Classification of tasks to be learned
Learning is contingent on the type of task that is being learned
Discrete Tasks
Tasks with a recognizable beginning and end
-ex: kick a ball, push a button
Continuous Tasks
There is no recognizable beginning and end. Tasks are performed until they are arbitrarily stopped
-ex: jogging, driving, swimming
Serial Tasks
Comprised of a series of movements linked together to make a whole
-ex: Play an instrument, dressing, light a fireplace
Closed Tasks
Performed in a predictable and stable environment. Movement can be planned in advance
-ex: oral care, signing a check, bowling
Open Tasks
Performed in a constantly changing environment that may be unpredictable
-ex: driving in traffic, catching an insect, soccer
Variable motionless tasks
Involve interacting with a
stable and predictable environment
, but
specific features
of the environment are likely to
vary between performance trials
-ex: performance of an ADL outside of the usual home environment
Consistent motion tasks
An individual must deal with environmental conditions that are in motion during activity performance; the
motion is consistent and predictable between trials
-ex: stepping onto an escalator, assembly line work, retrieving luggage from airport baggage caro
Practice Conditions
The law of practice refers to performance changing linearly with the amount of time spent in practice
Massed Practice
Rest time is much less than practice time
-ex: Constraint Induced Motor therapy
Distributed Practice
Practice time is equal to or less that of rest time
-ex: Practice sessions of a tub transfer are spaced to include rest breaks
Blocked Practice
Repetitive practice of the same task, uninterrupted by practice of other tasks
-ex: Practicing sit to stand multiple times in a row
Random or Variable Practice
Tasks being practiced are ordered randomly. Attempt multiple tasks or variations of a task before mastering any one of the tasks
-ex: practice transferring to multiple surfaces (couch, toilet, bench, chair, stool, car) in 1 OT session
Whole Practice
Task is practiced in its entirety and not broken into parts
-ex: practicing dressing
Part Practice
Taks is broken down into its parts for separate practice
-ex: don/doff shirt
Feedback
A key feature of practice is the information the learner receives about their attempts to learn a skill
Inherent (intrinsic) feedback
Feedback normally received while performing a task
-ex: knowing you made an error as you spill water when trying to pour from a pitcher to a cup
Augmented feedback
Information about task performance that is supplemental to inherent feedback
-ex: a therapist provides feedback related to task performance --> "you need to lock your wheelchair breaks
Concurrent feedback
Given during task performance
-ex: while practicing reaching, therapist says "don't hike your shoulder
Terminal feedback
Given after task performance
-After practicing reaching, therapist says "You didn't open your hand wide enough
Immediate feedback
Given immediately after performance
-ex: right after an attempt of a tub transfer, therapist says "that was perfect
Delayed feedback
Feedback is delayed by some amount of time
-ex: "you did better this morning but keep checking your brakes
Knowledge of results (KR)
Feedback given after task performance about the outcome
-ex: OT says "Your shirt is on backwards" or "You dropped the cup
Knowledge of performance (KP)
Feedback given after task about the nature of performance
-ex: OT says "Next time, dress your right arm first" or "your elbow was bent