Motor Control and Learning: Difference between revisions
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According Roller et al (2012) the production and control of human movement is a process that varies from a simple reflex loop to a complex network of neural patterns that communicate throughout the Central Nervous System (CNS) and Peripheral Nervous System (PNS). <ref name="Motor Learning">Roller L et al, Contemporary Issues and Theories of Motor Control, Motor Learning, and Neuroplasticity. In: Neurological Rehabilitation 6th Edition. Mosby, 2012. p69 - 105.</ref> | According Roller et al (2012) the production and control of human movement is a process that varies from a simple reflex loop to a complex network of neural patterns that communicate throughout the Central Nervous System (CNS) and Peripheral Nervous System (PNS). <ref name="Motor Learning">Roller L et al, Contemporary Issues and Theories of Motor Control, Motor Learning, and Neuroplasticity. In: Neurological Rehabilitation 6th Edition. Mosby, 2012. p69 - 105.</ref> | ||
New motor patterns are learned through movement, interactions with rich sensory environments, and challenging experiences that challenge a person to solve problems they encounter. | New motor patterns are learned through movement, interactions with rich sensory environments, and challenging experiences that challenge a person to solve problems they encounter. | ||
== Motor Control == | == Motor Control == | ||
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=== Definition === | === Definition === | ||
Motor Control is defined as the process of initiating, directing, and grading purposeful voluntary movement<ref name="Med Dictionary Health Professionals & nurses">Medical Dictionary for the Health Professions and Nursing. (2012). Retrieved March 11 2016 from http://medical-dictionary.thefreedictionary.com/motor+learning</ref>. Shumway-Cook has defined motor control as the ability to regulate mechanisms essential to movement<ref name=":0">Shumway cook</ref>. | |||
Shumway-Cook defined motor control as the ability to regulate mechanisms essential to movement<ref name=":0">Shumway cook</ref>. | |||
=== How does it work? === | === How does it work? === | ||
The Motor | The Motor Control functions in the following way: | ||
# The task that needs to be completed is identified→ body gathers sensory information from the environment→ perceives the information→ chooses a movement plan appropriate plan to meet the goal of the task, | # The task that needs to be completed is identified→ body gathers sensory information from the environment→ perceives the information→ chooses a movement plan appropriate plan to meet the goal of the task, | ||
# Plan is coordinated within the CNS → executed through motor neurons in the brain stem and spinal cord → outcome communicated to the muscles in postural and limb synergies, and in the head and neck→ motor units timed to fire in a specific manner. | # Plan is coordinated within the CNS → executed through motor neurons in the brain stem and spinal cord → outcome communicated to the muscles in postural and limb synergies, and in the head and neck→ motor units timed to fire in a specific manner. | ||
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=== Definition === | === Definition === | ||
# " The process of acquiring a skill by which the learner, through practice and assimilation, refines and makes automatic the desired movement"<ref name="Motor Learning" />. | |||
# "An internal neurologic process that results in the ability to produce a new motor task"<ref name="Med Dictionary Health Professionals & nurses" />. | |||
# “A set of internal processes associated with practice or experience leading to relatively permanent changes in the capability for skilled behavior”<ref>Krakauer JW. Motor learning: its relevance to stroke recovery and neurorehabilitation. Curr Opin Neurol. 2006 Feb;19(1):84-90. doi: 10.1097/01.wco.0000200544.29915.cc. PMID: 16415682.</ref> | |||
=== Theories of Motor Learning === | |||
Motor learning is a complex process occurring in the brain in response to practice or experience of a certain skill resulting in changes in the central nervous system that allow for the production of a new motor skill. It often involves improving the smoothness and accuracy of movements and is necessary for developing controlled movement and calibrating simple movements like reflexes. Motor learning research considers variables that contribute to motor program formation (i.e., underlying skilled motor behaviour), the sensitivity of error-detection processes, and strength of movement schemas. There are many different theories of Motor Learning. <ref name="Motor Control" /> <ref name="Motor Learning" /> | |||
They are: | |||
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=== Stages of Motor Learning === | === Stages of Motor Learning<ref>fitts and posners 1967</ref> === | ||
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Revision as of 11:25, 27 September 2020
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Introduction[edit | edit source]
According Roller et al (2012) the production and control of human movement is a process that varies from a simple reflex loop to a complex network of neural patterns that communicate throughout the Central Nervous System (CNS) and Peripheral Nervous System (PNS). [1]
New motor patterns are learned through movement, interactions with rich sensory environments, and challenging experiences that challenge a person to solve problems they encounter.
Motor Control[edit | edit source]
Definition[edit | edit source]
Motor Control is defined as the process of initiating, directing, and grading purposeful voluntary movement[2]. Shumway-Cook has defined motor control as the ability to regulate mechanisms essential to movement[3].
How does it work?[edit | edit source]
The Motor Control functions in the following way:
- The task that needs to be completed is identified→ body gathers sensory information from the environment→ perceives the information→ chooses a movement plan appropriate plan to meet the goal of the task,
- Plan is coordinated within the CNS → executed through motor neurons in the brain stem and spinal cord → outcome communicated to the muscles in postural and limb synergies, and in the head and neck→ motor units timed to fire in a specific manner.
- Sensory feedback supplied to the CNS by the movement → decision taken to (1) modify the plan during execution, (2) acknowledge the goal of the task to be achieved, and (3) store the information for future performance of the same task-goal combination[1].
Theories of Motor Control [edit | edit source]
The organization and production of movement is a complex problem, so the study of motor control has been approached from a wide range of disciplines, including psychology, cognitive science, biomechanics and neuroscience. The control of human movement has been described in many different ways with many different models of Motor Control put forward throughout the 19th & 20th Centuries.
Motor Control Theories include the production of reflexive, automatic, adaptive, and voluntary movements and the performance of efficient, coordinated, goal-directed movement patterns which involve multiple body systems (input, output, and central processing) and multiple levels within the nervous system. Many textbooks and researcher recommend adoption of a systems model of Motor Control incorporating neurophysiology, biomechanics and motor learning principles (learning solutions based on the interaction between the patient, the task and the environment). It is imperative to be aware of the effect this relationship between the task and environment when planning our interventions so as to enable our patients to achieve their goals.[4] [1]
Motor Control Theories are[3]:
MOTOR CONTROL THEORIES | AUTHOR | DATE | PREMISE | CLINICAL IMPLICATIONS |
Reflex Theory | Sherrington | 1906 |
|
|
Dynamical Systems Theory |
Bernstein Turvey Kelso & Tuller Thelen |
1967 1977 1984 1987 |
|
|
Hierarchical Theories | Adams | 1971 |
|
|
Motor Program Theory | Schmidt | 1976 |
|
|
Ecological Theories | Gibson & Pick | 2000 |
|
|
Systems Model | Shumway-Cook | 2007 |
|
|
The motor control theories given above are developed to assist the therapist in:
- identifying issues in motor performance,
- developing treatment strategies to help patients remediate performance problems, and
- evaluating the effectiveness of intervention strategies employed in the clinic.
Systems Involved in Motor Control[3][edit | edit source]
Sensory/ Perceptual System | Action Systems |
---|---|
Somatosensory | Motor Cortex |
Visual | Basal Ganglia |
Vestibular | Cerebellum |
Central Pattern generators |
Motor Learning[edit | edit source]
Definition[edit | edit source]
- " The process of acquiring a skill by which the learner, through practice and assimilation, refines and makes automatic the desired movement"[1].
- "An internal neurologic process that results in the ability to produce a new motor task"[2].
- “A set of internal processes associated with practice or experience leading to relatively permanent changes in the capability for skilled behavior”[5]
Theories of Motor Learning [edit | edit source]
Motor learning is a complex process occurring in the brain in response to practice or experience of a certain skill resulting in changes in the central nervous system that allow for the production of a new motor skill. It often involves improving the smoothness and accuracy of movements and is necessary for developing controlled movement and calibrating simple movements like reflexes. Motor learning research considers variables that contribute to motor program formation (i.e., underlying skilled motor behaviour), the sensitivity of error-detection processes, and strength of movement schemas. There are many different theories of Motor Learning. [4] [1]
They are:
MOTOR LEARNING THEORY | AUTHOR | DATE | PREMISE | CLINICAL IMPLICATIONS |
Adams Closed Loop Theory | Adams | 1971 |
|
|
Schmidt's Schema Theory | Schmidt | 1975 |
|
|
Ecological Theory | Newell | 1991 |
|
|
Stages of Motor Learning[6][edit | edit source]
Stages of Learning | Characteristics | Attention Demands | Activities | Description |
Cognitive |
|
|
Practise sessions are:
|
Early Cognitive; Essential Elements were not observed or not present |
Late Cognitive; Essential elements are starting to appear | ||||
Associative |
|
|
|
Early Associative; Essential elements appear, but not with consistency. |
Late Associative; Essential elements appear regulalry at a satisfactory level. | ||||
Autonomous |
|
|
|
Early Autonomous; Essential elements appear frequently avove required level. |
Late Autonomous; Essential elements appear continuously at a superior level. |
Resources [edit | edit source]
Presentations [edit | edit source]
- Essential Concepts of Motor Control & Learning: Presentation by DM McKeough.
Podcasts[edit | edit source]
- Motor Learning Strategies Applied to Neurorehabilitation. Dr. Joe Hidler, CEO of Aretech and inventor of the ZeroG Gait and Balance Training System discusses the research he and colleagues have done which has served as the catalyst as to why ZeroG was developed.
- Making Sense of Sensory and Motor Control of Human Movement. Dr. Kristen Pickett is an Assistant Professor in the Occupational Therapy Program within the Department of Kinesiology at the University of Wisconsin, Madison. She received her Masters in Kinesiology and her PhD in Kinesiology, Biomechanics, and Neural Control from the University of Minnesota, Twin Cities.
[7] | [8] |
[9] | [10] |
References[edit | edit source]
- ↑ 1.0 1.1 1.2 1.3 1.4 Roller L et al, Contemporary Issues and Theories of Motor Control, Motor Learning, and Neuroplasticity. In: Neurological Rehabilitation 6th Edition. Mosby, 2012. p69 - 105.
- ↑ 2.0 2.1 Medical Dictionary for the Health Professions and Nursing. (2012). Retrieved March 11 2016 from http://medical-dictionary.thefreedictionary.com/motor+learning
- ↑ 3.0 3.1 3.2 Shumway cook
- ↑ 4.0 4.1 Bate P, Motor Control. In: Sheila Lennon & Maria Stokes. Pocketbook of Neurological Physiotherapy. Churchill Livingstone, 2008. p31 - 40.
- ↑ Krakauer JW. Motor learning: its relevance to stroke recovery and neurorehabilitation. Curr Opin Neurol. 2006 Feb;19(1):84-90. doi: 10.1097/01.wco.0000200544.29915.cc. PMID: 16415682.
- ↑ fitts and posners 1967
- ↑ Dr, Richard Keegan. Lecture 1 Classifying Skills and Abilities. Available from: https://www.youtube.com/watch?v=wlvh8mxxsr4 [last accessed 01/03/16]
- ↑ Dr, Richard Keegan. Lecture 2 Conceptualising Motor Learning. Available from: https://www.youtube.com/watch?v=NOthWZhdXVE [last accessed 01/03/16]
- ↑ Dr, Richard Keegan. Lecture 3 Models of Motor Learning Stages. Available from: https://www.youtube.com/watch?v=i8xeLsfigGs [last accessed 01/03/16]
- ↑ Dr, Richard Keegan. Lecture 4 Structuring the Learning Experience. Available from: https://www.youtube.com/watch?v=8OvZpBdyPFo [last accessed 01/03/16]