3.4 Motor Learning Theories

Question 1

What is the core idea of Schmidt’s Schema Theory?

Answer 1

Motor learning uses generalized rules (schemas) rather than storing every movement detail.

Question 2

What are the two types of schemas?

Answer 2

Recall schemas (motor) and Recognition schemas (sensory).

Question 3

What do recall schemas help with?

Answer 3

Selecting movement parameters (e.g., force, speed).

Question 4

What do recognition schemas help with?

Answer 4

Evaluating movement by comparing expected vs. actual sensory feedback.

Question 5

How does variability in practice affect schemas?

Answer 5

Strengthens schemas and allows flexible movement strategies.

Question 6

Clinical implication of Schmidt’s Schema Theory?

Answer 6

Practice tasks in varied environments to build adaptable strategies.

Question 7

Limitation of Schmidt’s Schema Theory?

Answer 7

Doesn’t explain how the first movement is generated or account for differences in children vs. adults.

Question 8

What is the focus of Ecological Theory?

Answer 8

Coordination between perception and movement, shaped by the task and environment.

Question 9

How does perceptual information aid learning?

Answer 9

Defines the goal, provides feedback, and guides problem-solving.

Question 10

Clinical implication of Ecological Theory?

Answer 10

Therapy should highlight sensory cues and practice across environments.

Question 11

Limitation of Ecological Theory?

Answer 11

Needs more research to validate systematic applications.

Question 12

What are the three stages of Fitts & Posner’s learning model?

Answer 12

Cognitive, Associative, Autonomous.

Question 13

Characteristics of the Cognitive stage?

Answer 13

Beginner phase, high attention, variable and error-prone performance, big improvements.

Question 14

Characteristics of the Associative stage?

Answer 14

More consistent, smoother movements, less attention needed, slower improvements.

Question 15

Characteristics of the Autonomous stage?

Answer 15

Movements are automatic, require little attention, allow multitasking.

Question 16

Clinical implication of Fitts & Posner’s model?

Answer 16

Early stages need cues/instruction, later stages benefit more from practice.

Question 17

How does attention differ across the three stages?

Answer 17

High in cognitive → reduced in associative → minimal in autonomous.

Question 18

Limitation of over-focusing in experts?

Answer 18

Internal focus can disrupt performance

Question 19

What is the central concept of Bernstein’s 3-Stage Approach?

Answer 19

Controlling degrees of freedom in movement.

Question 20

Novice stage characteristics?

Answer 20

Freezing joints to simplify control (e.g., stiff knees/hips in standing).

Question 21

Advanced stage characteristics?

Answer 21

Releasing more degrees of freedom for flexible, efficient movement.

Question 22

Expert stage characteristics?

Answer 22

Fully coordinated, efficient use of body mechanics and environment.

Question 23

Clinical implication of Bernstein’s theory?

Answer 23

Provide external support early, gradually remove as coordination improves.

Question 24

Limitation of Bernstein’s theory?

Answer 24

Limited research on expert stage due to long time needed to achieve it.

Question 25

What are Gentile’s two stages of learning?

Answer 25

Stage 1: Understand the task. Stage 2: Fixation (closed skills) vs. Diversification (open skills).

Question 26

What is the focus of Stage 1 in Gentile’s model?

Answer 26

Learning the goal, relevant movements, and environmental features.

Question 27

What is fixation in Gentile’s model?

Answer 27

Refining consistent, repeatable movements for stable environments (e.g., gymnastics).

Question 28

What is diversification in Gentile’s model?

Answer 28

Adapting movements to changing environments (e.g., soccer).

Question 29

Clinical implication of Gentile’s model?

Answer 29

Train patients to recognize key environmental features and adjust movement strategies.

Question 30

How are motor programs built?

Answer 30

By combining smaller movement programs into a single, coordinated unit.

Question 31

Example of motor program formation?

Answer 31

Sit-to-stand: initially separate steps (slide forward, reposition feet, lean, push, stand), later combined into one program.