1. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung Motor Learning Cordula Schall  Physiotherapist  Senior Bobath Teacher (EBTA)  Physiotherapist of German National Team of Paralympic Swimmers

2. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 2 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning Definition: “a set of processes associated with practice or experience leading to relatively permanent changes in the capability for movement” (Schmidt & Lee, 2005, p. 302)  change of behavior and activity A task is learned when it can be repeated, used with efficiency and transfered to different situations Mulder 2007

3. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 3 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning Learning of movement to develop ways an strategies of learning to have exit in learning new movements and fix the movements learnt. By this way it´s possible to give way to modifications, variations and and increase of difficulty and to combine parcial movmements. (RIEDER 1991) Motor Learning Construction, retention and change of specific basically sensory and motor but also cognitive and emotional structures and functions and their coordination with individual goals, external surrounding and requirement of the task. (MECHLING 1992)

4. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 4 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning  Key concept since 1970  Physical education  Sport  Neurological rehabilitation since 1980  Stroke  Children with developmental coordination disorder (DCD)

5. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 5 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning Learning Information + Activity + Variability + Context

6. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 6 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor learning Any kind of learning includes  Cognition  Perception  Motricity  Learnig can´t be purely a motor task „Motor Learning“ is multimodal (M Jüptner)

7. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 7 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning - theories  Different theories:  Closed-loop theories (z.B.Adams 1971) = Control models, control by control processes  Open-loop theory = Program models; centrally stored programs  Integration theories (= control + program control; Schema theories of schemes, eg Schmidt 1975)  Dynamic sistems theory  And others  Motor learning principles

8. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 8 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning - course  Basic Functions (GAGNÉ: Pay attention - Acquisition - Storage - Reproduction).  Reception  Processing  Review  Design and Programming  Run and Check

9. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 9 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning - phases learning phases  acquisition phase  plateau phase  regressive phase  ceiling effect

10. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 10 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning - principles Kinds of feedback, important for Motor Learning 1. Systematic self-feedback information 2. Systematic external feedback information 3. Objective additional feedback information  Biomechanical feedback proliferation  Video feedback proliferation and cinematography

11. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 11 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning - principles Holistic learning: “Principle of reduced teaching aids” versus Part learning: “Principle of division into functional sub-units” The more complex the task, more holistic should be teaching (Dr. P. Wastl)

12. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 12 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning - course 1. Create a concept of the movement  Demonstrate  Explain  Video, Film, Series  make drawings 2. Preconditions for the execution of movement  "open-loop" theories (centrally stored programs)  "cloosed loop" theories (control by control processes) Dr. Peter Wastl (Motor Learning in sports)

13. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 13 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning - course 3a own information  vestibular  kinesthetic  tactile  acoustically  visually 3a perception of  motion  the coach  with video  biomechanically mesasured

14. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 14 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor learning - course 4. The perception of motion (in this case only the self- information) transfigures the idea of motion 5. Foreign informations about the execution of movement are reported back and run "calibrate" the motion perception 6.The motion perception (in this case the internal and external information) changes the idea of motion

15. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 15 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning  Video: Simone – neurdevelopmental physiotherapy using the big therapy ball as medium (6.30 minutes)

16. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 16 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning - Neurorehabilitation Brain Repair The brain is capable of a large degree of self-repair by changing the pattern of synaptic connectivity These changes are input, activity and experience dependent Recovery processes share common mechanisms with normal learning J. Liepert

17. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 17 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning - Neurorehabilitation „Continuous peripheral input from the whole of a given body district is a sine que non for the maintenance of a normal somatotopic cortical organization related to that body part“ Rossini et al., 1994  Task of therapy in case of forced inactivity: assisted movement

18. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 18 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning - Neurorehabilitation Motor Imagery The mental performance of a movement together with all the sensory consequences, as if you are really executing the movement. However, without any sign of peripheral activity.  Use for autonoumous hometraining of patients with lack of force and regulation of muscle tone?

19. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 19 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning - Neurorehabilitation Motor Imagery Activates the same structures in the brain as actual movement Results in learning May lead to maintenance of neural representation during immobilisation J. Liepert

20. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 20 © Cordula Schall www.praxis-schall.de Prag may 2013 Motor Learning - Neurorehabilitation  Adapted passive-assistive movement  creation of image of movement  subsequent coordination of activity

21. www.zenit-fundacion.comwww.zenit-fundacion.comSpezialisierung 21 © Cordula Schall www.praxis-schall.de Prag may 2013 Literature  Jill G. Zwicker, Susan R. Harris „A reflection on motor learning theory in pediatric occupational therapy practice“, Canadian Journal of Occupational Therapy february 2009, Volume 76 number 1  Dettmers C et al.“ Motor imagery in stroke patients or plegic patients with spinal cord or periphera diseases, Acta Neurol Scand. 2012 Oct;126(4):238- 47. doi: 10.1111/j.1600-0404.2012.01680.x. Epub 2012 May 16.  De Vries S et al, „Recovery of motor imagery ability in stroke patients“. Rehabil Res. Pract. 2011;2011:283840. doi: 10.1155/2011/283840. Epub 2011 Apr 5.