Motor control quiz 5

137 flashcards · Other · by Sarah DenHerder

1. What happens during the pre locomotor stage

   cephalocaudal development, proximodistal development

2. what is cephalocaudal development

   from head to tail, babies move head first and then chest and so on down the body

3. what is proximodistal development

   development moves from trunk to arms and legs, proximal to distal

4. What happens in the locomotor stage

   Child goes from being top heavy, needing to hold on to things to walk (around 9 months), to walking and kicking a ball or walking backwards

5. What are the general milestones during the first year

   lift head, roll over, sit without support, stand with support, pull up to stand, walk with support, stand alone, walk alone,

6. lift head

   milestone in the first year, before 1 month

7. roll over

   milestone in the first year, 2-5 months

8. sit without support

   milestone in the first year, 4-8 months

9. stand with support

   milestone in the first year, 5-10 months

10. pull up to stand

    milestone in the first year, 6-10 months

11. walk with support

    milestone in the first year, 7-13 months

12. stand alone

    milestone in the first year, 10-14 months

13. walk alone

    milestone in the first year, 11-14 months

14. Is motor skill development the same for all babies

    no

15. 12-15 months

    some fine motor skills pincer grasp, points with forefinger, rock to rhythm, stoop and pick things up

16. 15-18 months

    takes covers off, throws a ball, climb on things

17. 18-21 months

    stairs with help, roll a ball, feed themselves, start helping dress

18. 21-24 months

    kick a ball, walk upstiars without help, marks time (goes up one step at a time, puts both feet on a step and then goes up again), stand on tiptoes, jump

19. In years 2-6 movement skills transition to

    abilities

20. How does handwriting grip change in years 2-6

    Cylindrical grasp: 1-1.5 years digital grasp: 2-3 years modified tripod grasp: 3.5-4 years Tripod grasp: 4.5-7 years

21. Year 2

    Gross motor: jumps forwards, backwards and sideways, can jump about 2 inches high, jump down from 8 inch height, walk on tiptoes, stand on one foot for 1 second, 2-3 steps on a balance beam, hop on one foot, runs, stairs with alternating feet, climbs, catches ball wth straight arms, ball skills improve Fine motor: build tower up to 8 blocks, build a simple bridge, hold a crayon with thumb and fingers, put rings on a ring stacker, paint with a brush, use scissors and make one snip, squeeze blue…

22. Year 3

    Gross motor: can jump about 8 inches high, broad jump, jump down from 16 inch height, jump rope for two cycles, stand on one foot for 5 seconds, gallops, downstairs by marking, throwing overhand, begins to catch with arms bent, riding a tricycle Fine motor: build tower up to ten blocks, string beads, hand dominance is notable, copies a circle cross and square, writes a few lettes (name), continuous cut with scissors in a straight line, can dress but may need help

23. Year 4

    Gross motor: broad jump two feet, jump down from two feet with feet togeter for take off and landing, down stairs wih alternating feet, ridin ga bike with training wheels Fine motor: draws a person with a head and 1-2 features, tripod grip for writing, writes more letters and numbers, cut out shapes with scissors, zips own coat, help getting gloves on, can dress independently

24. Years 5-6

    Gross motor: Begin to loose fat and gain muscle, somersaults, swing and climb, skip, runs with agility (changes direction), jumps rope, swims, rides bike (wiithout training wheels), can start playing sports, but need help understanding the rules Fine motor: starts tying shoes, buttons, begins writing full sentences, detailed drawing, complete own self-care tasks (brushing teeth, combing hair), independently feed themselves

25. Catching

    goes from straight to bent arms

26. throwing

    progressing with more trunk rotation

27. cutting

    snips to around shapes

28. running

    from short steps to long steps, and from no arms swing to arm swing

29. Years 7+ how does motor skill development continue

    have all of the gross motor skills by this point develop specific skills put multiple movements together continues to refine sport specific skill until young adults

30. How does strength change with age

    maximal muscle strength and muscular power is achieved in 20s or 30s and then declines slow decline after 30 and then faster decline after 60

31. Causes of coordination difficulties with aging

    loss of sensory receptros and decreases in movement time

32. What causes and increases potential to fall with aging

    loss of sensory receptors, loss of hair cells in vestibular system, loss of strength, and increased reaction times leads to balance problems and increased potential to fall

33. How can declines be prevented/delayed

    exercise, strength training in particular, active engagement in the environment, engaging in activities that challenge movement speed and reaction time, if you don't use it you lose it

34. What are the 3 stages of learning in the Fitts and Posner model

    cognitive, associative, autonomous This is a continuum of practice, and the more practice leads to gradual changes

35. Cognitive stage (Fitts and Posner model)

    Beginner focused on solving cognitively-oriented problems, large error, highly variable, don't know what to do to improve

36. associative stage (Fitts and Posner model)

    The person has learned to associate cues from the environment with required movements to achieve the goal of the skill, less error, less variability, can detect and identify their own performance errors, know what they did wrong

37. autonomous stage (Fitts and Posner model)

    skill is automatic, can detect errors and correct

38. What stage do skills require conscious thought

    cognitive and associative

39. what stage should a teacher help identify errors

    cognitive

40. what stage does variability decrease

    associative

41. what stage is performance consistent

    autonomous

42. Two stages of learning in gentiles model

    initial stage and later stage

43. initial stage (gentiles model)

    Learner achieves 2 goals acquire movement coordination pattern discriminate between regulatory and nonregulatory conditions explores a variety of movement, problem solves through trial and error, develop a movement coordination patter, not consistent or efficient

44. regulatory conditions

    conditions in the environment that determine movement characteristics

45. nonregulatory conditions

    conditions in the environement that don't influence movement

46. later stage (gentiles model)

    Learner acquires 3 characterstics adaptation: hav movement pattern for skill and can adapt to different environments and conditions consistency economy of effort: doesn't take as much energy or effort to complete the task

47. closed skill

    environment is stable

48. open skill

    environment is in motion

49. How are closed skills modified in the later stages

    closed skills require a fixation of movment pattern

50. fixation

    refines initial stage movement pattern to consistently repeat optimal movement pattern, because environment isn't changing, used for closed skills

51. how are open skills modified in later stages

    open skills require diversificaion of movement pattern

52. diversification

    refines initial stage movement pattern to enable adaption to changing environmental conditions, continually changing spatial and temporal regulatory conditionsof the skill, where and how fast, used for open skills learners acquire theh capability to modify the movement pattern according to environmental context characteristics

53. invariant features

    do not change from one performance to another

54. parameters

    vary from one performance to another

55. modification of closed skills

    only movement parameter changes

56. modification of open skills

    changes to either parameters and/or invariant features, must adapt/anticipate to changes in regulatory condition

57. what to focus on to identify stage of learning

    consistency of performance, ability to detect and change errors, ability to adapt

58. Rate of improvement

    Initial stage large, quick amount of improvement Later stage amount of improvement decreases, already good so less gain to be had

59. movement coordination

    initial stage hold some joints rigid, freeze degrees of freedom Later stage uses more degrees of freedom

60. coordination pattern

    initial stage old coordination pattern, can cause injury, knee, hip, back issues Later stage new coordination pattern, healthier to prevent injury or reduce pain

61. muscles used

    initial stage use more muscles and inaccurate timing later stage use less muscles and accurate timing

62. energy cost

    initial stage expend lots of energy later stage minimal energy cost

63. visual selective attention

    initial stage looks at too many things later stage attends to most useful features

64. attention demands

    initial stage requires conscious thought later stage is automatic

65. error detection

    initial stage unable to detect erros later stage rapidly and efficiently correct errors

66. brain activity

    initial stage multiple brain areas used, controlled processing - cerebellar/PMA, externally generated later stage less brain areas used, automatic processing - basal ganglia/SMA, internally generated

67. What characteristics don't change with the stages of learning

    visual/sensory feedback, because you learn what feedback you need and continuously use it, continue to need this feedback even after become more skillful with additional practice, performance is less optimal if sensory information does not match with what is stored in memory

68. what is an expert

    extreme opposite end of learning stages from beginner, deliberate practice for at least 10 years

69. characteristics of an expert

    knowledge structure that is oragnized, know how to use different feedback and structured movement, better able to interrelate the concepts, know what to watch, what to look for et, knowledge structrure is activity specific, just because good at basketball doesn't mean good at tennis can make quick decisions in a short amount of time select meaningful information in a short amount of time, what information from environment do you need

70. movment ability

    novice more errors and inconsistency expert more automatic and efficient

71. perception

    novice difficulty extracting relevant sensory information, more time in visual search expert interpret sensory information rapidly, less time in visual search

72. cognition

    novice more problem solving, more reacting, attention on object expert more organized information for memory recall, recognizes patterns and anticiptes, attention away from object and on envrionment

73. What is performance

    The behavioral act of executing a skill at a speceific time and in a specific situation

74. What is learning

    relatively permanent change in capacity to perform as a result of practice

75. what defines motor learning

    relatively permanent, result of practice, inferred from performance

76. Characteristics of skill learning

    imporvement, consistency, stability, persistence, adaptability

77. Improvement

    Characteristics of skill learning, higher skill level than sometime before

78. consistency

    charcteristic of skill learnin, less variable with learning, performance becomes increasingly similar, most variable at the beginning of learning

79. stability

    characteristic of skill learning, internal or external conditions that do not disrupt perforamance, internal could be anxiety or drowsiness, external could be people around

80. persistence

    characteristic of skill learning, improvement that lasts over a period of time

81. adaptability

    characteristic of skill learning, adaptable over a varietty of conditions, applied to a variety of performance context characteristics

82. What defines learning in coordination dynamics

    learning a new skill represents evolving a new spatial and temporal coordination pattern from an old one

83. What aspects of the coordination pattern are important for determining the coordination state

    stability and consistency, can help with old, transition, or new coordination pattern

84. How do you determine if someonee has learned

    Retention tests, transfer tests, and other types of tests: criterion for master, level or automaticity, pre and post tests

85. What is a retention test and what does it measure

    wait a period of time and then test, measures persistence across time

86. what is a transfer testa nd what does it measure

    novel situation is tested skill in a new context (Stress and feedback) skill in a new environment perform a different/related skill assesses adaptability and generalizabiilty can be better for a clinical/exercise setting

87. Criterion for mastery

    how many trials (minutes, hours, etc) to reach criterion, set a level you want to get to or want patient to get to

88. level or automaticity

    controlled vs automatic processing

89. pre and post tests

    tests are identical but practice is different, easy for group analysis, can't observe performance change over timee doesn't tell much about what happened in the middle

90. Having a person walk and talk outside

    transfer test

91. set a target distance

    criterion for mastery

92. doing the same 10 meter walk at the beginning and end

    pre and post test

93. Types of performance curves

    linear, negatively accelerated, positively accelerated, s shaped

94. linear

    proportional improvement over trials or time, same amount of improvement each time, straight line

95. negatively accelerated

    early improvement but slows during later practice, sharp curve at beginning and then plateaus,

96. positively accelerated

    slight improvement early but substantial improvement during later practice, plateau and then sharp increase

97. s shaped/ogive

    combination of negatively and positively accelerated, not much improvement at the beginning, a lot of improvement in the middle and then a plateau

98. advantages to perforamance curves

    can see acutal performance, indicate progression of learning stages

99. disadvantages to performance curves

    incorrect inerpretation ceiling effect (task was to easy, high score that stays high) floor effects (task was too hard and never see an improvement) plateaus, learn a lot and then no improvment some kinematic variables are difficult to present in performance curves so block trials

100. what is the formula for calculating percent change

     [(B-A)/A] x 100, A = earlier performance B = later performance