Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Motor Control
| Term | Definition |
|---|---|
| Refers to how the body directs movement & how the musculoskeletal system interacts to carry out movements; it addresses how the CNS organizes movement, how we quantify movement, & the nature of movement, including the quality & timing of movement. | Motor Control |
| Refers to the strategies & techniques used to teach others how to move. It is the process, conditions, & rate in which a person learns motor skills. | Motor Learning |
| Focus on enabling the child or adolescent to engage in the whole task or occupation | Top-Down Approach |
| What are the 2 frameworks that view motor actions as complex results of the interactions between persons, tasks, and environments. | Dynamic systems theory & Ecological theory |
| Dynamic systems theory suggests that motor control is _______ on nonlinear and _______ person factors task characteristics and environmental systems outlines the principles of dynamic systems theory. | dependent, transactive |
| What are the principles of the Dynamic Systems Theory? | - The interaction among systems is essential to adaptive control of movement. • Motor performance • Dysfunction occurs when movement patterns lack sufficient adaptability |
| ________ parameters define the main components that characterize a specific movement & make it different from other movements. Allow for a more coordinated pattern to be formed or more fluent movments. | Order parameters |
| ________ parameters influence the quality of a motor pattern. They influence the stability (speed, force). | Control parameter |
| Shift from one behavioral pattern to a new behavioral pattern is a result of _________. | perturbation |
| A new movement pattern emerges when the system experiences a change in a "____________" | control parameter |
| ____________ emphasizes the interaction between the person and the environment (tasks and environmental constraints) and assists in understanding the factors important to goal directed motor actions. | Ecological theory |
| 3 hallmarks of human behavior (Gibson) | Agency (self as a controlling force) Prospectivity (forward looking) Behavioral flexibitlity |
| 1. Ability to control aspects of an event through one's own action. ( sense of control is fundamental for children ) 2. _________ informs prospectivity | Agency |
| Predictive component of actions. (plan is necessary to perform an action) | Prospectivity |
| The ability to transfer strategies from familiar situations into new ones or transfer skills from one context to another. | Flexibility |
| What are the principles of the Ecological Theory? | - children are sensitive to information - goals are externally & internally motivated & motor actions are geared to serve these goals. - motor actions are guided by perception-action information. |
| The fit between a person's physical capabilities or contraints & the properties of the environment that make an action possible. These are important for children to have successful foal directed actions. | Affordance |
| _______ refers to searching for information within the world. | Exploratory action |
| ________ refers to controlling aspects of the environment by executing actions. | Performatory action |
| _________ is a result of an interaction among systems (person, occupation, & environment) | Movement |
| ______ is required to explore the environment and move around objects and through space. Children must attend to activity to explore and learn | Attention |
| Infants and children are _________ to move through the environment; they exhibit interest in activities and enjoy movement. | innately motivated |
| Children ________ to produce smooth, coordinated movements and to move around obstacles or to adjust to situations that occur in the environment. | problem-solve |
| _______ refers to one’s belief in his or her abilities . Children who feel they will be successful are more apt to attempt new actions leading to improved neural plasticity. They engage in habits and routines that allow them to develop new skills. | Self-efficacy |
| The resting state of the muscle | Muscle tone |
| The voluntary recruitment of muscle fibers | Strength |
| Refers to one's core stability & involves the trunk & neck musculature | Posture |
| To demonstrate_____ control, a person maintains the center of mass over the base of support. In which this should be examined in stationary (e.g., sitting, standing) and dynamic movement tasks (e.g., sitting and reaching for an object, walking). | postural |
| ______ motivates children to move and provides cues from the environment for balance, positioning, and motor planning. | Visual stimuli |
| _______ may motivate children to respond and explore the environment by turning and locating the source of the noise. | Auditory input |
| ______ allows the child to sense changes in movement or position that allow the body to respond. Children who under- or overrespond to vestibular sensations may demonstrate ill-timed or awkward responses to position change. | Vestibular processing |
| Refers to the sense and direction that one is moving | Kinesthesia |
| Refers to a sense of the position of one’s muscles and joints | Proprioception |
| ________ provides children with information about the environment through direct body contact. | Tactile processing |
| Refers to the ability to make sense of sensory stimuli and involves cognition and sensory awareness. | Perception |
| ____ is required to understand letter formations (visual closure, figure-ground) and identify letters (shape recognition). | Visual Perception |
| Refers to an understanding of how far apart things are | Depth Perception |
| The development of the concept of the physical self involves at least three major components: _______, _________, _________. | body schema, body image, and body awareness. |
| The neural substrate for body awareness. Present at birth. | Body Schema |
| Refers to the image one has of oneself as a physical entity | Body Image |
| The ability to visually discriminate, recognize, and identify labels for various aspects of the body’s physical and motor dimensions. | Body Awareness |
| _____ aspects of body awareness (e.g., reflective self-awareness, laterality, sensory dominance, body part identification, right-left discrimination) tend to develop slightly in advance of external components | Internal |
| ______ aspects (e.g., directionality, spatial orientation) are associated with development and awareness of the relationship of the body to the environment | External |
| _______ is a psychological state that may affect motor performance. | Emotion |
| _______ refer to the nature, object properties, goals, and rules. | Task characteristics |
| The task needs to be complex enough to challenge the learner, but also possible for the learner to solve, to be able to maximize the process of learning. Learning is maximized when children are faced with ambiguous tasks . What is this? | Just Right Challenge |
| _______ refers to the possibilities for accomplishing the task successfully or not. | Ambiguity |
| _________ is a property of an object or an environment that allows an individual to perform an action. For example, objects that are round are able to roll. | Object affordance |
| Occupational therapists consider the _________, ________, and ________ within systems when providing intervention and teaching children strategies to engage in daily occupations. | flexibility, adaptability, and interactions |
| Dynamic systems theorists use the term ______ to describe the tendency to stay in the patterns of the preferred state, or the state requiring the fewest degrees of freedom to maintain. ex: child may have a tendency to sit in a posterior pelvic tilt. | Attractor state |
| Facilitating a child away from an attractor state is often referred to as a _________—a force that alters the movement pattern. | perturbation |
| The development of motor skills occurs in three stages- _____, ____, and _____—and involves an interaction among three processes (i.e., cognition, perception, and action). | cognitive, associative, and autonomous |
| Refers to intent or the child’s motivation to move, and also to the ability to plan the movement. | Cognition |
| Refers to how the individual receives and makes sense of a stimulus. Involves attributing meaning to sensory input. | Perception |
| The cognitive stage refers to the __________ stage. In this stage, the learner practices new movements, errors are common, and movements are inefficient and inconsistent. During this stage, learners need frequent repetition and feedback. | Skill acquisition |
| The associative stage involves ________, increased performance, decreased errors, and increased consistency and efficiency. During this stage the learner relates past experiences to the present, thereby “associating” movements. | Skill refinement |
| During the ________ stage, the learner retains the skills and can perform the movement functionally.Skills are transferred easily to different settings and refined. | autonomous |
Created by:
scarletsailboat