Dr.

Sajjan Pal
Assistant Professor,
SGT University,
Gurgoan
 i) Introduction to motor learning

 a) Classification of motor skills.

 b) Measurement of motor performance.

 ii) Introduction of motor control

 a) Theories of motor control.

 b) Application.

 iii) Learning Environment

 a) Learning of skill.

 b) Instruction & augmented feedback.

 c) Practice condition.
 Motor learning refers to the process by which individuals acquire and
improve motor skills, which involve the coordinated movement of
muscles and joints to achieve a specific goal. Motor learning involves
multiple stages, including the acquisition of new skills, the retention of
those skills over time, and the transfer of skills to different contexts or
environments.
 CLASSIFICATION OF MOTOR SKILLS OR LEARNING

Motor skills can be classified in several ways, depending on the criteria used for classification. Here
are some common ways to classify motor skills:

Gross vs. fine motor skills: Gross motor skills involve large muscle groups and whole body

movements, such as running, jumping, and throwing. Fine motor skills involve smaller muscle
groups and precise movements, such as writing, drawing, and playing an instrument.

Open vs. closed motor skills: Open motor skills are those performed in a dynamic, unpredictable

environment, such as playing soccer or basketball. Closed motor skills are those performed in a
stable, predictable environment, such as shooting a free throw in basketball or typing on a
keyboard.
 Discrete vs. continuous vs. serial motor skills: Discrete motor skills have a
clear beginning and end, such as kicking a ball or hitting a golf ball. Continuous
motor skills have no clear beginning or end, such as walking or swimming.
Serial motor skills are a series of discrete skills performed in a specific order,
such as playing a song on a piano.

 Self-paced vs. externally-paced motor skills: Self-paced motor skills are

initiated and controlled by the performer, such as jumping rope or dancing.
Externally-paced motor skills are initiated and controlled by an external cue,
such as hitting a ball in response to a pitcher's pitch in baseball.
 Cognitive vs. associative vs. autonomous motor skills: Cognitive
motor skills are those that require conscious thought and attention, such
as learning a new dance routine or playing a new video game.
Associative motor skills are those that have been learned to a point
where they can be performed with some degree of automaticity, but still
require some attention and effort, such as playing a musical instrument.
Autonomous motor skills are those that have been mastered to the point
where they can be performed automatically, without conscious thought
or effort, such as riding a bike or driving a car.
MEASUREMENT OF MOTOR PERFORMANCE
 Motor skills can be measured using a variety of methods, depending on the specific skill being

evaluated and the purpose of the measurement. Here are some common methods for
measuring motor skills:

 Performance tests: Performance tests involve observing and evaluating the execution of a

specific motor skill or task, such as balance tests, hand-eye coordination tests, or timed motor
tasks. Performance tests can be used to assess an individual's proficiency in a specific skill or
to monitor changes in performance over time.
 Kinematic analysis: Kinematic analysis involves measuring the movement patterns of joints and body

segments during the execution of a motor skill, using methods such as motion capture or
electromyography. Kinematic analysis can provide detailed information about the biomechanics of a
skill, such as joint angles, velocity, and acceleration, and can be used to identify areas for
improvement in technique.

 Functional assessments: Functional assessments evaluate an individual's ability to perform specific

functional tasks, such as walking, climbing stairs, or reaching for objects. Functional assessments
can be used to assess an individual's overall functional ability, identify areas for improvement, and
monitor changes over time.
 Self-report measures: Self-report measures involve asking individuals to report on their own perceptions of
their motor skills and abilities, using questionnaires or rating scales. Self-report measures can provide
valuable information about an individual's confidence, motivation, and perceived limitations in performing
motor tasks.

 Clinical evaluations: Clinical evaluations involve assessing an individual's motor skills in the context of a
clinical diagnosis or rehabilitation program, using methods such as standardized tests, clinical
observations, and functional assessments. Clinical evaluations can be used to identify motor deficits,
develop treatment plans, and monitor progress over time.
 By using a combination of these methods, researchers and practitioners can gain a comprehensive

understanding of an individual's motor skills and abilities, and tailor interventions to address
specific areas of weakness and promote improvement
 Motor control refers to the process by which the brain and nervous system coordinate and regulate

the movements of the body. It involves a complex interaction between sensory information, motor
planning and execution, feedback mechanisms, and adaptation to changing environmental
conditions. Motor control plays a critical role in a wide range of activities, from basic tasks such as
walking and reaching for objects, to more complex tasks such as playing a musical instrument or
performing a sport.
 The nervous system is responsible for generating and controlling the movements of the body. Motor

control begins with the perception of sensory information, such as visual and proprioceptive
feedback, which is then integrated and processed by the brain. This information is used to plan and
execute motor actions, which involve the activation of muscles and the coordination of movements
across joints and body segments.
 Motor control is also influenced by feedback mechanisms, which provide information about the success

or failure of motor actions and allow for adjustments to be made in real time. Feedback can come from a
variety of sources, including visual, auditory, and somatosensory inputs, as well as internal cues
such as muscle tension and joint position.
 1.Rehabilitation After Injury or Surgery: Motor learning principles are widely used in physical therapy
and rehabilitation programs. Patients recovering from injuries or surgeries (e.g., knee replacement,
stroke) work with therapists to relearn motor skills and regain strength, balance, and coordination.

 2. Stroke Rehabilitation: Stroke survivors often experience motor impairments. Motor learning
strategies, such as task-specific training, constraint-induced movement therapy, and neurodevelopmental
techniques, are employed to help patients regain lost motor functions.

 3. Parkinson's Disease Management: Patients with Parkinson's disease can benefit from motor learning
approaches to address movement disorders. Strategies like cueing, visual feedback, and intensive practice
can improve motor function and mobility.
 4. Balance and Fall Prevention: Elderly patients and individuals with balance issues learn specific motor
skills to improve stability and reduce the risk of falls. Balance training exercises and programs are
designed based on motor learning principles.

 5. Orthopedic Conditions: Patients recovering from orthopedic surgeries or dealing with musculoskeletal
conditions may undergo motor learning-based interventions to regain strength, flexibility, and range of
motion. These interventions can include specific exercises and movement re-education.

 6.Developmental Disorders: Children with developmental disorders, such as cerebral palsy, may receive
motor learning interventions to improve their motor skills and functional abilities. Therapists use play-
based activities and targeted exercises to encourage skill acquisition
 7. Sports Rehabilitation: Athletes recovering from injuries often work with sports rehabilitation specialists who
apply motor learning principles to help them regain their athletic performance. This includes sports-specific
training and movement retraining.

 8. Prosthetic and Assistive Device Training: Patients who use prosthetic limbs or assistive devices learn how to
control and use these devices effectively. Motor learning principles guide the training process to optimize
functionality.

 9. Gait Training: Motor learning plays a crucial role in gait (walking) training. Patients with mobility issues or
those learning to walk again after injuries or surgeries go through gait training programs to improve their
walking patterns and efficiency.

 10. Speech and Language Therapy: Although often associated with motor control, speech and language therapy
also incorporates motor learning principles for patients with speech and communication disorders. Patients
work on articulation and motor planning to enhance their speech abilities.
 1. Safety: Ensure the patient's safety at all times. Clear any obstacles, provide necessary support (e.g., assistive
devices), and use appropriate safety measures to prevent accidents during motor learning activities.

 2. Motivation and Engagement: Foster a positive and motivating atmosphere. Encourage patients by setting
achievable goals and providing positive feedback. Engage them in goal-setting and tracking their progress.

 3. Individualization: Tailor the learning environment to the specific needs and abilities of each patient.
Recognize that every patient may have different starting points and progress rates.

 4. Structured Practice: Incorporate structured practice sessions with clear objectives. Break down complex
motor skills into smaller, manageable tasks. Use task-specific training to focus on the patient's goals.
 5. Feedback: Provide feedback that is timely, specific, and constructive. Use verbal cues, visual feedback
(e.g., mirrors or video analysis), and tactile cues when appropriate to enhance learning.

 6. Variability: Introduce variability in practice to enhance motor skill adaptability. Include variations of
tasks, contexts, and challenges to promote skill transfer to real-life situations.

 7. Contextual Learning: Encourage patients to practice motor skills in contexts that mimic real-life
situations whenever possible. This promotes better retention and application of skills.

 8. Repetition and Practice Schedule: Develop a practice schedule that balances repetition and rest.
Distribute practice sessions over time (spaced practice) to promote long-term retention.
 9. Technology and Tools: Incorporate technology, if available and appropriate, to enhance the learning experience. Virtual
reality, biofeedback systems, and wearable devices can provide valuable feedback and engagement.

 10. Monitoring and Progress Tracking: Use objective measures to monitor progress. Keep records of performance data, which
can help both patients and therapists track improvements and adjust interventions accordingly.

 11. Supportive Team: Involve a multidisciplinary team, including physical therapists, occupational therapists, speech
therapists, and other healthcare professionals, as needed, to provide comprehensive care.

 12. Psychosocial Support: Recognize the psychological and emotional aspects of motor learning. Address patient fears,
frustrations, and anxieties related to their condition and progress.

 13. Patient Education: Educate patients about their condition, treatment plan, and the importance of consistent practice.
Informed patients are more likely to actively engage in their rehabilitation.
 14. Family and Social Support: Encourage the involvement of family members and caregivers in the
learning process. They can provide valuable support and reinforcement of motor learning outside of
therapy sessions.

 15. Accessible Facilities: Ensure that the physical environment, including therapy rooms and equipment,
is accessible and accommodating for patients with mobility challenges.
 1. Assessment and Goal Setting: Begin by conducting a thorough assessment of the patient's current
physical abilities, limitations, and goals. Understand their specific needs and expectations.

 2. Patient-Centered Approach: Tailor the skill learning process to the individual patient. Recognize that
each patient may have unique challenges and requirements.

 3. Clear Communication: Ensure clear and effective communication with the patient. Explain the goals of
skill learning, the importance of the process, and what they can expect throughout their rehabilitation
journey.
 4. Progressive Rehabilitation Plan: Develop a structured rehabilitation plan that outlines the progression of
motor skills to be learned. Start with foundational movements and gradually advance to more complex skills.

 5. Safety Precautions: Prioritize patient safety. Implement appropriate safety measures and assistive devices as
needed to prevent accidents and injuries during skill learning sessions.

 6. Therapist Guidance: Skilled therapists, such as physical therapists or occupational therapists, play a crucial
role in guiding patients through the motor learning process. They provide expert instruction, feedback, and
support.

 7. Practice and Repetition: Encourage patients to engage in regular and focused practice of the targeted motor
skills. Repetition is essential for building muscle memory and improving motor control.

 8. Feedback and Correction: Provide feedback that is specific, timely, and constructive. Help patients identify
errors and guide them in making necessary corrections to their technique.
 9. Adaptive Techniques: Employ adaptive techniques and assistive devices to accommodate patients with
mobility limitations or disabilities. These tools can facilitate skill learning and enhance patient
independence

 10. Visual and Tactile Feedback: Utilize visual aids, mirrors, or video feedback to help patients visualize
their movements. Tactile cues, such as manual guidance, can also assist in motor skill acquisition

 11. Progress Tracking: Keep records of the patient's progress. Regularly assess and document
improvements in motor skills to track their development.

 12. Motivation and Encouragement: Maintain a positive and motivating atmosphere during sessions. Set
achievable short-term goals and celebrate successes to boost patient motivation.
 13. Real-World Application: Focus on skills that have practical relevance to the patient's daily life and
functional needs. This promotes greater independence and confidence.

 14. Patient Education: Educate patients about their condition, the importance of rehabilitation, and strategies for
self-management and maintenance of motor skills.

 15. Family and Caregiver Involvement: Encourage family members and caregivers to participate in the learning
process and provide ongoing support outside of therapy sessions.

 16. Multidisciplinary Collaboration: Collaborate with other healthcare professionals, such as speech therapists
or occupational therapists, as needed to address various aspects of a patient's rehabilitation.

 17. Long-Term Planning: Consider the long-term needs and goals of the patient. Develop a plan that supports
continued skill maintenance and improvement beyond the initial rehabilitation phase.
1.Instruction: Instruction involves the information and guidance provided to learners as they acquire and
refine motor skills. Effective instruction can significantly impact the learning process. Key aspects of
instructional strategies in motor learning include:

 Clear and Precise Communication: Instructors should communicate instructions in a clear, concise, and
understandable manner. This ensures that learners have a clear understanding of the task and its
objectives

 Demonstration: Visual demonstrations of the skill can be highly effective. Instructors can perform the
skill themselves or use video recordings to illustrate proper technique and execution.
 Verbal Cues: Verbal cues can help learners focus on specific aspects of the skill or provide timing and rhythm
guidance. These cues should be simple, relevant, and provided at the appropriate moment.

 Task Complexity: Consider the complexity of the skill and the learner's level of expertise. Start with simpler
tasks and progress to more complex ones as the learner gains proficiency.

 Goal Setting: Establish clear goals for learners. These goals can be short-term or long-term and should be
achievable and motivating.

 Feedback on Task Execution: Provide ongoing feedback on the learner's performance. This can include
feedback on body positioning, timing, and other relevant aspects of the skill.

 Progression: Gradually increase the difficulty or complexity of the task as learners improve. This progression
helps challenge and further develop their skills.
 Knowledge of Results (KR): KR provides information about the outcome or result of the motor skill
performance. For example, in a basketball shooting drill, KR feedback could inform the shooter whether
the ball went in the basket (success) or missed (error).

 Knowledge of Performance (KP): KP feedback focuses on the execution or technique of the skill. It
provides information about the quality of movements, body positioning, and other relevant aspects. For
instance, KP feedback in a golf swing could address the angle of the clubface or the follow-through.

 Key considerations for using augmented feedback in motor learning:

 Timing: Feedback can be provided concurrently (during the skill execution) or after the skill attempt. The
timing should be appropriate for the learner's skill level and the complexity of the task.
 Frequency: The frequency of feedback can vary. Some learners benefit from frequent feedback, while
others may benefit from intermittent or faded feedback as they progress.

 Specificity: Augmented feedback should be specific and related to the learner's goals and objectives.
Specific feedback helps learners understand what they need to improve.

 Motivational Aspect: Feedback can also have a motivational component. Positive and constructive
feedback can boost confidence and motivation, while overly critical feedback may have a negative
impact.

 Dependency: Be mindful of the potential for learners to become overly dependent on augmented
feedback. As learners progress, gradually reduce the frequency and reliance on external feedback to
encourage self-assessment and self-correction.
 1. Progressive Practice: Start with simpler motor tasks or exercises and gradually progress to more complex
ones as patients improve their motor skills. This gradual progression helps build confidence and prevent
frustration.

 2. Variable and Functional Practice: Incorporate variability and functional relevance into practice. Encourage
patients to practice movements and skills that are directly related to their daily activities and functional needs.

 3. Contextual Interference: Introduce variability in practice by having patients switch between different tasks or
exercises. This approach challenges their adaptability and promotes skill transfer to real-life situations.

 4. Whole-Body Integration: Focus on whole-body movements and coordination, particularly for patients
recovering from injuries or surgeries. Engage them in exercises that require the integration of multiple muscle
groups and joints.
 5. Task-Specific Training: Tailor practice conditions to the specific goals and needs of patients. For
instance, if a patient aims to regain fine motor control in the hand, design practice tasks that target hand
dexterity and precision.

 6. Variable Surface and Environment: Vary the surfaces and environments in which patients practice. This
can include practicing on different types of terrain (e.g., flat surfaces, uneven ground) or using various
exercise equipment to enhance adaptability.

 7. Feedback Control: Give patients some control over the feedback they receive. Allow them to request
feedback when needed, empowering them to take an active role in their rehabilitation process.

 8. Rest and Recovery: Ensure that practice sessions include adequate rest intervals to prevent
overexertion and fatigue, especially for patients with limited endurance.
 9. Motor Imagery: Incorporate motor imagery techniques, where patients mentally rehearse the motor skill
before physically practicing it. This can be especially helpful for patients with limited mobility.

 10. Task Modification: Modify the motor task or exercise to accommodate the patient's specific physical
limitations or disabilities. Use assistive devices or adapt the environment as necessary.

 11. Goal Setting: Collaborate with patients to set clear, achievable, and motivating goals. Goal-oriented practice
can enhance patient engagement and motivation.

 12. Feedback: Provide informative and constructive feedback during practice to guide patients toward improved
motor performance. Focus on specific aspects of movement and technique.

 13. Self-Monitoring: Encourage patients to self-monitor their movements and progress. Teach them to
recognize errors and make self-corrections, promoting self-efficacy.