motor patterns for pt's

7/31/2019 Motor Patterns for PT's

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Performance Characteristics of Learning New Skills

Improvement occurs over a period of time. Can beboth good and bad

Consistency performances will become moreconsistent. The skill becomes more stable and is noteasily disrupted

Persistence as the person progresses in learningthe skill, the improved performance lasts for alonger period of time

Adaptability the improved skill is adaptable to avariety of situations and activities


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Changes In Limb SegmentCoordination

Typically new learners will try to hold some joints rigid freezing the degrees of

freedom (Bernstein 1967) As they improve their skill the joints relax

and become more involved in the action


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What Influences Our Motor

Pattern Development We all have developed a very large repertoire of

movement patterns Our new skills are often based on current

movement characteristics we know People approach new skill learning with distinct

movement pattern bias that needs to be overcome

As the new movement is learned it transitionsthrough irregular stable-unstable-stablecharacteristics


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Source Of Frustration

This can be based on Lack of, or dominance of prior movement

pattern knowledge Transition periods can cause a drop off in

practice due to lack of apparent progress

Need to provide more motivation to makesure the person keeps up with the practice


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Changes In Muscles Used In Skills

In new skill learning EMG studies show More muscles than is required are often used to

perform the skill The sequence of muscle contraction is often

incorrectAs practice is refined,

Less muscles are used until the minimal numberrequired is reached

The muscle activation sequences becomes moreappropriate


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Changes In Feedback Mechanism

Initially the brain is flooded withinformation about the movement

It is difficult to decide on what informationto process and what to discard

Encourage people to focus on the desired

feedback physical not visual


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Changes In Visual Concentration

Beginners look at too many things and oftenget inappropriate cues

With practice the person learns to directtheir attention to those cues which willprovide the most useful information for

performing the skill. (Magill 2000)


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Further Information

Beginners also think about almost everypart of the movement required

As beginners practice they become better atdetecting and correcting errors

Experts have greater levels of knowledge in

their specific area/movement than beginners


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New Skill Learning

Speed stacking of cups


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Instruction Techniques


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Demonstration

More effective under certain conditions than under others Success depends on what the person sees not what they

look at

Observer perceives and uses invariant qualities of thedemonstration to develop their own movement pattern

Modelling allows the person to observe movement patternsas well as strategies used

Observing unskilled performers allows the observer toproblem solve the development of the new skill


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Verbal Instruction

People have a limited capacity for information Keep it to 1-2 instructions per skill

Directing the learner to specific components of theskill may inhibit learning by interfering withplanning and control by the motor program itself

Verbal cues can bias a person towards a specific

strategy they might use to perform a skill May provide too much or too little information forwhat the person needs


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Verbal Cues

Short concise phrases that Direct attention to key information

Prompt key movement patternsCues should be 1-3 words only Limited in number Carefully timed Should come from the performer first Given sparingly not after every movement


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Example

Make cues specific but simple Define a start and end point

Use position or feeling type cues rather thanspecifying which muscle to contract

Direct the persons attention to the sensoryfeedback, not the result

Each person will describe a different feeling.Reinforce the concept of kinesthetic memory


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Allow Time To Learn

Dont over cue Dont speak unless you need to

Allow 8-10 repetitions before you addadditional cues

Give the person time to develop a motorpattern of their own


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MORE APPLICATIONS Avoid instructions or comments suggesting

conscious control of a well learned skill, letthe person just do it.

Avoid aver analyzing performance if it isalready performed well. Dont ask the personto think about how they did something if theyalready do it well. Too many cues for a wellperformed task!

The more stable and predictable theenvironment, the more the action should beorganised in advance, produced as a singleunit and ignore progressive feedback untilcompleted.


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Summary

Learn from each person you train How much information to pass on

What are the most common words that arethe best cues

Learning takes place even if demonstrationis poor

Keep it fun, learning occurs best when it isfun

motor patterns for pt's

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