Motor Learning Variables Practice Conditions Define Learning and Motor Learning Motor Learning Variables Feedback Procedural Learning Motor Learning Transfer of Learning Declarative and Associative Learning Motor Learning Occurs In Stages Adam’s Theory Schmidt’s Theory Map of Essential Concepts DM McKeough © 2009

Motor Learning Define learning and motor learning Declarative and associative learning Procedural learning Adam’s theory of motor learning Schmidt’s theory of motor learning Motor learning occurs in stages Transfer of learning Feedback Practice conditions Motor Learning variables Last Viewed Concept Map Exit

Motor Learning 1/4 The aspect of Motor Control concerned with the acquisition of novel action or movement As applied to patients, Motor Learning is the re-acquisition of previously learned actions in the presence of altered morphology (sensory, motor, or cognitive impairment) Last Viewed Motor Learning Concept Map Exit

Motor Learning Questions for PT 2/4 How can I best structure practice (therapy) to insure learning? How can I ensure that skills learned in one context (PT) will transfer to another (home)? Will simplifying a task result in more efficient learning? Last Viewed Motor Learning Concept Map Exit

What is Learning? 3/4 Definition: a relatively permanent change in behavior due to practice. Motor learning: a set of processes associated with practice leading to a permanent change in the capacity for skilled action Learning is a process of acquiring the capacity for skilled action Learning results from practice Learning cannot be observed directly but must be inferred from behavior (performance) Learning produces a permanent change in behavior Last Viewed Motor Learning Concept Map Exit

Performance  Learning 4/4 Motor Performance is the temporary change in movement behavior seen during a practice session May be due to performance conditions Facilitation Fatigue Motor Learning is a permanent change in movement behavior measured after a retention period Motor Learning is only due to practice Last Viewed Motor Learning Concept Map Exit

Types of Learning Declarative Learning Facts or Knowledge that can be expressed in declarative sentences 10 lock the brakes, 20 remove foot rest, 30 scoot forward, etc Controlled by the cortex Practice can transform declarative learning to procedural learning Associative learning: discover the cause and effect relationship between variables “During my sit-to-stand transfer, I fell backward because I began standing before I had my nose over my toes.” Last Viewed Motor Learning Concept Map Exit

Types of Learning 1/2 Procedural Learning Occurs without attention or conscious thought Walking, swimming, riding a bike Develops slowly through very high repetition Expressed through improved performance on a task Controlled by the cerebellum Therefore  performance is still possible in the absence of cortex (brain injury, dementia) Last Viewed Motor Learning Exit

Types of Learning 2/2 Procedural Learning Involves learning the “rules for moving” or “movement schema” Some of the rules for performing a transfer include: Anterior displacement of line of gravity into a new base Produce extensor force > gravity (hip and knee components should proceed and end simultaneously) Learning the “rules” of performance enables successful performance of action in variable performance environments (transfer of the strategy) Last Viewed Motor Learning Concept Map Exit

Theories of Motor Learning 1/2 Adams Closed-loop Theory (1971) Sensory FB is used for the ongoing production of skilled movement Movement errors are detected by comparing movement produced FB with a memory of the intended movement Memory trace used in the selection and initiation of a movement Perceptual trace, built-up over practice, becomes the reference of correctness Last Viewed Motor Learning Concept Map Exit

Theories of Motor Learning 2/2 Adams Closed-loop Theory Clinical Implications Accuracy of a movement is proportional to the strength of the perceptual trace Patient must practice the movement repeatedly to develop and strengthen the perceptual trace Limitations Accurate movement can occur in the absence of FB Would require a separate perceptual trace for every possible movement Last Viewed Motor Learning Concept Map Exit

Theories of Motor Learning 1/4 Schmidt Schema Theory Schema is an abstract representation stored in memory following multiple presentations of a class of objects (tasks) Emphasizes open-loop control processes and generalized motor program concept Motor programs do not contain the specifics of a movement but rather contain general rules for a specific class of movements Last Viewed Motor Learning Concept Map Exit

Theories of Motor Learning 2/4 Schmidt Schema Theory Recall schema used to select a specific response (Adams’ memory trace ) Recognition schema used to evaluate response correctness (Adams’ perceptual trace) Movement is regulated by a negative FB system What is fed back to the controller is an error signal (e.g. thermostat, toilet, muscle spindle) Last Viewed Motor Learning Exit

Theories of Motor Learning 3/4 Schmidt Schema Theory Decision process involves formulating an error signal and feeding it back to the recognition schema which becomes more refined with practice With increased variability of practice, the recognition schema becomes more generalized and stronger Last Viewed Motor Learning Exit

Theories of Motor Learning 4/4 Schmidt Schema Theory Clinical Implications Optimal learning occurs with variable practice conditions Limitations Too vague to test Inconsistent experimental support Strong support with children Inconsistent findings with adults Cannot account for one-trial learning (In the absence of a schema) Last Viewed Motor Learning Concept Map Exit

Motor Learning Occurs in Stages Cognitive stage Associative stage Autonomous stage Last Viewed Motor Learning Concept Map Exit

Motor Learning Occurs in Stages Three-Stage Model (Fitts and Poser 1967) Cognitive: Learning what to do Associative: Refining the movement pattern Autonomous: Developing skill Two-Stage Model (Gentile 1987) Early stage: Getting the idea of the movement (Equivalent to Fitts & Posner Stage 1) Late stage: Fixation/ diversification (Equivalent to Fitts & Posner Stage 2 & 3) Last Viewed Stages Exit

Motor Learning Occurs in Stages What is the take home message here? Motor learning probably occurs in stages Activity of the learner is different in the different stages Activities of the instructor should be different in the different stages Last Viewed Stages Exit

Cognitive Stage 1/4 Performer’s activity Performer’s learning focus Learner is “getting the idea of the task”, developing a cognitive map Assesses own abilities Develops strategies Learns regulatory constraints Selectively attends to regulatory constraints Formulates a motor program Changes performance to successively approximate task Visual FB (KR) most important Performer’s learning focus Learning what to do Last Viewed Stages Exit

Cognitive Stage 2/4 Intervention Strategies Instruction Highlight purpose of task in functionally relevant context Demonstrate task accurately, at ideal speed (best model is another learner at same stage) Draw attention to regulatory constraints Have performer verbalize strategy and regulatory constraints May require manual guidance or assistance Break complex tasks into component parts (progressive-part technique) Last Viewed Stages Exit

Cognitive Stage 3/4 Intervention Strategies Transfer Transfer information in from other known motor skills Highlight similarities to other learned tasks Practice schedule/ conditions Distributed practice to avoid fatigue (safety) Limit distracters or interference Stress slow, controlled movement Randomize practice among 2 or more variables Last Viewed Stages Exit

Cognitive Stage 4/4 Feedback Practice environment Positively reinforce correct performance Provide FB along appropriate sensory channels Augment visual FB (mirror, video) Balance FB for correct performance with errors since errors are variable AVOID VERBAL BOMBARDMENT Practice environment Closed Last Viewed Stages Exit

Associative Stage 1/4 Performer Activities Performer’s learning focus Performer practices movement Spatial and temporal aspects of movement are becoming better organized Extraneous movement errors decrease Dependence on visual FB decreases, on proprioceptive FB increases (KR  KP) Cognitive monitoring decreases Performer’s learning focus Refining the movement pattern (The goal of this phase is to improve the organization of the motor program) Last Viewed Stages Exit

Associative Stage 2/4 During stage 2, closed skills become more consistent and open skills become more diversified Last Viewed Stages Exit

Associative Stage 3/4 Intervention Strategies Instruction Help performer develop own decision-making abilities Facilitation or guidance may be counterproductive Practice schedule/ conditions Random practice of 2 or more tasks in larger blocks of trials Repeat practice conditions at least twice to permit performer to correct errors Introduce elements of real world performance scenarios including distracters and interference as appropriate Last Viewed Stages Exit

Associative Stage 4/4 Intervention Strategies Feedback Identify movement errors, intervene when errors become consistent Augment KP (reference of correctness) Increase detail or specificity, decrease total amount Allow brief period of introspection between performance and FB Practice environment Closed environment with ITV or open environment Last Viewed Stages Exit

Autonomous Stage 1/3 Performer Activities Performer’s learning focus Most patients are discharged prior to this stage Practice task in different performance environments Spatial and temporal components become highly organized Movement becomes increasingly autonomous requiring little cognitive control Performer’s learning focus Developing skill (Consistent goal attainment) Last Viewed Stages Exit

Autonomous Stage 2/3 Intervention Strategies Practice environment Use performance conditions with all appropriate distracters and interference (open, actual speed and accuracy) Repeat practice conditions at least twice to permit performer to correct errors Feedback Confirm/ augment the performer’s analysis of the performance Increase detail or specificity Decrease total amount Last Viewed Stages Exit

Autonomous Stage 3/3 Intervention Strategies Practice schedule/ conditions Task sequence remains random with even larger blocks of trials Last Viewed Stages Exit

Transfer of Learning The role of transfer in rehabilitation. Transfer of learning (training): it is not known what is being transferred (task specificity). If it is the process for solving a “type or class” of motor problem, then experience solving similar problems should assist in transferring the learning. Last Viewed Motor Learning Concept Map Exit

Feedback 1/3 Types of FB Role of FB in motor learning Intrinsic FB Proprioception about the movement process (KP) Extrinsic FB Information about the result of the movement (KR) Role of FB in motor learning Some argue that it is the most powerful determinant of learning Last Viewed Motor Learning Concept Map Exit

Feedback 2/3 Definition Frequency Type Specificity Information about the consequences of action (movement) Frequency Continuous FB Intermittent FB Faded FB Bandwidth FB Type KR KP Positive FB Negative (error) FB Specificity General FB Specific FB Last Viewed Motor Learning Concept Map Exit

Characteristics of Good FB 3/3 Timely Allow brief period of introspection between performance and FB Accurate Positively reinforce correct performance Balance FB for correct performance with errors since errors are variable Appropriate level of detail/ Specific Provide FB along appropriate sensory channels Increase detail or specificity Confirm/ augment the performer’s analysis of the performance Augmented KR Augment visual FB (mirror, video) Augmented KP Reinforce/ refine reference of correctness Total amount Decrease across stages AVOID VERBAL BOMBARDMENT Last Viewed Motor Learning Concept Map Exit

Practice 1/4 Schedule Conditions Role of practice in motor learning Massed vs Distributed Practice Distributed in early stage, massed in later stage Conditions Constant vs Variable Practice Constant practice improves performance Variable practice improves learning and transfer Role of practice in motor learning Winstein argues that practice is the most powerful determinant of learning Last Viewed Motor Learning Exit

Practice Conditions 2/4 Random vs Blocked Practice Randomizing practice conditions promote best learning and transfer Whole vs Part Practice Task specificity says the best practice is the test itself If utilizing a part technique, the part must be a naturally occurring component of the whole Last Viewed Motor Learning Exit

Practice Conditions 3/4 Transfer Guided vs Discovery Practice Amount of transfer is determined by the similarity between the two tasks or the two environments The more closely the demands of the practice environment resemble those in the performance environment, the better the transfer Guided vs Discovery Practice Experimental results are equivocal about whether guidance produces better learning Last Viewed Motor Learning Exit

Practice Conditions 4/4 Mental Practice Can produce large positive effects on performance of the task (Rawlings 1972) During mental practice the same brain areas (primary and supplementary motor areas) are active that are active during the physical performance of the task Research results indicate combination of physical and mental practice produces best results of all Last Viewed Motor Learning Exit

Motor Learning Variables Stages of motor learning: Fitts & Posner/ Gentile Types of movement goals: movement pattern/ environmental result Environment: closed/ open Task specificity: Gentile’s taxonomy Feedback: frequency, type (KR/ KP, +/-), specificity Practice schedule: distributed/ massed Transfer of learning: transfer-in/ transfer-out Practice conditions: constant/ variable, blocked/ random, whole/ part, guided/ discovery Mental practice Last Viewed Motor Learning Concept Map Exit

The End © DM McKeough 2009 Concept Map