why is motor control central to participation?
(is the head-turning, back arching, arms open, eyes opening. Even those with disabilities should have something)
what is motor control?
he ability to regulate or direct the mechanisms essential to the movement
does the cns or pns organize movement
cns
why is motor control use a bottom up approach?
Bottom-up approaches affect deficits and underlying causes (scope it is a top-down)- you are looking at the movement skills and then applying them to their occupational performance ? think about ROM, strength, and coordination those ideas are bottom-up ap
Dynamic Systems Theory
the idea that the therapist can modify and adapt requirements and affordances of tasks
What cognitive aspects are needed in dynamic systems theory
cognitive, attention and self efficacy
neuromotor
considers reflexes and soft neurological signs
soft nuerological signs
signs that signal that there is an issue and possibly refer them back to the doctor
give three task characteristics
nature of the task, object properties, and goals and rules
what is an open task and can you name an example?
objects or people that are in motion for example playing basketball
what is an example closed task
objects, people, terrain stationary/learner decides to start and finish for example throwing a ball and playing catch (the person and environment are stationary, or another example would be table top tasks, riding stationary bike? catching and throwing a
object affordance
property of an object and environment that allows individual to perform and action (there is a clear relationship of goal and object enhances motor performance? the basketball shape affordances the task of dribbling)
what are different aspects of the environment that can influence a task
physical, cultural, social, temporal, personal, virtual
temporal
developmental stage--> must consider are they ready for this stage
rigid, impaired, and inflexible performance, lack of adaptability and variety of movements, an small repertoire of movements all lead to what?
dysfunction
praxis
ability to process, plan, and execute a movement? if they can't do this they are apraxic or dyspraxic (motor planning- thinking about how you are going to do it)
attractor state
stay in preferred state (laying on back is popular) so we do this:
perturbation
force that alters movement pattern (psychological vs physical) motivating a child to do something, or move a body part like a pelvis to support posture (ex. A child with CP put a toy in front of them to motivate them-this is a psychological part- and have
What is the basis for motor control?
dynamic systems theory
Task Specific training
re when children are practicing specific activities with focus on motor learning (repeat), might be when putting on a shoe over and over again in clinic
activity-focused motor intervention
epetition of purposeful motor actions (may occur during daily routine) doing it because child at home is going in and out of the house ? do the shoe on and off throughout the routine
is movement taught in a whole or as a part?
as a whole there is more brain activation
explain how movement performed in variable situations?
(possess variety of motor skills) ? movement of reaching over head is done when brushing hair, throwing ball, reaching in closet, done in multiple settings
why should children actively problem solve?
Allow child to actively problem solve actions required to have improved retention ? working on coloring in shapes, child needs to understand small movements and keep arm on table, may not retain if we correct them
What are the three stages of motor control?
cognitive, associate, autonomous
cognitive
skill acquisition-practices errors common-insufficient( can't keep head up very long) and inefficient (not able to complete task of looking at something) ? child learning to lift head of moms shoulder the are still learning skill and there are many mistak
associate
skill refinement-there is decreased errors consistency/efficiently (brain has been able to practice and developmentally progressing)
autonomous
retains skills-performs movement functionally-transfer of skills-refined (can reach sitting in a chair, or being held on mom's hip)
Sometimes those with disabilities remain in the cognitive stage, and need skill acquisition
cognition processes
the idea that cognition is needed for intent and motivation
perception process
the idea that Perception they are able to perceive and make sense of what they are doing, receives and makes sense of stimulus
action process
muscle contraction and precision nature of movement
what are the three components of skill acquisition?
consistency, flexibility, efficeincy
consistency
task is performed overtime
flexibility
adapt and modify task performance based on changing environments and conditions
efficiency
is actually ability to do something will have the cardiovascular musculoskeletal systems for endurance and practice
define motor learning
Acquisition or modification of motor skills ? taking a teaching learning process, online says s when complex processes in the brain occur in response to practice or experience of a certain skill resulting in changes in the central nervous system that allo
transfer of learning
applying learning to new situations
Best if done in a natural context and functional activity or occupation
what is the difference between a discrete and continuous task?
discrete is typically easier with a beginning (picking up an object) and an end while continuous ongoing task like walking or running
massed practice
onsidered blocked-the practice greater than rest time-cognitive stage (in the clinic may be working on visual perception)
distrubuted practice
rest time greater than practice time-associative stage (more in the car child is looking around and scan environment and get more breaks)
mental practice
erform in imagination-athletes-earlier and later stages-videotape and show feedback ? can use with children in visualizing them doing at task to help them attend to it
error-based learning
when the therapist challenges to the point of error and allow error so the child adjusts and learns from experience (can do with handwriting? they find error and correct it themselves)
intrinsic feedback
child self-corrects this is ideal, they find their own errors
extrinsic feedback
required during early stages of motor development (verbal/physical cues)
demonstrative
modeling or imitating in the early stages
what are three ways to discuss with a child so they understand how they are doing with motor performance?
knowledge of skill performance, knowledge of results, verbal feedback
knowledge of performance:
the child refines and adjusts their motor skills based of the therapist description of what they should do or so they understand what they have done
descriptive
after they are done, did you see that you didn't space between your words (occurs after mistakes)
prescriptive
stating copy the sentence make sure you space between the words (pointing it out)
knowledge of results
desired outcomes,instills motivaiton, and helpful with new learning
verbal feedback
motivation, changing behavior, children can self-assess and have their own feedback