| Question |
Answer |
| Hierarchy of development |
tradtional, specific path - cortex (higher motor) |
| hierarchy order of development |
mobility, stability, controlled mobility, skill |
| mobility stage of control |
random, erratic, reflexive |
| stability stage of control |
steady position, weight bearing, co contractions |
| controlled mobility stage of control |
distal fixation, dynamic, weight shifting, "painful practice" |
| skill stage of control |
distal movement, maintain posture |
| milestones |
pre preprogrammed set of ages when skills appear |
| extenal variables |
skills arise as a result of environment & pracitce, not all children will share exact age of maturity |
| DEVELOPMENT IS DEPENDENT ON...... |
CONTROL!! |
| systems theory of motor control development |
postural control, predictive set, motor coordination, eye head stabilization, sensory organization |
| postural control |
limit of stability (COG in BOS, shift w/o moving, seat/stand), environ adaptation, musculoskeletal system ( mechanical component) |
| predictive set |
anticipate movements needed |
| motor coordination |
sequence, maintain posture |
| eye head stabilization |
despite movement, input must be stable |
| sensory organization |
vision, vestibular system, somatosensation |
| motor control |
mechanical process of managing posture & movement control - control movement, learn to control in varied situations |
| motor control requires? |
sensation, cognition & motor |
| motor contorl involves? |
sequence, speed (time), force |
| motor learning |
practice to develop control |
| perfection of tasks |
increase in complexity w/age |
| feedback |
where & how often is input taking place, effects of fatique, anxiety, medications and pt motivation |
| motor development cannot develop w/o |
motor control |
| motor control cannot occur w/o |
postural control |
| cognitive or acquisition state of motor learning |
brand new info, learning/re-learning w/frequent practice & feedback, clear & concise input for a "reference of correctness", a "map" of "what to do" - TOSS THE REST, allow for self input in stable environ w/o distraction |
| associative or refinement stage of motor learning |
running program, need to decrease errors, couple movement w/failure or success, less visual input, more proprioceptive, entered the "how to..." stage, less feedback, more feed forward (speed, efficiency, force, frustration?), "how can I do it on my own" |
| autonomous or retention stage of motor learning |
complete the program in multiple environments w/less focus. "how to succeed" |
| practice context of motor learning |
method of teaching. make sure pt is practicing correct patterns to avoid incorrect ADL movement |
| whole learning |
practice by completing entire task from beginning to end (sit to stand), cue all the way thru, start to finish |
| pure-part learning |
break down complete task into components (rocking in sit to stand) |
| progressive/sequential part learning |
break down into parts, practicing them in sequence (lock chair, move foot rests..) do all in a row but the pt knows it is 4 different steps |
| mass practice practice schedule |
frequency practice where rest time is much less (ie rolling baby) |
| distributed practice |
increase rest time to ~ = to that of activity. consider attention span & endurance (able to take time to think about what they are doing) |
| intermittent/schedule practice |
program is available to CNS/PNS but not yet committed. schedule determined by PT (ie outpatient). achieve greater independence |
| random practice |
independent w/o schedule or specific task. encourage patient to incorporate HEP into ADLs |
| blocked practice |
scheduled as above but focused on one task |
| mental practice |
use no matter what. Visualization (start with) or a mental rehersal. helps decrease anxiety and increase neural mapping. (have them visualize what went wrong & what they'll do in the AM to do different) |
| motor program requires a lot or a little thought? |
little or none ( walking) |
| motor program - does it change? |
won't change unless external variables change "memory" (tree in the road) |
| motor program is structured to ........ |
train according to patient's needs (tile floor @ home, similar surface in clinic) PRACTICE IN A SETTING APPROPRIATE OR YOUR PATIENT |
| when does SEQUENTIAL DEVELOPMENT learning occur? |
continuous process occurring betw conception & t/o life |
| Development has what two components? |
cognitive & social |
| stages of development -infancy |
birth - 2 |
| childhood |
2-10 |
| adolescence |
10-19 |
| adulthood |
20-64 |
| late adulthood |
65 & over |
| growth development occurs how? |
height, weight, strength |
| maturation development occurs how? |
pre programmed physical changes, nerve, bone, organs (develops b/c brain says so) |
| adaptation development occurs how? |
environmental influence |
| stages of motor learning |
1) cognitive or acquisition stage, 2) associative or refinement state, 3) autonomous or retention stage |
mr. charles11
