Principles of Motor Learning

1. Principles of Motor Learning Movement studies 2011 University of Hertfordshire MS - 2011/12 Slides adapted from 2010 produced by SP

2. Learning Outcomes 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 - 2011/12

3. Motor Learning • Broadly 2 types of movement: Reflex & Learnt • Motor learning primarily relates to LearnedMvts • 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 - 2011/12

4. MOVEMENT • T • Task I Individual E Environment M Figure adapted from Shumway-Cook and Wollacott, 2001;pp2 University of Hertfordshire MS - 2011/12

5. Motor Learning • “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 - 2011/12

6. Stages of a Task • Idea • Planning • Execution • Evaluation • Task • Individual • Environment • Past Experience • During • End University of Hertfordshire MS - 2011/12

7. Stages of motor learning • 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 • Initial stage • Slow performance under close sensory guidance, irregular shape of movements, variable time of performance • Memory & movement pattern transfers • Trial and error • Intermediate stage • Gradual learning of the sensory-motor map, increase in speed & success • Advanced stage • Rapid, automated, skillful performance, isochronous movements, whole field sensory control University of Hertfordshire MS - 2011/12

8. Consider this! • 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 - 2011/12

9. Amount of Practice • 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 - 2011/12

10. Task 1 • 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 - 2011/12

11. How to prescribe Practice • 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 - 2011/12

12. Distribution of Practice • 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 - 2011/12

13. Blocked Vs. Random Practice • 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 - 2011/12

14. Part Vs. Whole Practice • 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 - 2011/12

15. Augmented Feedback • 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 - 2011/12

16. Task 2 • 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 - 2011/12

17. Review the images • So what did we find out? • Relate this to motor learning and in particular intrinsic, extrinsic & no feedback • Dependency ??? University of Hertfordshire MS - 2011/12

18. ANY QUESTIONS ?? Thank you for listening & participating University of Hertfordshire MS - 2011/12