Theories of motor learning
Andrea Utley in Motor Control, Learning and Development, 2018
Any individual involved in sport, physical education or rehabilitation should have a solid understanding of theories of motor learning and stages of learning and be able to assess this process. Motor learning is concerned with understanding the relatively permanent changes in the capability to produce skilled action that is acquired with practice, or as a result of experience. The concept of motor learning is often regarded as a set of internal processes that is associated with practice and experience (Cano-de-la-Cuerda et al. 2015). When watching a game of soccer, you have to wonder how premier league players are capable of dribbling the ball down the field and then passing the ball with such precision, all without paying very little direct attention to the mechanics of their performance. Their movements are in stark contrast to those of the novice who watches their feet in order to keep control of the ball and has difficulty performing the fundamental kicking skills needed to deliver the ball to their teammates. The actions of a novice usually require a considerable amount of physical and mental effort as they attempt to discover a solution to the movement problem. In this chapter, we will consider motor learning by first considering theories of motor learning and then we will address stages of learning that account for the progression from novice to expert. In addition, this chapter will also examine motor memory, which is a fundamental component of learning.
Management of residual physical deficits
Mark J. Ashley, David A. Hovda in Traumatic Brain Injury, 2017
Theories and frameworks guide the clinician to use correct interventions to remediate deficits. Dynamic systems theory is a broad motor control theory that acknowledges mobility as an emergent property as the neuromuscular system and the environment interact.116,117 Motor control theory is a useful framework that clinicians use to remediate deficits. Motor learning is understood as a sequential process that includes acquisition (initial performance of a new task), retention (attaining the skill following a brief or extended delay), and transfer of skills (use skills to complete a similar but different task).118 This framework reveals limitations with compensatory strategies because a skill has not been attained or retained. Generalization of skills to new tasks using compensatory strategies may limit further recovery and independence. In addition, skill generalization to new tasks cannot be expected with an abbreviated or inadequate dose of treatment, and skill retention during extended delays is not achieved.
Activity-Focused Motor Interventions for Children with Neurological Conditions
Robert J. Palisano in Movement Sciences: Transfer of Knowledge into Pediatric Therapy Practice, 2012
Basically, motor learning involves a change or transition to a new motor behavior. In order for functional change to occur, a new, preferred coordination must replace the former (Kelso, 1984; Scholz & Kelso, 1990; Newell, 1996; Newell & Valvano, 1998; Zanone & Kelso, 1991). The term coordination refers to the organization of degrees of freedom into a behavioral unit, which therapists might call a pattern of movement. Qualitative aspects of coordination describe the form of the movement, or the relationship of the body segments to one another. Quantitative aspects of coordination describe the refinement or scaling of the basic pattern to meet task requirements. Examples of quantitative aspects of coordination are speed, magnitude or timing of the movement (Newell, 1996). The preferred coordination that a child demonstrates is determined by the intrinsic coordination tendencies. These tendencies, or dynamics, are a function of a complex movement system, composed of multiple, interacting subsystems, within a specified task and environmental context (Newell, 1996; Zanone, Kelso, & Jeka, 1993).
An exploration of motor learning concepts relevant to use of speech-generating devices
Published in Assistive Technology, 2019
Elena Dukhovny, Jennifer J. Thistle
The first stage of motor learning, typically called the cognitive stage, involves an initial exploration and approximation of a movement or sequence of movements (Keele, 1968). At this point, the target movement tends to be slow and imprecise, and requires an individual’s full attention to execute. An individual attempting new movements in the cognitive stage may benefit from explicit instruction and verbal or other feedback, as well as active exploration of the target skill (Muratori, Lamberg, Quinn, & Duff, 2013), independently or with scaffolding. For example, for someone working on holding a pen for the purpose of writing, strategies during the cognitive stage may include models of appropriate grip, verbal feedback on finger placement, and the ability to manipulate several differently shaped pens. With an SGD, this is the stage when an individual visually scans each icon on a grid to look for the icon he needs to tap. Much has been written about making this stage of SGD-based language production easier and faster by manipulating presentation of graphics inside an icon (Griffith, Dietz, & Weissling, 2014; Thistle & Wilkinson, 2009, 2017; Van Tatenhove, 2009; Wilkinson, Carlin, & Thistle, 2008; Wilkinson, O’Neill, & McIlvane, 2014).
Verbal feedback enhances motor learning during post-stroke gait retraining
Published in Topics in Stroke Rehabilitation, 2021
Nicole K. Rendos, Laura Zajac-Cox, Rahul Thomas, Sumire Sato, Steven Eicholtz, Trisha M. Kesar
Instructions and verbal feedback regarding ongoing task performance are commonly used by rehabilitation clinicians to enhance learning.20,21 Feedback provides information based on previous movement attempts intended to decrease movement errors and facilitate achievement of the movement goal in subsequent attempts.18,20–24 Instructions can include statements imparting knowledge of performance or results pertinent to the task.18,20–22,25,26 During stroke gait rehabilitation, physical therapists deliver verbal instructions and feedback with high frequency, with one observational study documenting an instruction or feedback statement delivered approximately every 14 s.21 During gait training, to enhance patient engagement and learning, the clinician tries to effectively transfer knowledge to the client regarding the specific deficits that are being targeted by an intervention.18–20,23 A faded or summary feedback schedule can also enhance learning,27–33 as providing feedback too frequently may hinder the person’s ability to process internal information and create dependency on external cues.33,34 In addition, other factors shown to influence motor performance and motor learning include presence of an observer, type of feedback, attentional focus, and the specific verbiage used.18,21–23,35–37 Here, we aim to determine if and to what extent do verbal instructions and faded feedback added to a standardized, well-studied gait training paradigm enhance motor learning.
Biofeedback interventions for individuals with cerebral palsy: a systematic review
Published in Disability and Rehabilitation, 2019
Alexander MacIntosh, Emily Lam, Vincent Vigneron, Nicolas Vignais, Elaine Biddiss
A review of feedback in motor learning by Sigrist et al. (2013) supports the use of feedback with an external, KR, focus to promote automatic control of movements [8]. It is also suggested that concurrent feedback can lead to faster changes by offsetting cognitive load, but should be faded and switched to terminal to let individuals develop mastery and to avoid dependence [8]. In fact, KR focused feedback, given too frequently and concurrently, may detract from complex movements related to Activities and Participation since the user generally focuses on overall movement and external goal [72]. This paradigm was most evident in studies with measures related to Body Function. In the current review, 21/57 studies used KP focused feedback. KP focused feedback was 20% more common in studies with measures related to Body Functions compared with Activities and Participation. Further, providing feedback as frequently as possible (i.e., consistent and concurrently) was more common in studies with Body Functions measures (Table 6).
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