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Motor Aspects of Lateralization
Published in Robert Miller, Axonal Conduction Time and Human Cerebral Laterality, 2019
In such motor learning, acquisition of control amounts to acquiring a set of relationships between each motor program and its consequences. The motor act thus becomes an intention, and the consequences become fulfilment of the intention. In the more obvious sense, this could refer to the consequences produced on an object in the outer environment by a motor act. However, more fundamentally, and at an earlier stage of an animal’s or child’s development, exactly the same processes presumably apply to producing consequences on the organism’s own limbs. In terms of motor control theory it matters little whether one refers to control over an arm or a leg, or over a tennis racket or a hockey stick. The only major difference is that, in the case of acquiring control over one’s limbs, the results about which one gains knowledge (in order to mediate the learning) will be visual or direct kinesthetic information about the limb, rather than visual information or indirect kinesthetic information about the object one is holding.
Teaching motor skills
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
For example, running may require variations such as a jog, fast run, up or downhill, or maneuvering around objects. Overall, the patterns are consistent, but they may require variations such as changing stride length and width or temporal variations that may change velocity or timing. The more engrained the motor program is within the nervous system, the greater the flexibility and atomicity one sees when a movement is performed under varying environmental situations. This theory translates well to a number of pedagogical techniques such as practice scheduling and appropriate application of feedback principles.
Theories of control
Published in Andrea Utley, Motor Control, Learning and Development, 2018
Taking a hierarchical stance, movements are stored in memory as plans or motor programs for movement. It was Keele (1968, p. 387) who defined a motor program as ‘a set of muscle commands that are structured before a movement sequence begins’. However, the idea of a motor program being stored for every movement obviously has storage problems. The work of Keele stimulated a mass of research in this area and a broadening of the definition that took into account sensory feedback and was better able to account for how we were able to store movement memory. The work of Schmidt led to the term generalized motor program (GMP), which indicated that we store families of movements rather than individual programs. It must be remembered that theories of learning and theories of control are closely related, and a full review of the generalized motor program can be found in Chapter 8. The generalized motor program is more adaptable than the motor program, and it better explains the control of movement in a more varied and dynamic environment. It also explains how we are able to produce a wide variety of similar movements without the issues of storage. It also better explains motor equivalence and how we are able to produce novel movements.
Investigation of the effects of physical education activities on motor skills and quality of life in children with intellectual disability
Published in International Journal of Developmental Disabilities, 2023
As a result of the activity program, an improvement was found in the fine motor skill performances of the children in the experimental group. There was no improvement in the fine motor performance of the control group. Ashori et al. (2018) stated that a motor therapy program designed according to the SPARK motor program, which combines games and sports studies, improved fine motor skills. Moghadasi et al. (2020) applied the SPARK program for trainable children with ID. At the end of the study, fine motor skills of boys with ID between the ages of 7-9 developed. However, Baghande et al. (2019) stated that the practice of a 24-hour lesson activity including cognitive and motor exercise programs was not effective on fine motor skills. This shows that activities involving games are more effective for children with ID. The fact that there are educational games in the activities in the program used in this study and the effectiveness of studies in which the game content SPARK program was applied in terms of the development of motor skills supports this result. Lotfi et al. (2018) conducted a study about the effects of body percussion rhythmic exercises for 12 weeks on motor skills among children with ID aged 8-12, and found that there were significant improvements in fine motor skills variables.
Narrowing the physiotherapy knowledge-practice gap: faculty training beyond the health sciences
Published in Physiotherapy Theory and Practice, 2023
Sarah M. Schwab, Valéria Andrade, Tarcísio Santos Moreira, James T. Cavanaugh, Daniela V. Vaz, Paula L. Silva
Connecting theory to practice is essential for physiotherapist education (Kurunsaari, Tynjälä, and Piirainen, 2021). Thus, best practice requires both evidence-based and theory-based practice (Vaz et al., 2017). Physiotherapy education programs teach motor control theory; however, the theory traditionally taught is often constrained by the mechanical view. This approach assumes that motor patterns, both functional and dysfunctional, are consequences of motor plans stored within the individual (i.e. motor programs and internal models). For instance, in cerebral palsy (CP), it is widely assumed that grip impairments are related to the formation of an indistinct internal representation or inability to properly execute a motor program secondary to the brain lesion within the individual (Eliasson, Gordon, and Forssberg, 1992). This approach looks for “normal” or “correct” movement, disregarding context or task constraints. Behavioral flexibility is discouraged, and a successful movement pattern is one in which the correct movement is executed under a narrow set of conditions (Cavanaugh, Kelty-Stephen, and Stergiou, 2017).
Clinical applications of exercise in Parkinson’s disease: what we need to know?
Published in Expert Review of Neurotherapeutics, 2022
Sergio Machado, Diogo Teixeira, Diogo Monteiro, Claudio Imperatori, Eric Murillo-Rodriguez, Fernanda Pereira da Silva Rocha, Tetsuya Yamamoto, Sandra Amatriain-Fernández, Henning Budde, Mauro Giovanni Carta, Leonardo Caixeta, Alberto Souza de Sá Filho
And so far, there are still no answers to this issue, as well as being more complicated by the fact that dopaminergic medication can improve related processes and involved in sequential motor learning but may interfere with cognition-related processes. It is important to emphasize that motor learning is strongly influenced by the striatum, due to its involvement in the consolidation and automation of the task performed. Evidence [39] show that in PD the learning of simple or complex movements, such as dual task, is preserved, although when compared to normal individuals, learning and performance rates are reduced. The learning ability of individuals with PD is greatly influenced by the use of increased feedback, which leads to reduced performance with the removal of tips or changes in environmental conditions. Otherwise, consolidation and retention are factors significantly impaired in individuals with PD [40], which was demonstrated in the RESCUE study [41] where patients with PD had limited retention and learning transfer capacity. But transfer effects are enhanced when external stimuli are added to the central representation of the motor program. For the best results to be achieved in the rehabilitation of individuals with PD, a series of variables related to the practice must be carried out, such as intensity, frequency, duration, specificity and complexity.