Motor learning
The permanent change in the performance levels of a task as a result of practice.
What are the two categories of motor learning?
Sensorimotor adaptation
Skill learning
Sensorimotor adaptation (relearning)
Responds to changed environmental conditions by reducing errors to regain a previous level of performance.
- recovery of function post-neurological injury
Skill learning
Involves new muscle activation pattern acquisition in order to achieve a greater level of performance.
- e.g: learning to play tennis, or riding a bike
Performance curves
Illustrates how good one is getting performance-wise across time
Retention tests
- A certain assessment on the performance of a learned skill after a period of time following practice
- It assesses the persistence of improved performance
E.g: pre-post-retention test paradigm for clinical trials in rehabilitation
Transfer tests
A situation where someone needs to adapt to the skill
Transfer of learning
The influence of a previously learned skill being used on learning a new skill
- very important for teaching motor learning skills
Positive transfer
- When a previous skill helps with the learning of a new skill
- when it’s more similar, more likely to transfer
Negative transfer
- When a previous skill interferes with the learning of a new skill
- Occurs when a new response is needed for an old stimulus
- typically temporary and can be overcome with practice
Zero transfer
Experience with a previous skill having no impact on a new skill
Bilateral transfer of learning
Involves the improvement in performance of one limb as a result of practice with the opposite one
E.g: dribbling in soccer or basketball
What is the expected transfer from the preferred limb to the non-preferred one?
Expect a greater transfer.
How do bilateral transfer effects happen?
They are results of both cognitive and motor factors
Occurs faster when one limb is practiced to a reasonable degree of proficiency. (E.g: if you want to learn how do dribble with both sides is to get really good at one side first)
What can augmented feedback help with?
- allows learner to determine if they’re appropriately performing the skill
- can motivate the learner to continue to try and reach their goal
- not all situation benefit from or require feedback
What is augmented feedback?*
What two categories are there for augmented feedback?
- Knowledge of results
- Knowledge of performance
Knowledge of Results
Information about the outcome of performing a skill or achieving the goal itself
Knowledge of performance*
What are the benefits of knowledge of performance?**
- ## motor skills need specific movement characteristics
When do we need augmented feedback?
- when you’re learning a new skill, the highest yielding feedback are the correctional feedback. In the later stages augmented feedback is not as useful
- qualitative feedback is much more useful than quantitative feedback when making an approximation of the required movement
Erroneous feedback
Learners will use something despite it being wrong
- develops bad habits
What information should we give as KR or KP?
- no more or no less information should be given than the learner is capable of handling.
- must focus on the part of the skill that needs to be corrected
- augmented feedback shouldn’t be given at every practice trial
How effective are videos as a form of KR and KP
the skill level of a student is important to determine whether or not it is effective:
- beginner need the help of an instructor to point out information from the replay
Must present meaningful information
