2. Introduction to Motor Learning
• Change in the capability of a person to perform a skill that must be
inferred from a relatively permanent improvement in performance as
a result of practice or experience.
• Motor learning can be seen in diseases that affect nervous and
musculoskeletal systems, and sensory organs. More intriguingly, it can
be seen during childhood development without any apparent physical
or intellectual problem.
• Developmental Coordination Disorder (DCD),Autism Spectrum
Disorders (ASD).
3. Classification of Motor Skills
• Fine Motor Skills — Fine motor skills involve the coordination of small
muscle movements, such as using the hands and fingers for tasks like
writing, drawing, and playing musical instruments. These skills are
essential for activities that require precision and dexterity.
• Gross Motor Skills —Gross motor skills involve the use of large muscle
groups for activities such as running, jumping, and throwing. These
skills are crucial for mobility, coordination, and maintaining balance.
4.
5. Measurements of Motor Performance
• Quantitative Analysis —Quantitative measurements involve the use of
numerical data to assess motor performance, such as reaction time,
movement speed, and accuracy. These measurements provide
objective insights into an individual’s motor skills.
• Qualitative Assessment —Qualitative assessments focus on the
observation and analysis of movement patterns, coordination, and
technique. They provide a more subjective understanding of the
quality of motor performance and are often used in sports and
rehabilitation settings.
6. • Technology Integration — Advancements in technology have led to
innovative ways of measuring motor performance, including motion
capture systems, force platforms, and wearable devices. These
technologies offer detailed insights and facilitate precise analysis of
movement dynamics.
7. Introduction of Motor Control
• Neuromuscular Coordination —Motor control involves the
coordination of neural, muscular, and biomechanical processes to
produce purposeful movements. This intricate coordination is
essential for executing skilled actions efficiently.
• Movement Planning —The process of motor control includes the
cognitive aspects of movement planning, such as decision-making,
anticipation, and preparation. These cognitive processes are vital for
adapting to changing environmental demands.
8. • Movement Execution —Once a movement is planned, motor control
oversees the execution phase, where muscles, joints, and sensory
feedback work together to carry out the intended action. This phase
encompasses the fine-tuning of movement parameters.
9. Theories of Motor Control
• Schema Theory —The Schema Theory proposes that the brain forms
generalized motor programs or patterns to execute movements based
on experiences and sensory feedback, enabling the adaptability of
motor skills.
• Ecological Dynamics —Ecological Dynamics emphasizes the
interaction between the individual, task, and environment,
highlighting the role of perception-action coupling in skill acquisition
and performance.
10. • Adamss closed loop — based on basic motor learning research that
focused on slow, graded, linear positioning tasks, which involved error
detection and correction to meet goal demands.
11. Application of Motor Learning
• Athletic Training — In sports, motor learning principles are applied to
enhance athletes’ skill acquisition, technique refinement, and
adaptation to changing game situations, ultimately optimizing
performance.
• Rehabilitation —Motor learning concepts are fundamental in
rehabilitation programs for individuals recovering from injuries or
surgeries, aiming to regain motor function, movement patterns, and
balance.
12. Learning Environment
• Feedback Mechanisms —Creating a supportive learning environment
involves implementing effective feedback mechanisms that provide
individuals with timely and relevant information to improve their
motor skills and performance.
• Task Variability —Varying the tasks and challenges within the learning
environment promotes a broad adaptation of motor skills, leading to
improved coordination, decision-making, and the ability to handle
diverse situations.
13. • Motivational Factors —Engaging and motivating individuals through
purposeful tasks, goal setting, and intrinsic rewards enhances their
commitment to the learning process and fosters a positive learning
environment.
14. Learning of Skill
• Cognitive Stage —When learning a skilled movement, a patient first
must figure out what to do; that is, the patient must learn the goal or
purpose and the requirements of the exercise or functional task.
• Then the patient must learn how to do the motor task safely and
correctly. At this stage, the patient needs to think about each
component or sequence of the skilled movement.
• The patient often focuses on how his or her body is aligned and how
far and with what intensity or speed to move.
15. • Associative Stage — The patient makes infrequent errors and
concentrates on fine-tuning the motor task during the associative
stage of learning.
• The patient explores slight variations and modifications of movement
strategies while doing the task under different environmental
conditions .
• Autonomous Stage — Movements are automatic in this final stage
of learning. The patient does not have to pay attention to the
movement in the task, thus making it possible to do other tasks
simultaneously. Also, the patient easily adapts to variations in task
demands and environmental conditions.
16. Instruction
• Motor learning is influenced by many variables, some of which can be
manipulated by a therapist during exercise instruction or functional
training to facilitate learning. Some of these variables include pre-
practice considerations, practice, and feedback. An understanding of
these variables and their impact on motor learning is necessary to
develop strategies for successful exercise instruction and functional
training.
• Providing clear and concise instructions tailored to the specific motor
task helps individuals understand the requirements and execute the
skill effectively.
17. • Timing feedback appropriately, such as providing immediate feedback
for error correction and delayed feedback for skill reinforcement,
influences the effectiveness of the learning process.
18. Practice
• . A patient’s understanding of the purpose of an exercise or task, as
well as interest in the task, affect skill acquisition and retention.
• Attention to the task at hand also affects learning.
• The ability to focus on the skill to be learned without distracting
influences in the environment promotes learning. Instructions given
to a patient prior to practice about where his or her attention should
be directed during practice may also affect learning.
• Practice is probably the single most important variable in learning a
motor skill.
