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Dysarthria
Published in Margaret Walshe, Nick Miller, Clinical Cases in Dysarthria, 2021
Aside from issues above of how to manipulate voice–speech parameters, there are further factors that guide intervention, whatever the specific approach. Motor learning is one of these factors. This refers to the (re)acquisition, maintenance and generalisation of motor skills – typing, manipulating a joystick, dancing, skiing, playing the cello, pronunciation or whatever.
Motor development and postural control
Published in Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize, Developmental and Adapted Physical Education, 2019
Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize
Given that movement consistency and constancy are mainstays of future motor skills, what can educators do to promote this in children with atypical motor development? At various points throughout this book, you will find that we have stressed the importance of ‘experience’ or ‘practice’ in improving an individual’s motor behavior. Practice, and those motor learning principles which affect best-practice conditions, appear to be critical in all of motor development no matter what skills and abilities the child brings to the setting. A perusal of the motor learning literature strongly supports that the basic, most tenable way to improve learning and performance is the amount of appropriate practice, which is one of the essential variables that influences motor outcomes. Although it seems so intuitive that one needs to practice skills in order to learn skills, the manner in which one practices is an essential factor in the intervention process. It, therefore, becomes important to understand how practice sessions are to be delivered and organized. A number of these key organizational components of practice have been studied in great detail and include but are not limited to (1) amount of practice, (2) distribution/scheduling of practice, (3) whole-versus-part practice, (4) amount and types of feedback used during practice, and (5) specificity versus variability of practice (Magill & Anderson, 2017). These concepts will be discussed further in Chapter 22: Teaching Motor Skills.
What is motor control?
Published in Andrea Utley, Motor Control, Learning and Development, 2018
Motor learning is an area that has received a mass of attention from a range of researchers who are interested in examining how we learn and retain movement skills. Learning is defined as a change in a person’s capability to perform a skill. Wolpert et al. (2001) state that learning involves a change in behavior that occurs as a result of interaction with the environment that is distinct from maturation. It must be remembered that this is inferred from a relatively permanent improvement in performance as a result of practice or experience. Two terms that should not be confused are learning and performance (see Chapter 2). Performance is observable; you can see a footballer take a penalty or watch a climber tackle a rock face. Learning, however, cannot be directly observed and can only be inferred from the nature of the movement produced (Figure 1.2).
Are they really motor learning therapies? A scoping review of evidence-based, task-focused models of upper limb therapy for children with unilateral cerebral palsy
Published in Disability and Rehabilitation, 2023
Atefeh Taghizadeh, Kate E. Webster, Anoo Bhopti, Leeanne Carey, Brian Hoare
Despite a comprehensive search strategy, using several synonyms for each concept, our search strategy may not have captured all relevant studies. To minimise this risk, we widened our search to a large number of databases and also hand-searched the reference lists of included studies. ML theory and its application is a complex area. Much of the data extracted was qualitative and although we used a comprehensive standardised data extraction form, the nature of such data may be prone to biases that are influenced by the reviewers’ perspective. The lack of detailed descriptions, within a large body of literature, made the data extraction and rating process complex and difficult. It also limited our ability to document theory and strategies used in current models of practice. To manage this issue, we developed standardised processes and carefully tabulated the information for synthesis. We acknowledge the large number of motor learning strategies defined in this review. This highlights the complexity of motor learning. The expectation was not that each therapy protocol should implement each of the 68 strategies. The process of defining each strategy and documenting how these are applied across existing evidence-based therapy approaches, is viewed as an important first step in the identification of similarities and differences between approaches.
Impaired sit-to-stand is perceived by caregivers to affect mobility and self-care in children with cerebral palsy who had moderate to severe mobility limitations: A mixed methods analysis
Published in Developmental Neurorehabilitation, 2023
Sirawee Chaovalit, Karen J Dodd, Nicholas F Taylor
According to the principles of motor learning and task specific training, being able to efficiently and safely sit-to-stand might be viewed as an important precursor skill. That is, being able to sit-to-stand is an ‘essential movement’ l to accomplish some independent mobility and self-care tasks.6–8 An important goal of motor learning is to ensure that a learnt skill has been transferred.9 Skills may be transferred between actions that share similar biomechanical characteristics. So, in the case of improving the ability to sit-to stand, improvements may occur not only the ability to sit-to-stand, but also in other self-care and transfer tasks that involve an initial horizontal momentum as body weight is shifted forward over the feet with flexion at hips followed by extension and maintenance of balance in standing.10
Female Athletes Exhibit Greater Trial-to-Trial Coordination Variability When Provided with Instructions Promoting an External Focus
Published in Journal of Motor Behavior, 2022
Lindsey Waite, Molly Stewart, Kanikkai Steni Balan Sackiriyas, Jithmie Jayawickrema, Thomas Gus Almonroeder
The greater trial-to-trial variability for the external focus condition could help to explain why previous studies have found that adopting an external focus tends to result in greater retention, transfer, and movement automaticity (vs. adopting an internal focus) (e.g. Benjaminse et al., 2018; Kal et al., 2013; Welling et al., 2016; Widenhoefer et al., 2019), which reflects superior motor learning. Emerging evidence suggests that variability in performance may be an important precursor to optimize motor learning (e.g. Orangi et al., 2021), as it potentially allows the performer a means of subconsciously exploring different potential motor control strategies (i.e. ‘explore the motor space’) and facilitates more persistent and robust motor adaptations (Dhawale et al., 2017). Achieving these types of persistent/robust adaptations is particularly important in the context of movement re-training in sport, since it is critical that changes in movement performance achieved during training translate to maneuvers performed during competition (Benjaminse & Otten, 2011). Otherwise, it is unlikely that training will result in any meaningful change in injury risk.