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Motor Control/Motor Learning FoR

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by

Catherine Giallanza

on 5 August 2013

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Transcript of Motor Control/Motor Learning FoR

Motor Learning in a Nutshell
Used with all ages (impaired OR unimpaired)
Information Processing and Memory
Assumptions:
Motor learning evolves from an attempt to achieve efficient/effective/skilled movement with a specific goal/outcome
Learning = relatively permanent
Focus: Processing/retrieving info from body AND environment
Stages of Learning (affective/cognitive)
Function-Dysfunction
Practice, practice, practice!

How does this FoR fit into the OT Framework?
Client Factors
Values, Beliefs, and Spirituality
Body Functions
Specific Mental Functions:
Memory, Perception
Global Mental Functions:
Attention
All Sensory Functions:
Seeing and related functions,
hearing functions, touch functions, proprioceptive functions
Neuromusculoskeletal and movement-related
functions (but NOT involuntary movement reactions/reflexes)
Body Structures: Structure Related to Movement

OT Framework - Performance Skills
Sensory and Perceptual Skills

Motor and Praxis Skills

Cognitive Skills

How about OT philosophy?
Legitimate Tools:
Teaching/Learning Process
Purposeful Activity
Activity Analysis and Synthesis

Context
Systems Theory
Processing/retrieving information from body AND environment (internal/external context)

Client’s “selection of a task in which he or she wishes to participate usually indicates that the task will be meaningful and will engage his or her attention…Conscious attention to a task or an object permits the subconscious centers to integrate and organize a response… [and his or her selection of a task] indicates that he or she knows, at least approximately, the boundary conditions of the task or what will be required and may have existing strategies for carrying out such a task” (Gliner, 1985)
Occupation Based Models
Person-Environment-Occupation-Performance

Adaptation as a process whereby persons
confront challenges of daily living and are able to use their resources to master these demands - NOT compensatory

Transactional relationship between person and environment
Personal characteristics, environmental context are equally important and interdependent



Motor Control/Motor Learning Frame of Reference
Full transcript