Motor Learning Principles
- inquire about patients goals and general understanding of therapeutic exercise in rehabilitation
- Assess for patient fears and/or concerns regarding exercise and exercise programming
- choose an environment which is free of distractions
- demonstrate correct and variant forms of movement to create a context for correct technique and common errors
What are the basic principles of motor skills?
1. PRINCIPLE OF INTEREST. a student's attitude toward learning a skill determines for the most part the amount and kind of learning that takes place. 2. Principle of Practice. practicing the motor skill correctly is essential for learning to take place.
Can principles of motor learning be incorporated into treatment for speech disorders?
Specific attention is paid to how these principles may be incorporated into treatment for motor speech disorders. Evidence from nonspeech motor learning suggests that various principles may interact with each other and differentially affect diverse aspects of movements.
What is motor learning and why is it important?
Motor learning is the process of learning movements by practicing those movements. When treating apraxia, dysarthria, and other motor speech disorders, a common goal for speech-language pathologists is to facilitate motor learning. You’re helping the patient learn new movements.
What are the three phases of motor learning?
According to consolidated theories, motor learning consists of three main phases: cognitive, associative and autonomous ( Marinelli et al., 2017 ).
What are the principles of motor learning and control?
Motor Control Theories include the production of reflexive, automatic, adaptive, and voluntary movements and the performance of efficient, coordinated, goal-directed movement patterns which involve multiple body systems (input, output, and central processing) and multiple levels within the nervous system.
What are the principles of motor learning SLP?
Principles of Motor Learning as they pertain to speech therapy apply to two broad categories of intervention: Practice Conditions and Feedback Conditions. Practice Conditions in a nutshell are what the patient/client does, Feedback Conditions are what the therapist/communication partner does.
What are the types of motor learning?
According to consolidated theories, motor learning consists of three main phases: cognitive, associative and autonomous (Marinelli et al., 2017).
What is a motor learning concept?
Motor learning is a subdiscipline of motor behavior that examines how people acquire motor skills. Motor learning is a relatively permanent change in the ability to execute a motor skill as a result of practice or experience.
Why are principles of motor learning important?
practicing the motor skill correctly is essential for learning to take place. in general short periods of intense practice will result in more learning than longer, massed practice sessions. a student's ability to perform one motor skill effectively is independent of his/her ability to perform other motor skills.
What is the motor learning approach in speech therapy?
Motor learning principles are incorporated by providing a large number of practice trials (ideally, 100 or more total trials) per session [10,11,25,75], by using a random practice schedule with variable practice of complex targets, and by reduced use of feedback.
What are the five characteristics of motor learning?
Identify five general performance characteristics typically observable as motor skill learning occurs. Improvement, consistency, stability, persistance, adaptability, reduction of attention demand. -Performance of the skill shows improvement over a period of time.
What are the 3 stages of motor learning?
In a book entitled Human Performance, the well-known psychologists proposed three stages of learning motor skills: a cognitive phase, an associative phase, and an autonomous phase. In the first stage, movements are slow, inconsistent, and inefficient, and large parts of the movement are controlled consciously.
What are the factors affecting motor learning?
Specifically, the review focuses on four factors that have been shown to enhance the learning of motor skills: observational practice; the learner's focus of attention; feedback, and self-controlled practice.
What are motor skills examples?
Examples of gross motor skills include sitting, crawling, running, jumping, throwing a ball, and climbing stairs. Even the first time a baby lifts his head is an example of a gross motor skill. There are lots of fun and simple activities you can do with your child to help develop gross motor skills.
What are the 6 motor skills?
The six components of motor skills related to fitness are agility, balance, coordination, power, reaction time and speed, according to Glencoe/McGraw-Hill Education. A motor skill is associated with muscle activity.
What is dynamic temporal and tactile cueing?
DTTC is a treatment method designed specifically for children with severe CAS. Prerequisites for the use of DTTC include the ability to focus attention to the clinician's face for at least a minutes at a time (this is easily increased with reinforcement and success) and the ability to at least attempt direct imitation.
What is blocked practice in sport?
This is called blocked practice, in which all the trials of a given task (for that day) are completed before moving on to the next task. Blocked practice is typical of some drills in which a skill is repeated over and over, with minimal interruption by other activities.
What is the difference between knowledge of results and knowledge of performance?
Knowledge of results focuses on the end of the performance, for example, the performer's score, time or position. It is sometimes called terminal feedback. Knowledge of performance focuses on how well the athlete performed, not the end result.
What is random practice?
Here is a definition of random practice. A practice schedule in which various discrete or serial skills that are required for performance in the sport are practised in random order, and where the learner does not practise the same task on two consecutive attempts.(Source)
What are the principles of motor learning?
These principles were derived from studies that involved nonspeech motor tasks, most with intact motor systems. It is hypothesized that these principles can be applied to support disordered motor speech systems.
What is mass practice?
Mass Practice = minimal time between trials or sessions. Between sessions might look like sessions schedule on Monday, Tuesday, and Wednesday. Within-session mass practice would entail working on a target multiple times with minimal time between trials.
Purpose
There has been renewed interest on the part of speech-language pathologists to understand how the motor system learns and determine whether principles of motor learning, derived from studies of nonspeech motor skills, apply to treatment of motor speech disorders.
Method
This tutorial critically reviews various principles in the context of nonspeech motor learning by reviewing selected literature from the major journals in motor learning. The potential application of these principles to speech motor learning is then discussed by reviewing relevant literature on treatment of speech disorders.
Conclusions
Evidence from nonspeech motor learning suggests that various principles may interact with each other and differentially affect diverse aspects of movements.
Why are taxonomies used in motor learning?
In motor learning, taxonomies are used to help distinguish levels of complexity between movement-based activities. Closed environments are less complex than open environments. Closed environments are static: objects, people and surfaces do not move. Open environments are dynamic: objects, people and surfaces can move and change between episodes.
What is the purpose of demonstrating correct and variant forms of movement?
demonstrate correct and variant forms of movement to create a context for correct technique and common errors
How to test your knowledge of effective instructional strategies for therapeutic exercise?
Test your knowledge of effective instructional strategies for therapeutic exercise by matching the strategy with the most likely stage of motor learning
How does motor learning help us?
Motor learning allows us to develop new skills, such as mastering a tennis serve, and also ensures the accuracy of simpler reflex behaviors. One such example is the vestibulo-ocular reflex (VOR), which functions to stabilize images on the retina. The VOR displays impressive adaptation to changes in environmental requirements, such as those imposed by wearing a new pair of eyeglasses. The VOR neural circuitry is relatively simple, making it an excellent model system to link adaptive modification of circuit function to motor behavior. This chapter reviews behavioral, electrophysiological, and lesion studies that have advanced our understanding of VOR motor learning.
What are the phases of motor learning?
According to consolidated theories, motor learning consists of three main phases: cognitive, associative and autonomous ( Marinelli et al., 2017 ). In the first phase, the subject needs to receive instructions about how to perform a movement and continuously integrates online feedbacks provided by an instructor; it is a declarative process in which errors and high variability of the performance are allowed. The duration of this phase depends on the complexity of the task and commonly a high attentional demand is required. The second phase consists of consolidation of the motor performance: the subject is more confident with the movement and the practice becomes more accurate, refined and less error-prone. Finally, in the third phase, after long time practicing, the task is learnt and becomes almost automatic: the performance is faster, precise and fluid and little attentional resources are needed to control movements. At this point also simultaneous activities may be engaged (dual-task) ( Marinelli et al., 2017; Nieuwboer et al., 2009 ). Different brain activity patterns usually characterize motor learning phases: in the early phase frontal and parietal areas are overactive because of the high attentional request ( Marinelli et al., 2017 ); then, automatism is associated with an optimized activity of cortical and subcortical motor areas and lesser reliance on attention-executive networks ( Cacciola et al., 2017; Nakahara, Doya, & Hikosaka, 2001 ).
How does practice influence learning?
Practice is recognized as the single most important variable influencing learning with large improvements early and smaller improvements later ( Schmidt & Lee 2005, Shumway-Cook & Woollacott 2007 ). While synaptic connections are strengthened through experience and repetition ( Spitzer 1999 ), success during exercise enhances learning necessitating exercises chosen are ones that can be successfully achieved with good kinematic control and no symptom aggravation. Successful exercise performance in one position is progressed to other positions or activities, leading to improved and more generalized learning. The basic premise is that with practice, people develop rules about their motor behaviour, not individual movements, and these rules are more effectively learned for use in other, even novel tasks, if the experience is varied rather than constant.
What is the role of the cerebellum in learning?
It would be an oversimplification to say that only one part of the brain is involved with any task; it is more likely that a network is functional. However, it is possible to identify some aspects where particular structures play a major role. The cerebellum takes the principal part in adaptation learning . In skill learning, however, the cerebellar role is smaller, and cortical structures, including the motor cortex, are important. Skill learning has many facets and likely engages large portions of the brain. To the extent that sequencing is important, the cerebellum appears to have an important role.
Why are motor skills altered in PD?
Motor learning processes are altered since the early phases of PD because of the early basal ganglia alteration. Because of the striato-cortical network failure, PD patients show difficulties in consolidation and automatization and usually exhibit a continuous over reliance on cognitive areas activation, i.e., the fronto-parietal and occipital networks ( Muslimovic, Schmand, Speelman, & de Haan, 2007; Stephan, Meier, Zaugg, & Kaelin-Lang, 2011 ). Few studies also suggest that cerebellum and hippocampus initially play a compensatory role for maintaining motor and non-motor functions, but the compensatory effect fails with the disease progression and sequence learning capacity continues to deteriorate over time ( Carbon, Reetz, Ghilardi, Dhawan, & Eidelberg, 2010; Wu & Hallett, 2013 ). The possibility to acquire new motor skills is partially preserved in the early stages of the disease, but the chance to retain new skills information over time is progressively reduced in later stages of PD ( Doyon et al., 1997; Muslimovic, Post, Speelman, & Schmand, 2007; Wu & Hallett, 2008 ).
What is motor memory?
Motor learning and the formation of motor memories can be defined as an improvement of motor skills through practice, which are associated with long-lasting neuronal changes. They rely primarily on the primary motor cortex, premotor and supplementary motor cortices, cerebellum, thalamus, and striatal areas (Karni et al., 1998; Muellbacher et al., 2002; Seidler et al., 2002; Ungerleider et al., 2002 ). As learned from patients with apraxia, the parietal cortex is furthermore implicated in accessing long-term stored motor skills and contributes to visuospatial processing during motor learning ( Halsband and Lange, 2006 ). Frontoparietal networks may become important after learning has been established, and play key roles in consolidation and storage of skill ( Wheaton and Hallett, 2007 ).
How does learning to play a song on the piano work?
For example, learning to play a song on the piano initially takes a lot of thought and practise before the task is automatic and executed skilfully. This process involves both sensory feedback and motor systems and is integral in motor task learning.
What is random practice?
Random practice refers to a practice schedule in whichdifferent movements (i.e., GMPs) are produced on succes-sive trials, and where the target for the upcoming trial isnot predictable to the learner (e.g., for targets A, B, and C,
What is constant practice?
Constant practice refers to practice on only one variant( parameterization) of a movement (GMP), whereas var-iable practice targets more than one variant of a given move-ment (e.g., practicing a golf swing over varying distancesfrom the hole). Experience with a wide range of movementoutcomes, initial states, and sensory consequences for aparticular GMP should result in a more reliable schema, be-cause practice variability highlights the relations among thesetypes of information for variations of a given task (Schmidt& Bjork, 1992). In turn, a more reliable schema should facil-itate transfer to other movements of the same general class,but not to movements that require a different GMP.Nonspeech. The benefit of variable over constant practicehas been confirmed for a variety of tasks (e.g., Lee, Magill,& Weeks, 1985; Wulf & Schmidt, 1997; see Van Rossum,1990, for a review). However, some research suggests thatthe benefits of variable practice differ across populationsand tasks, and may interact with other principles of motorlearning (Lee et al., 1985; Shapiro & Schmidt, 1982).For example, the effects of variable practice may be morerobust for children, who are less motorically experiencedor skilled than adults (Chamberlin & Lee, 1993; Shapiro &Schmidt, 1982; but see Van Rossum, 1990).
What is feedback timing?
Feedback timing refers to when feedback is providedrelative to the performance of the task. Feedback is typicallygiven after the completion of a movement (sometimes called“terminal”feedback) but can be provided simultaneously(“concurrent”feedback).
