Intro to Motor Learning
Cognitive, Associative & Autonomous
The 3 stages of motor learning
task with a clear beginning and end
discrete task
Practice condition in which a skill is repeated in its entirety
Whole (task practice)
feedback that involves rewards or encouragement
Reinforcement
at this stage, learners need to invest significant mental effort and may get frustrated easily
Cognitive
This principle of motor learning describes the information that will guide the learner
Type of feedback
tasks performed in dynamic, unpredictable environments where the performer must adapt to changing conditions
open tasks
Practice condition in which a skill is repeated continuously for a period of time with limited rests
Massed practice
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feedback that is supplemental and provided by means other than the task itself
at this stage, learners are refining their skills and performance becomes more consistent
Associative
This principle of motor learning involves the when, where, and how of the intervention
Optimal practice conditions
continuous task
practice condition characterized by multiple repetitions for a short period of time with low contextual interference; the practice environment is fairly stable & predictable
Blocked practice
Natural consequences of task performance; often comes via sensory systems (visual, auditory, tacile, proprioceptive)
at this stage of motor learning, interventions (practice conditions) should emphasize progressing task demands
Associative
This principle of motor learning involves the characteristics of the action or actions to be learned
Task specificity
series of linked discrete tasks, specifically those where the sequence matters
serial tasks
practice condition characterized by high contextual interference; there are frequent changes in the sequence or environment
Random
feedback that targets the outcome of the movement
knowledge of results
at this stage of motor learning, interventions (practice conditions) should emphasize success and erroless learning
Cognitive
This principle of motor learning is specific to or a characteristic of the client
Stage of the Learner
tasks/skills which are performed in a stationary environment, where the performer chooses when to start; typically, easier to perform as they involve less variability and complexity
closed tasks
practice structure where more breaks are given in between the repetitions; more effective for learning complex tasks
Distributive practice
feedback that targets the characteristics or nature of the movement
knowledge of performance
at this stage, movements require limited conscious thought and can be applied real-world situations
Autonomous