Movement studies 2011 Slides adapted from 2010 produced by SP University of Hertfordshire MS /12

Following this session and appropriate independent study the student should be able to:  Define the term of Motor Learning  Acquire awareness of the basic characteristics and attributes of Motor Learning  List the stages that are involved in the successful undertaking and completion of a simple task, and briefly discuss the components/key features that may be involved  Acquire awareness of the basic practice conditions that may be employed to facilitate Motor Learning University of Hertfordshire MS /12

 Broadly 2 types of movement: Reflex & Learnt  Motor learning primarily relates to Learned Mvts  Learning is the process of acquiring knowledge.  Motor learning is the acquisition or reacquisition of movement  Motor learning emerges from a complex of perception, cognition and action processes, and from the interaction of the individual, the task and the environment University of Hertfordshire MS /12

I Individual E Environment M MOVEMENT Figure adapted from Shumway-Cook and Wollacott, 2001;pp2 University of Hertfordshire MS /12 T Task

 “Motor learning is a set of processes associated with practice or experience leading to relatively permanent changes in the capability for movement” (Schmidt and Lee, 1999:pp264)  This definition is synthesized by four distinctive characteristics of what is termed as “learning”:  ( 1) it is the process of acquiring the capability for the production of skilled actions  (2) it is the direct product of practice or experience  (3) it cannot be observed directly  (4) it is relatively permanent University of Hertfordshire MS /12

1. Idea 2. Planning 3. Execution 4. Evaluation TTask IIndividual EEnvironment PPast Experience DDuring EEnd University of Hertfordshire MS /12

 In the early phase motor patterns are unskilled, feedback dependent & there is high demand of cognitive attention.  With practice, accuracy & velocity of actions increase, whereas feedback processing becomes less important & move towards expertise 1. Initial stage  Slow performance under close sensory guidance, irregular shape of movements, variable time of performance  Memory & movement pattern transfers  Trial and error 2. Intermediate stage  Gradual learning of the sensory-motor map, increase in speed & success 3. Advanced stage  Rapid, automated, skillful performance, isochronous movements, whole field sensory control University of Hertfordshire MS /12

 To become an expert on a skill, 10000hrs of practice are required  If one practices for 5h/day for a whole year, then: 5 X 365 = 1825hrs  To achieve 10000h, one needs to practice at the same rate (5hrs/day) for ~5.5 years!!!  How often and for how long do we see our patients??? University of Hertfordshire MS /12

 The amount of practice a person devotes to a skill is important in learning a motor skill.  More practice is assumed to be better than less practice.  The amount of practice is not the sole critical variable influencing motor skill acquisition  “Practice does not make perfect; perfect practice makes prefect performance.” University of Hertfordshire MS /12

 Write your name or signature with your non- dominant hand.  Do this 20 times, and see how your writing is improving.  Compare the first with your last trial. University of Hertfordshire MS /12

 How to use an allotted amount of time within and between practice sessions?  Massed (rest between sessions small or none)  Distributed (rest between sessions longer)  Is it better to have longer (mass) practices than shorter (distributive) more frequent practices ??? University of Hertfordshire MS /12

 Effects on performance  The longer the rest period the better the performance  Effects on learning  The longer the rest period the better the learning  Time trade-off:  Massed: reduced benefits per time in training, but requires the least total time VS.  Distributed: results in the most learning per time in training, but requires the most total time to complete University of Hertfordshire MS /12

 Blocked: a sequence in which all trials on one task are done together  Random: the same task is never repeated on consecutive trials  Same number of trials, but different order.  Evidence suggests that practicing a number of tasks in a randomized order is the most successful means of achieving stable learning and retention. University of Hertfordshire MS /12

 Closed VS. Open skill practice  Breaking a motor skill down into smaller parts  Success of part or whole practice depends on the task  Serial tasks: practicing difficult parts separately. Allows considerable transfer of the part to the whole task – backward chaining  Continuous tasks: usually involve coordination so part practice, does not transfer to the whole task – e.g. Walking TO……. Clutch/throttle control & Steering a car University of Hertfordshire MS /12

 Intrinsic  Results from the learner (vision, proprioception, cognitive processes)  Extrinsic  Results from an outside source (physio, coach etc)  Feedback important for learning (especially during early stages) but can cause dependency University of Hertfordshire MS /12

 In your groups of four, have three people look at an image for 30 secs  Then:  One person will try to copy the image  The second person will copy the image whilst being blindfolded, but someone will be giving feedback.  The third person will do the same but whilst being blindfolded. NO CHEATING!!! University of Hertfordshire MS /12

 So what did we find out?  Relate this to motor learning and in particular intrinsic, extrinsic & no feedback  Dependency ??? University of Hertfordshire MS /12

ANY QUESTIONS ?? Thank you for listening & participating