Motor Control and Learning: Difference between revisions
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== | == Introduction == | ||
== | == Motor Control == | ||
=== | === Definition === | ||
=== Theories of Motor Control === | |||
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| '''MOTOR CONTROL THEORY''' | | '''MOTOR CONTROL THEORY''' | ||
| align="center" | '''AUTHOR''' | | align="center" | '''AUTHOR''' | ||
| align="center" | '''DATE''' | | align="center" | '''DATE''' | ||
| align="center" | '''PREMISE''' | | align="center" | '''PREMISE''' | ||
| align="center" | '''CLINICAL IMPLICATIONS''' | | align="center" | '''CLINICAL IMPLICATIONS''' | ||
|- | |- | ||
| valign="top" | Reflex Theory | | valign="top" | Reflex Theory | ||
| align="center" valign="top" | Sherrington | | align="center" valign="top" | Sherrington | ||
| align="center" valign="top" | 1906 | | align="center" valign="top" | 1906 | ||
| valign="top" | | | valign="top" | | ||
*Movement is controlled by stimulus-response. | *Movement is controlled by stimulus-response. | ||
*Reflexes are basis for movement - Reflexes are combined into actions that create behavior. | *Reflexes are basis for movement - Reflexes are combined into actions that create behavior. | ||
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*Use sensory input to control motor output | *Use sensory input to control motor output | ||
*Stimulate good reflexes | *Stimulate good reflexes | ||
*Inhibit undesirable (primitive) reflexes | *Inhibit undesirable (primitive) reflexes | ||
*Rely heavily on Feedback | *Rely heavily on Feedback | ||
|- | |- | ||
| valign="top" | Dynamical Systems Theory | | valign="top" | Dynamical Systems Theory | ||
| align="center" valign="top" | | | align="center" valign="top" | | ||
Bernstein | Bernstein | ||
Turvey | Turvey | ||
Kelso & Tuller | Kelso & Tuller | ||
Thelen | Thelen | ||
| align="center" valign="top" | | | align="center" valign="top" | | ||
1967 | 1967 | ||
1977 | 1977 | ||
1984 | 1984 | ||
1987 | 1987 | ||
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*Movement emerges to control degrees of freedom. | *Movement emerges to control degrees of freedom. | ||
*Patterns of movements self-organize within the characteristics of environmental conditions and the existing body systems of the individual. | *Patterns of movements self-organize within the characteristics of environmental conditions and the existing body systems of the individual. | ||
*Functional synergies are developed naturally through practice and experience and help solve the problem of coordinating multiple muscles and joint movements at once. | *Functional synergies are developed naturally through practice and experience and help solve the problem of coordinating multiple muscles and joint movements at once. | ||
*De-emphasize commands from CNS in controlling movement and emphasize physical explanations for movement. | *De-emphasize commands from CNS in controlling movement and emphasize physical explanations for movement. | ||
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*Movement is an emergent property from the interaction of multiple elements. | *Movement is an emergent property from the interaction of multiple elements. | ||
*Understand the physical & dynamic properties of the body - i.e. Velocity- important for dynamics of movement. May be good to encourage faster movement in patients to produce momentum and therefore help weak patients move with greater ease. | *Understand the physical & dynamic properties of the body - i.e. Velocity- important for dynamics of movement. May be good to encourage faster movement in patients to produce momentum and therefore help weak patients move with greater ease. | ||
|- | |- | ||
| valign="top" | Hierarchical Theories | | valign="top" | Hierarchical Theories | ||
| align="center" valign="top" | Adams | | align="center" valign="top" | Adams | ||
| align="center" valign="top" | 1971 | | align="center" valign="top" | 1971 | ||
| valign="top" | | | valign="top" | | ||
*Cortical centers control movement in a top-down manner throughout the nervous system. | *Cortical centers control movement in a top-down manner throughout the nervous system. | ||
*Closed-loop Mode: Sensory feedback is needed and used to control the movement. | *Closed-loop Mode: Sensory feedback is needed and used to control the movement. | ||
*Voluntary movementts initiated by “Will” (higher levels). Reflexive movements dominate only after CNS damage. | *Voluntary movementts initiated by “Will” (higher levels). Reflexive movements dominate only after CNS damage. | ||
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*Identify & prevent primitive reflexes | *Identify & prevent primitive reflexes | ||
*Reduce hyperactive stretch | *Reduce hyperactive stretch | ||
*Normalize tone | *Normalize tone | ||
*Facilitate “normal” movement patterns | *Facilitate “normal” movement patterns | ||
*Developmental Sequence | *Developmental Sequence | ||
*Recapitulation | *Recapitulation | ||
|- | |- | ||
| valign="top" | Motor Program Theory | | valign="top" | Motor Program Theory | ||
| align="center" valign="top" | Schmidt | | align="center" valign="top" | Schmidt | ||
| align="center" valign="top" | 1976 | | align="center" valign="top" | 1976 | ||
| valign="top" | | | valign="top" | | ||
*Adaptive, exible motor programs (MPs) and generalized motor programs (GMPs) exist to control actions that have common characteristics. | *Adaptive, exible motor programs (MPs) and generalized motor programs (GMPs) exist to control actions that have common characteristics. | ||
*Higher-level Motor Programs - Store rules for generating movements. | *Higher-level Motor Programs - Store rules for generating movements. | ||
| | | | ||
*Abnormal Movement - Not just reflexive, also including abnormalities in central pattern generators or higher level motor programs. | *Abnormal Movement - Not just reflexive, also including abnormalities in central pattern generators or higher level motor programs. | ||
*Help patients relearn the correct rules for action | *Help patients relearn the correct rules for action | ||
*Retrain movements important to functional task | *Retrain movements important to functional task | ||
*Do not just reeducate muscles in isolation | *Do not just reeducate muscles in isolation | ||
|- | |- | ||
| valign="top" | Ecological Theories | | valign="top" | Ecological Theories | ||
| align="center" valign="top" | Gibson & Pick | | align="center" valign="top" | Gibson & Pick | ||
| align="center" valign="top" | 2000 | | align="center" valign="top" | 2000 | ||
| | | | ||
*The person, the task, and the environment interact to in uence motor behavior and learning. The interaction of the person with any given environment provides perceptual information used to control movement. | *The person, the task, and the environment interact to in uence motor behavior and learning. The interaction of the person with any given environment provides perceptual information used to control movement. | ||
*The motivation to solve problems to accomplish a desired movement task goal facilitates learning. | *The motivation to solve problems to accomplish a desired movement task goal facilitates learning. | ||
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| valign="top" | Systems Model | | valign="top" | Systems Model | ||
| align="center" valign="top" | Shumway-Cook | | align="center" valign="top" | Shumway-Cook | ||
| align="center" valign="top" | 2007 | | align="center" valign="top" | 2007 | ||
| | | | ||
*Multiple body systems overlap to activate synergies for the production of movements that are organized around functional goals. | *Multiple body systems overlap to activate synergies for the production of movements that are organized around functional goals. | ||
*Considers interaction of the person with the environment. | *Considers interaction of the person with the environment. | ||
*Goal-directed Behavior - Task Orientated | *Goal-directed Behavior - Task Orientated | ||
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*Identifiable, functional tasks | *Identifiable, functional tasks | ||
*Practice under a variety of conditions | *Practice under a variety of conditions | ||
*Modify environmental contexts | *Modify environmental contexts | ||
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== | == Motor Learning == | ||
{| width="95%" border="2" cellpadding="2" cellspacing="2" | === Definition === | ||
=== Theories of Motor Learning === | |||
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| '''MOTOR LEARNING THEORY ''' | | '''MOTOR LEARNING THEORY ''' | ||
| '''AUTHOR''' | | '''AUTHOR''' | ||
| '''DATE''' | | '''DATE''' | ||
| '''PREMISE''' | | '''PREMISE''' | ||
| '''CLINICAL IMPLICATIONS''' | | '''CLINICAL IMPLICATIONS''' | ||
|- | |- | ||
| valign="top" | Adams Closed Loop Theory | | valign="top" | Adams Closed Loop Theory | ||
| align="center" valign="top" | Adams | | align="center" valign="top" | Adams | ||
| align="center" valign="top" | 1971 | | align="center" valign="top" | 1971 | ||
| | | | ||
*Closed Loop - Sensory feedback is used for the ongoing production of skilled movement | *Closed Loop - Sensory feedback is used for the ongoing production of skilled movement | ||
*Slow movements | *Slow movements | ||
*Relies on sensory feedback (Sherrington) | *Relies on sensory feedback (Sherrington) | ||
*Blocked Practice | *Blocked Practice | ||
*Errors = Bad! Needs to be accurate! | *Errors = Bad! Needs to be accurate! | ||
*Memory Trace - Initiation of movement | *Memory Trace - Initiation of movement | ||
*Perceptual Trace - Built up over a period of practice & is the reference of correctness. | *Perceptual Trace - Built up over a period of practice & is the reference of correctness. | ||
*Improvements = Increased capability of performer to use the reference in closed loop | *Improvements = Increased capability of performer to use the reference in closed loop | ||
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*Perform same exact mvmt repeatedly to one accurate end point | *Perform same exact mvmt repeatedly to one accurate end point | ||
*Increase Practice → Increase Learning | *Increase Practice → Increase Learning | ||
*Errors produced during learning → Increase strength of incorrect perceptual trace | *Errors produced during learning → Increase strength of incorrect perceptual trace | ||
|- | |- | ||
| valign="top" | Schmidt's Schema Theory | | valign="top" | Schmidt's Schema Theory | ||
| valign="top" align="center" | Schmidt | | valign="top" align="center" | Schmidt | ||
| align="center" valign="top" | 1975 | | align="center" valign="top" | 1975 | ||
| | | | ||
*Open Loop | *Open Loop | ||
*Schema - Abstract memory representation for events → RULE | *Schema - Abstract memory representation for events → RULE | ||
*Generalized Motor Program - Rules that allow for the generation of novel movements | *Generalized Motor Program - Rules that allow for the generation of novel movements | ||
*Rapid, ballistic movements = recall memory withmotor programs and parameters to carry out movement without peripheral feedback | *Rapid, ballistic movements = recall memory withmotor programs and parameters to carry out movement without peripheral feedback | ||
*Variability of Practice → Improve Motor Learning | *Variability of Practice → Improve Motor Learning | ||
| | | | ||
*Optimal Learning → Task practiced under many different conditions | *Optimal Learning → Task practiced under many different conditions | ||
*Positive benefits for error production (learn from own mistakes) | *Positive benefits for error production (learn from own mistakes) | ||
*Schema has rules for all stored elements, not just correct elements | *Schema has rules for all stored elements, not just correct elements | ||
|- | |- | ||
| valign="top" | Ecological Theory | | valign="top" | Ecological Theory | ||
| valign="top" align="center" | Newell | | valign="top" align="center" | Newell | ||
| valign="top" | 1991 | | valign="top" | 1991 | ||
| | | | ||
*Based on Systems & Ecological Motor Control Theories | *Based on Systems & Ecological Motor Control Theories | ||
*Motor Learnining = Increases coordination between perception and action thru task & environmental constraints. | *Motor Learnining = Increases coordination between perception and action thru task & environmental constraints. | ||
*Perceptual-motor workspace - Identifies mvmts and perceptual cues most relevant to performance of task | *Perceptual-motor workspace - Identifies mvmts and perceptual cues most relevant to performance of task | ||
*Optimal task-relevant mapping of perception & action → NO Rules! | *Optimal task-relevant mapping of perception & action → NO Rules! | ||
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== Resources == | |||
=== Presentations === | |||
*'''Motor Learning'''. Presentation by Dr. Duane "Spike" Millslagle, Associate Professor Exercise Science, University of Minnesota <br>[http://www.d.umn.edu/~dmillsla/courses/motorlearning/documents/Chapter04.pdf http://www.d.umn.edu/~dmillsla/courses/motorlearning/documents/Chapter04.pdf<br>] | |||
<span style="font-size: 18px; font-weight: bold;">Podcasts</span> | |||
=== <span style="font-size: 18px; font-weight: bold;" />Video === | |||
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Revision as of 09:42, 11 March 2016
Introduction[edit | edit source]
Motor Control[edit | edit source]
Definition[edit | edit source]
Theories of Motor Control [edit | edit source]
MOTOR CONTROL THEORY | 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 |
|
|
Motor Learning[edit | edit source]
Definition[edit | edit source]
Theories of Motor Learning [edit | edit source]
MOTOR LEARNING THEORY | AUTHOR | DATE | PREMISE | CLINICAL IMPLICATIONS |
Adams Closed Loop Theory | Adams | 1971 |
|
|
Schmidt's Schema Theory | Schmidt | 1975 |
|
|
Ecological Theory | Newell | 1991 |
|
|
Resources[edit | edit source]
Presentations[edit | edit source]
- Motor Learning. Presentation by Dr. Duane "Spike" Millslagle, Associate Professor Exercise Science, University of Minnesota
http://www.d.umn.edu/~dmillsla/courses/motorlearning/documents/Chapter04.pdf
Podcasts
Video[edit | edit source]