemptsand multiplied by 100.
Faded feedback: An approach that uses a schedule for providing extrinsic feedback in which
relative frequency of feedback is high during initial performance attempts and
it diminishes during later learning. Feedback can be adjusted to theproficiency rate and improvement of each learner.
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Stroke and Motor Learning
Stroke is the most important single cause of
disability of people living in their homes
An important goal in management of stroke is
rehabilitation
Rehabilitation should start within 48 hours if
client is medically stable
What is effective rehabilitation?
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Stroke and Motor Learning
Need to teach clients how to perform tasks
using spared motor functions
Client will most likely have to learn how to
perform the task differently then they
performed it pre-stroke
Role of motor learning in stroke rehab has not
been extensively studied
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Stroke Literature Hanlon
Retention and transference varies as a
function of training style or practice schedule
If retention is goal, it is important to teach
distributed practice (Intersperse activity with
other tasks)
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Blocked v. Random Trials Hanlon
Blocked Practice: AAABBBCCC Low contextual interference
Random Practice: ABACCBACB High contextual interference
Random practice is more effective becauseof the effort required to distinguish betweenthe performance requirements of severaltasks during acquisition
Blocked practice allows client to use thesame solution on each trial without havingto generate it on each trial
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Sabari Motor Learning Intervention for Hemiplegia
Important to teach motor programs in meaningful
contexts so that transference is more likely
Clients need opportunity to practice skills in various
regulatory conditions so they can develop motorschema that versatile to meet daily situations
Differences in cognitive style require individualized
motor training to develop effective encoding
strategies
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Sabari Contd
Problems encountered in adults with hemiplegia:
Ineffective or absent motor programs
Impaired motor memory
Impaired feedback mechanisms Impaired feed-forward mechanisms
Goal of programs are to teach individuals to develop
problem solving strategies rather than develop
specific motor skills
J M t L i
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Jarus Motor Learning
and OT
Knowledge of effects of changing the order ofpresentation of different motor tasks can be used tofacilitate retention and transfer of motor skills
Important for planning OT treatment, we do notwant the most effective performance, we want tomaximize transference and retention
Need to increase the difficulty of learning context -most transferable to everyday situations
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Case: Mr. Taylor
50 year old male, right side dominant
Experienced left hemisphere stroke October2004
Affected: speech (expressive aphasia)
paralysis of right arm
memory number of other elements
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Questions
Aphasia affected his speech and also his
writing, however he initially started writing
again with his left handthis would help with
what concept discussed earlier?
As Gord regained movement of his right side,
how could we as OTs help him to re-learn to
write?
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References
Baddeley, A. D., & Longman, D. J. A. (1978). The influence oflength and frequency training session on the rate of learningto type. Ergonomics, 21, 627-635.
Magill, R. A. (2001). Motor Learning and Control: Concepts
and application, 7th
ed. Toronto, Ontario: McGraw and Hill. Shea, Lai, Black, & Park. (2000). Spacing practice sessions
across days benefit the learning of motor skills. Human MotorScience, 19, 737-760.
Wightman, D. C. & Lintern, G. (1985) Part-task training
strategies for tracking and manual control. Human Factors,27, 267-283.
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References
Carr, J. & Shepherd, R. (2003). Stroke rehabilitation: Guidelines for exercise andtraining to optimize motor skill. China: Butterworth Heinemann.
Hanlon, R. E. (1996). Motor learning following unilateral stroke. Archives ofPhysical Medicine and Rehabilitation, 77, 811-815
Jarus, T. (1994). Motor learning and occupational therapy: The organization ofpractice. The American Journal of Occupational Therapy, 48, 9, 810-815.
Marley, T. L., Ezekiel, H. J., Lehto, N. K., Wishart, L. R., & Lee, T. D. (2000).Application of motor learning principles: The physiotherapy client as a problem-solver. Physiotherapy Canada, 315-320.
Schmidt, R. A. & Wrisberg, C. A. (2000). Motor learning and performance: Aproblem-based learning approach. United States of America: Human Kinetics.
Shapero Sabari, J. (1991). Motor learning concepts applied to activity-basedintervention with adults with hemiplegia. The American Journal of Occupational
Therapy, 45, 6, 523-530.