09.02.09
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| Hierarchy of development | tradtional, specific path - cortex (higher motor)
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| hierarchy order of development | mobility, stability, controlled mobility, skill
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| mobility stage of control | random, erratic, reflexive
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| stability stage of control | steady position, weight bearing, co contractions
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| controlled mobility stage of control | distal fixation, dynamic, weight shifting, "painful practice"
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| skill stage of control | distal movement, maintain posture
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| milestones | pre preprogrammed set of ages when skills appear
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| extenal variables | skills arise as a result of environment & pracitce, not all children will share exact age of maturity
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| DEVELOPMENT IS DEPENDENT ON...... | CONTROL!!
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| systems theory of motor control development | postural control, predictive set, motor coordination, eye head stabilization, sensory organization
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| postural control | limit of stability (COG in BOS, shift w/o moving, seat/stand), environ adaptation, musculoskeletal system ( mechanical component)
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| predictive set | anticipate movements needed
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| motor coordination | sequence, maintain posture
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| eye head stabilization | despite movement, input must be stable
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| sensory organization | vision, vestibular system, somatosensation
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| motor control | mechanical process of managing posture & movement control - control movement, learn to control in varied situations
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| motor control requires? | sensation, cognition & motor
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| motor contorl involves? | sequence, speed (time), force
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| motor learning | practice to develop control
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| perfection of tasks | increase in complexity w/age
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| feedback | where & how often is input taking place, effects of fatique, anxiety, medications and pt motivation
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| motor development cannot develop w/o | motor control
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| motor control cannot occur w/o | postural control
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| 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
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| 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"
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| autonomous or retention stage of motor learning | complete the program in multiple environments w/less focus. "how to succeed"
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| practice context of motor learning | method of teaching. make sure pt is practicing correct patterns to avoid incorrect ADL movement
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| whole learning | practice by completing entire task from beginning to end (sit to stand), cue all the way thru, start to finish
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| pure-part learning | break down complete task into components (rocking in sit to stand)
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| 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
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| mass practice practice schedule | frequency practice where rest time is much less (ie rolling baby)
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| 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)
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| intermittent/schedule practice | program is available to CNS/PNS but not yet committed. schedule determined by PT (ie outpatient). achieve greater independence
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| random practice | independent w/o schedule or specific task. encourage patient to incorporate HEP into ADLs
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| blocked practice | scheduled as above but focused on one task
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| 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)
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| motor program requires a lot or a little thought? | little or none ( walking)
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| motor program - does it change? | won't change unless external variables change "memory" (tree in the road)
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| 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
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| when does SEQUENTIAL DEVELOPMENT learning occur? | continuous process occurring betw conception & t/o life
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| Development has what two components? | cognitive & social
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| stages of development -infancy | birth - 2
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| childhood | 2-10
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| adolescence | 10-19
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| adulthood | 20-64
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| late adulthood | 65 & over
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| growth development occurs how? | height, weight, strength
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| maturation development occurs how? | pre programmed physical changes, nerve, bone, organs (develops b/c brain says so)
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| adaptation development occurs how? | environmental influence
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| stages of motor learning | 1) cognitive or acquisition stage, 2) associative or refinement state, 3) autonomous or retention stage
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Created by:
djbari
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