MOTOR LEARNING.pdf

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1. MOTOR LEARNING
Dr.K.KAMATCHI MPT,DBDT

2. Motor Learning
•Study of acquisition and modification of
movement
•For normal subjects
•Recovery of function- acquisition and
modification of movement after injury
•Often recovery of function and learning are
thought to be separate- misleading
•Issues face by a clinician after an injury
similar

3. MOTOR LEARNING-DEFINTION
•Process of acquiring knowledge
•“Set of processes associated with practice
or experience leading to relatively
permanent changes in the capability for
producing skilled action”

4. MOTOR LEARNING-DEFINIITION
•FOUR CONCEPTS
•Process of acquiring capability for skilled
action
•Learning results from practice
•Learning cannot be measured directly-it
can be inferred from behavior
•Produces relatively permanent changes on
behaviour

5. MOTOR LEARNING
•It involves more than motor processes
•New strategies for sensing and moving
,perceiving and acting (Task Solutions)
•Emerges from perceptual cognitive action
process
•Search for a task solution emerges from
an interaction of task with the environment

6. PERFORMANCE AND LEARNING
•Earlier no distinction between performance
and learning
•Learning results in relatively performance
•Performance is a temporary change in
motor behaviour(DURING PRACTICE
SESSIONS)
•Performance is a result of complex
interaction among variables (level of
learning , fatigue , anxiety and motivation

7. FORMS OF LEARNING


Long term memory
Explicit
(Declarative)
Implicit
(non declarative)
Fact
s

Eve
nts





Med. Temporal
Sensory
association
Cortex
hippocampus




Non
associative
Learning
Habituation
Sensitization
Associati
ve
Learning
Classical
&
operant
conditioni
ng
Procedural
Learning
(skills &
habits
Reflex
pathways
Emotion
al
respons
e
Amygdal
a

Cerebell
um
Premoto
r
cortex
Striatum
Cerebral
cortex

8. DECLARATIVE
LEARNING(EXPLICIT)
•Bilateral temporal lobe lesion
•Involves association of information related to
people, things ,places one has been and the
meaning of these bits of information (explicit)
•Knowledge that can be consciously recalled
•Attention, awareness and reflection needed
•Ability to remember factual knowledge

9. DECLARATIVE
LEARNING(EXPLICIT)
•Therapist use it often to train the required
functional skills
•Patient often rehearses in his mind before
practice
•Allows patients tot rehearse mentally
increase time of practice for patients with
limiting physical condition or fatigue

10. DECLARATIVE
LEARNING(EXPLICIT)
•Over time declarative memory becomes
automatic (procedural)
•Training may require either procedural or
declarative learning
•Impairments in cognitive and /or language
function impair declarative learning
•Areas involved
•Medial temporal
•Hippocampus and the subiculum
• Right hippocampus –spatial representation
•Left hippocampus-memories of word and objects

11. DECLARATIVE
LEARNING(EXPLICIT)
•Processes involved
–Encoding: level of attention, motivation and
ability to associate it with meaningful
information in memory
–Consolidation: stable storage of info in L. term
memory (requires change in neurons)
–Storage: long tem retention of memories
–Retrieval: recall of information from differernt
storage sites

12. DECLARATIVE
LEARNING(EXPLICIT)
•Working or short term memory is critical
for encoding and storage of long term
memory
•Short term memory

Attentional control
Or central executive
2 Rehearsal
systems
Articulatory
loop
Visuospatial sketch
pad

13. NON-DECLARATIVE
LEARNING(IMPLICIT)
•Non –associative learning
•Single stimulus repeatedly given
•Nervous system learns about the
characteristic if the stimulus
•TWO TYPES
•Habituation
•Sensitization

14. NON-DECLARATIVE
LEARNING(IMPLICIT)
Habituation
•Decreases responsiveness that occurs
due to a repeated exposure to the stimulus
•Use in V.Dysfunction and tactile
defensiveness

15. NON-DECLARATIVE
LEARNING(IMPLICIT)
•Sensitization
•Increased response to a painful or
threatening stimulus
•It counteracts the effect of habituation
•Eg: Balance training to prevent falls

16. NON-DECLARATIVE
LEARNING(IMPLICIT
•Prediction of relationships
•Relationship of one stimulus to another
•Relationship of a stimulus to a consequence
•Evolved to helps animals to detect causal
relationships to one another
•Establishing lawful and predictive relationships is
part of the process of making sense and order of
our world
•Recognizing key relationships between events is
essential par of the ability to adapt behavior to
novel situations

17. NON-DECLARATIVE
LEARNING(IMPLICIT)
•Classical conditioning learning to pair two
stimuli
•An initial weak stimulus becomes highly
effective in producing a response when
paired with a strong stimulus
•Before learningAfter learning


No
response
CS
UCS UCR
CS CR

18. NON-DECLARATIVE
LEARNING(IMPLICIT)
•Operant conditioning
–Trial and error learning
–Associate a certain response with a
consequence
–Pressing of a lever randomly by animals
brought food rewards . They associated lever
pressing with food and the pressing became
high

19. NON-DECLARATIVE
LEARNING(IMPLICIT
–Behaviors that are rewarded tend to be
repeated at the cost of other behavior and
behaviors with aversive stimuli are not
repeated (Law of effect kandel,2000)
Determines behavior shown in therapy
Verbal praise –acts as a reinforcer
Setting up therapy so that patient is
rewarded by successful
Cerebellum ,cerbellar nuclei and dorsal
premotor cortex

20. NON-DECLARATIVE
LEARNING(IMPLICIT)
•PROCEDURAL
•Learning task automatically without
attention or thought (habit)
•Repetition of act over many trials
•Does not require attention, awareness or
motivationn
•Repeating a movement continuously
under varying circumstances
•Striatum is critical to procedural learning

21. Theories of Motor learning
•Adams closed loop
•Schmidts schema theory
•Newell theory of exploration or ecological
theory

22. Theories of motor learning
ADAMS CLOSED LOOP THEORY
•Jack Adams (1971)
•Closed loop processes
•Sensory feedback is used for ongoing
production of skilled movement
•Sensory feedback compared with stored
memory of intended movement

23. Theories of motor learning
•ADAMS CLOSED LOOP THEORY
•Two important memories
•Memory trace- Used to select and initiate
the movement
•Perceptual trace-internal reference of
correctness
•Movement initiated by the memory trace
and corrected by detection of error through
perceptual trace

24. Theories of motor learning
ADAMS CLOSED LOOP THEORY
•Perceptual trace becomes stronger with
practice
•Clinical implications
•Patient has to practice the same
movement repeatedly to one accurate end
point
•More time spent in practicing the
movement accurately, better the result

25. Theories of motor learning
ADAMS CLOSED LOOP THEORY
•Errors in performing movement are harmful as they
increase the strength if an inaccurate perceptual
trace
•Limitations
•Movement can occur without sensory feedback
•Accurately perform normal movements
•It would be impossible to store a perceptual trace for
every movement because of memory storage
processes within the brain
•Variability of movement can improve motor
performance better but without knowledge of result it
may create errors

26. Theories of motor learning
•SCHMIDTS SCHEMA THEORY
•Richard schmidt(1970)
•Open loop control
•Motor program concept
•Motor programs donot contain specifics of
movement but generalized set of rules for
a specific class of movements

27. Theories of motor learning
•SCHMIDTS SCHEMA THEORY
•Abstact representations stored in memory
following multiple representation of a class
of objects (Schema)
•Generalized motor program contians the
rules for spatial and temporal pattern of
m.activity needed for a given movement

28. •SCHMIDTS SCHEMA THEORY
•Four things in short term memory
•Initial mvt conditions
•Parameters used in the generalised motor
program
•knowledge of results-outcome of
movement
•Sensory consequences of the movement

29. Theories of motor learning
•SCHMIDTS SCHEMA THEORY
–Recall schema
•The nervous system makes a relationship between
size of the parameter and the movement outcome
•Each new movement adds a data point too their
internal system to refine the rule
•Sources of informaation are not stored only the
rule

30. Theories of motor learning
–Recognition Schema
–Sensory consequences and outcomes of
similar movements are coupled with initial
movement conditions

31. THEORIES OF MOTOR LEARNING
–ECOLOGICAL THEORY
•Karl newell
•Based on systems theory and ecological theory
•Concept of search strategies
•ML- a process the increases coordination
between perception and action in way
consistent with task and environmental task
•Search for optimal strategies to solve the task
given the task constraints

32. THEORIES OF MOTOR LEARNING
–ECOLOGICAL THEORY
•Exploration of perceptual motor workspace for
perceptual cues
•Perceptual cues critical to the way in which the task is
executed are called regulatory cues
•Optimal solutions then incorporate optimal perceptual
cues and optimal motor strategies for specific task
•Role of perceptual information in motor task
–Prescriptive
–Feed back : Concurrent feedback or Knowledge of
performance
Knowledge of results
–Used to structure the search for perceptual motor
solution that is appropriate to the demands of the task

33. THEORIES OF MOTOR
LEARNING –ECOLOGICAL
THEORY
•Strategies to improve skill learning
•To help the learner to understand the
nature of perceptual motor workspace
•Understand the natural search strategies
used by the performers in exploring space
•Provision of augmented information to
facilitate the search

34. THEORIES OF MOTOR
LEARNING –ECOLOGICAL
THEORY
•Dynamic exploratory activity of perceptual
/motor workspace to create optimal
strategies for performing a task
CLINICAL IMPLICATIONS
Patients learns to distinguish relevant cues
important to organizing action
Learning to discriminate relevant from
irrelevant perceptual cues(regulatory from
non-regulatory)

35. THEORIES OF MOTOR LEARNING
–ECOLOGICAL THEORY
•In novel variations of the task patient must
actively search the environment for
information necessary to solve the task
problem optimally
•LIMITATIONS
•A new theory
•It has yet to be applied to specific
examples of motor skills acquisition in any
systematic way

36. STAGES OF MOTOR LEARNING
THEORIES
•FITTS AND POSNERS THREE STAGE
❑Cognitive stage
Understand the nature of the task
Developing strategies used to carry out the
task(a variety of strategies are tried in this
stage)
determining how the task should be
evaluated
High degree of cognitive activity is required
Improvement is very large

37. STAGES OF MOTOR LEARNING
THEORIES
❑Associative stage
•Person has selected best strategy
•Has begun to refine skill
•Less variability in performance
•Improvement occurs more slowly
•Verbal/cognitive aspects not so important
•Lasts from weeks to months

38. STAGES OF MOTOR LEARNING
THEORIES
❑Autonomous stage
•Automaticity of the skill
•Low degree of attention
•Devotes his attention to other aspects of
the skill in general (scanning for obstacles
or doing a secondary task)

39. STAGES OF MOTOR LEARNING
THEORIES
•SYSTEMS THREE STAGE MODEL
•Emphasis on controlling degrees of freedom for
learning new motor skill
•Novice stage: Degrees of freedom are
constrained as they perform the task inorder to
perform the task easier
•Reasonably accurate movement nut not efficient
energetically
•Not able to deal flexibly with environmental
changes

40. STAGES OF MOTOR LEARNING
THEORIES
•Learner simplifies movement inorder to
reduce motor control
•Accomplished by constraining multiple
degrees of freedom so that they move in
Unison and by fixing the angles of many of
the joints in the movement
•Cost is flexibility and efficiency

41. STAGES OF MOTOR LEARNING
THEORIES
ADVANCE STAGE
•Performer begins to release additional degrees of
freedom by allowing more movement at more
joints
•Joints can be controlled independently as
necessary for the task requirements
•Co-contraction reduced and muscle synergies
wee used to create a well coordinate movement
adapted to the task and environment

42. STAGES OF MOTOR LEARNING
THEORIES
Expert stage
•Release of all degrees of fredom
necessary to perform task in a well
coordinated way
•Takes advantage of the mechanics of the
musculoskeletal system and of the
environment and to optmize the efficiency
of the movement

43. STAGES OF MOTOR LEARNING
THEORIES
IMPLICATIONS
•Explanation of co activation during the early
stages
•Offers a new rational for using development
stages in rehabilitation
•Motor development could be viewed fro a b
biomechanical perspective
•Importance of providing external during l support
during early stage of learning a motor skill

44. STAGES OF MOTOR LEARNING
THEORIES
Limitation
•Too little time has been spent on
autonomous stage

45. STAGES OF MOTOR LEARNING
THEORIES
GENTILES TWO STAGE MODEL
• Describes Goal of learner in each stage
•First stage: Understand task dynamics
–goals, developing movement strategies
and understanding the environmental
features critical to the organization of
movement
•Seconds Stage
Fixation/deiversification-refinement of a
skill

46. STAGES OF MOTOR LEARNING
THEORIES
•Closed skills –require refinement of a
single /limited number of movement
patterns (consistency) and Minimal
environmental variations
•Open skills changing environmental conditions
and require diversification

47. Stages of motor program formation
•Early practice stage – individual elements
of the movement are practises
•Middle practice combining two or more
elements to form a synergy
•Late practice stage – all elements are
grouped to form a single unit.

48. APPLICATIONS OF MOTOR
CONTROL RESEARCH
•To identify best ways to structure practice
sessions
•Factors to be considered are
–Practice frequency
–Feedback
–Practice conditions
–Variability of practice

49. APPLICATIONS OF MOTOR
CONTROL RESEARCH
•Feedback- SENSORY INFORMATION AVAILABLE AS
RESULT OF MOVEMENT PRODUCED
•Types
•Response induced or movement produced feedback-
•Intrinsic feedback as result of knowledge of normal
production of movement-visual or somatosensory
•Extrinsic feedback-supplements intrinsic feedback
Extrinsic feedback given concurrently with the task
and at the end of the task is called terminal feedback

50. APPLICATIONS OF MOTOR
CONTROL RESEARCH
•Knowledge of results –feedback about the
outcome of movement. very important for
learning tasks
•Knowledge of performance – feedback
relating to movement pattern used to
achieve the goals

51. APPLICATIONS OF MOTOR
CONTROL RESEARCH
Practice frequency
•Schmidt and lee’ s power law of practice-
rate of importance during any practice is
linearly related
•Early part of practice-improvement is fast
and later it improves more slowly

52. APPLICATIONS OF MOTOR
CONTROL RESEARCH
PRACTICE CONDITIONS
•MASSED VERSUS DISTRIBUTED
PRACTICE
•CONSTANT VS VARIABLE PRACTICE
•RANDOM VERSUS BLOCKED
PRACTICE
•WHOLE VERSUS PART PRACTICE
•TRANSFER
•MENTAL PRACTICE

53. APPLICATIONS OF MOTOR
CONTROL RESEARCH
MASSED VERSUS DISTRIBUTED
•A session in which the amount of practice
time in trial is greater than the amount of
rest between trials-used for continuous
tasks, less useful for distributed tasks.
More fatigue is present
•Amount of rest between trials is equal to
or greater than the amount of time for a
trial

54. APPLICATIONS OF MOTOR
CONTROL RESEARCH
Constant versus variable practice
•Variable practice increases the ability to
generalize and adapt
•The absolute errors were lesser in variable
practice
•Perform well in novel situations
•Constant practice can be used in
mundane task with little variations

55. APPLICATIONS OF MOTOR
CONTROL RESEARCH
•Random versus Blocked practice (contextual
interference)
•Practice five different tasks in random order or
practice one task for a block of trials
•Random practice is better when used with skills
that use different patterns of coordination
•Level of intelligence and experience affect
random practice

56. APPLICATIONS OF MOTOR
CONTROL RESEARCH
•Whole versus part training
•Task analysis- break each tasks into a
series of task (part training)
•Training the activity as a whole

57. APPLICATIONS OF MOTOR
CONTROL RESEARCH
Transfer
•Amount of transfer depends upon
similarity of the tasks or the environments
•Neural processing similar or dissimilar

58. APPLICATIONS OF MOTOR
CONTROL RESEARCH
•Mental practice
•Produces a large positive effect on then
performance of the task
•Physical practice is the best solution but
mental practice is an effective way to
improve function when physical practice is
not possible

59. APPLICATIONS OF MOTOR
CONTROL RESEARCH
•GUIDANCE VERSUS DISCOVERY
LEARNING
•Physical guidance through task to be
learned
•Unguided conditions-found to be useful for
retention
•Guidance used only at the outset of
teaching a task

60. RECOVERY OF FUNCTION
•COMPLEX ACTIVITY OF THE WHOLE
ORGANISM DIRECTED AT PERFORMING A
BEHIOURAL TASK (Craik,1992)
•Achieving functional goals in the same way it was
performed premorbidity i.e. using the same process
used prior to Injury
•Recovery achieves function through original processes
•Compensation is behavioral substitution through
alternate compensation
•Function is intact-sparring of function

61. RECOVERY OF FUNCTION
•Recovery is classified into
–Spontaneous recovery
–Forced recovery

62. RECOVERY OF FUNCTION
FACTORS

BIOLOGICAL
ENVIRONMENTA
L
PRE-INJUR
Y
POST
INJURY
PHARMACOLOGICA
L diet
Environme
nt
exercis
e

Weight
Premorbid factors
Gender
Age
Brain tropic factors
Lesion-size and speed
Genetic factors