LAB 2 2025 PTY 611 LAB 2: Motor Learning Purpose: This lab will provide the students the opportunity to: - Explore motor learning concepts related to feedback, practice, theories, and factors affecting learning - Apply examples of practice conditions and augmented feedback related to learning - Practice functional goal writing Methods: Group activities Problem solving Discussion Objectives: By the end of this lab, each student will be able to: - Describe and identify components of learning a task/movement - Contrast and compare differences in practice conditions - Apply motor learning principles to clinical case - Write functional patient goals in SMART format REVIEW -: Motor learning, practical application **Learner must be engaged and motivated!! Learning strategies for motor learning during trials of practice: Errorless learning - Learning by constraining the environment and task practice (e.g., auditory/physical/visual cues, skill difficulty, environmental set-up) so that very few errors occur and patient has increased success. Observational- Learning by observing a movement. The observer determines the key spatial and/or temporal features of the task through observation, and/or is directed to these features by the demonstrator/therapist. Trial & error - Learning by repeated trials, assessment of errors, and correction of errors on subsequent trials. Discovery- Learning without guidance or feedback from another person or information source. Imagery- Learning by imagining oneself performing the skilled movement (in the first or third person perspective) without actually physically performing the movement. Analogy- Learning facilitated by metaphors. The complex structure of the to-be-learned skill is integrated into a simple metaphor that the learner is provided with. Focus of attention: External, internal Type of practice: Physical vs. mental imagery Practice conditions/considerations: ● Spacing: Distributed; massed ● Schedule: Blocked; random; serial ● Components: Part; part-progressive; whole ● Structure: Constant; variable Modes of teaching and extrinsic feedback: ● Auditory ● Visual ● Tactile Types of extrinsic feedback: KR, KP, descriptive vs. prescriptive Timing of feedback: concurrent; immediate; delayed; bandwidth; summary; faded 1 LAB 2 LAB ACTIVITIES: A. Clinical application of motor learning principles You are working with a child who need to learn the following skills to be able to participate in PE class: ➢ Jumping jacks ➢ Catch a ball ➢ Hop on one foot Answer the following questions: 1. What task category is each task? (stability/mobility; discrete, continuous, serial; symmetrical or asymmetrical; involves UE manipulation or no UE) 2. What are regulatory and non-regulatory environmental features for typical performance of these tasks for this child? How could you progress the environment during training of these tasks? Regulatory- size of ball, shoes, ground surface, other kids 3. Describe how you would apply the following practice conditions: a. Part Jumping jacks: work on UE/LE parts separately, move legs in/out, work on different parts of arm movements b. Whole Jumping jacks: low impact jumping jacks, do jumping jacks sitting, touch hands over top, match the beat c. Blocked practice same skill 10x in a row d. Random switch up the order of tasks randomly e. Distributed take a break b/w tasks or during the task f. Massed go through reps w/o taking a break g. Constant same shoes on every time, same ground surface, do reps for same length of time, speed of task h. Variable change location, duration, add cognitive challenge, vary the speed during reps 2 LAB 2 5. Choose one of the tasks for her goal. What teaching elements would you use to train that task? a. Instructions/cues: Describe the focus of attention to use and how you could use auditory cues, visual cues, and physical cues. physical- tap shoulder when time to catch watch the ball, moving arms at appropriate times auditory cues- arms out, say now visual cues- prep the throw w/ fake ones, cue spot when to move hands b. Feedback (FB) jumping jacks Knowledge of Performance: how did the task go?- feet spread, hands high Knowledge of Results: Concurrent FB: Terminal FB: Delayed FB: Summary FB: Bandwidth FB: did pt complete outcome as desired? give feedback when they don't meet the threshold Faded FB: decreasing freq/amount of FB, let pt give self-FB How will you progress your instructions and feedback in therapy sessions? How & when could you use the following learning strategies for these tasks in your sessions? Analogy Observational Trial & error Imagery 3 LAB 2 B. Goal writing practice Goals need to be FUNCTIONAL, TASK-ORIENTED, and written in SMART format Practice writing one LTG for each of the following cases: 1. Jezebel is an 18 y.o. who was involved in a MVA one month ago when she suffered a TBI. She has weakness in her left ankle with 3/5 left ankle dorsi flexion strength. She walks distances up to 50 m on level surfaces but at a slow speed and needs close supervision due to poor balance. She would like to be able to walk at least 200m by herself to go shopping with her friends. Goal: Jezebel will walk 200 m independently (I) in 3 minutes indoors on level surfaces w/ other people around. She will be able to complete this 2/3 times by ____ date so that she can go shopping with her friends. What objective data will you collect to determine progress on this goal? Distance walked, time taken to walk, amount of assistance required, amount of cues, how many trials/ success rate 2. Joanne is a 64 y.o. who suffered a right CVA 2 weeks ago. She can stand with close supervision for 1-2 minutes with increased trunk sway and a wide base of support. She walks up to 20 feet with a walker with and CGA, but uses a wheelchair for longer distance mobility. Joanne displays decreased strength in her left quadriceps, gluteal, and gastrocsoleus muscles, and decreased PROM in left ankle dorsi flexion (2 degrees). She would like to be able to walk outside at the park with her daughter to see her grandchildren play on the playground. Goal: Joanne will be able to walk 100 feet with a walker supervised with other people around outdoors. She will complete this 2/3 times by March 21, 2025 so she can go to the park to watch her grandchildren. What objective data will you collect to determine progress on this goal? distance walked with walker, consistency w/ completing task, level of assistance C. MOTOR LEARNING ASSIGNMENT See the instructions for the motor learning assignment in Moodle. With your partner, establish your goal for the skill that you will be coaching your learner in; record baseline data and the baseline video; and begin your first teaching and practice session, with the application of motor learning concepts. As the coach, provide your learner with practice instructions for the week by the end of lab. In lab 3, you will review your learner’s progress and update the practice plan, and schedule your next meeting. 4
