Motor Skill, Motor Planning, and Motor Performance in Adults with Severe Mental Illnesses and Obesity

2021 ◽  
pp. 1-10
Author(s):  
Simone V. Gill ◽  
Maria J. Ayoub ◽  
Kim T. Mueser ◽  
Susan R. McGurk
Keyword(s):  
Motor Skill ◽  
Motor Performance ◽  
Motor Planning ◽  
Mental Illnesses

scholarly journals The influence of a motor skill intervention on the motor performance and perceived competence of children with motor delays

2002 ◽  
Vol 16 (1) ◽  
pp. 61 ◽  
Author(s):  
Nadia Cristina Valentini
Keyword(s):  
Motor Development ◽  
Motor Skill ◽  
Motor Performance ◽  
Social Acceptance ◽  
Perceived Competence ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Motor Skill Intervention

Fundamentado em teorias de motivação (Ames, 1987, 1992a, b; Epstein, 1988, 1989; Nicholls, 1984) o objetivo deste estudo foi determinar a influência de uma intervenção motora, com técnica de motivação orientada para a maestria (TMOM), no desenvolvimento motor e na percepção de competência física de crianças com idades entre seis e 10 anos que demonstraram atrasos motores previamente identificados. Noventa e uma crianças com atrasos motores foram aleatoriamente distribuídas em dois grupos: intervenção (N = 41) e controle (N = 50). Os participantes do grupo de intervenção foram submetidos a 12 semanas (duas sessões semanais). Ao início e término da intervenção, todos os participantes realizaram o Test o f Gross Motor Development - TGMD organizado por Ulrich (1985). Os participantes que experienciaram a intervenção também responderam a Pictorial Scale of Perceived Competence and Social Acceptance - PSPCSA (Harter & Pike, 1984) no início e no término da intervenção. A influência da intervenção na percepção de competência física foi avaliada através de ANOVA com medidas repetidas. Os resultados evidenciaram que a intervenção promoveu mudanças significantes e positivas em relação à percepção de competência física de meninos e meninas com atrasos no desenvolvimento motor. A ênfase na TMOM propicia ao professor oportunidades para criar experiências motoras que suprem as necessidades de todas as crianças, indiferentes de suas experiências prévias e diferentes níveis de habilidades, promovendo a autonomia das crianças colocando-as como sujeitos de suas conquistas. Em outras palavras, permite as crianças explorarem seu próprio processo de aprendizagem

scholarly journals Increased neuromuscular consistency in gait and balance after partnered, dance-based rehabilitation in Parkinson’s disease

2017 ◽  
Vol 118 (1) ◽  
pp. 363-373 ◽  
Author(s):  
Jessica L. Allen ◽  
J. Lucas McKay ◽  
Andrew Sawers ◽  
Madeleine E. Hackney ◽  
Lena H. Ting
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Motor Skill ◽  
Motor Performance ◽  
Neuromuscular Control ◽  
Muscle Coordination ◽  
Short Term ◽  
Behavioral Measures ◽  
Motor Module ◽  
Reactive Balance

Here we examined changes in muscle coordination associated with improved motor performance after partnered, dance-based rehabilitation in individuals with mild to moderate idiopathic Parkinson’s disease. Using motor module (a.k.a. muscle synergy) analysis, we identified changes in the modular control of overground walking and standing reactive balance that accompanied clinically meaningful improvements in behavioral measures of balance, gait, and disease symptoms after 3 wk of daily Adapted Tango classes. In contrast to previous studies that revealed a positive association between motor module number and motor performance, none of the six participants in this pilot study increased motor module number despite improvements in behavioral measures of balance and gait performance. Instead, motor modules were more consistently recruited and distinctly organized immediately after rehabilitation, suggesting more reliable motor output. Furthermore, the pool of motor modules shared between walking and reactive balance increased after rehabilitation, suggesting greater generalizability of motor module function across tasks. Our work is the first to show that motor module distinctness, consistency, and generalizability are more sensitive to improvements in gait and balance function after short-term rehabilitation than motor module number. Moreover, as similar differences in motor module distinctness, consistency, and generalizability have been demonstrated previously in healthy young adults with and without long-term motor training, our work suggests commonalities in the structure of muscle coordination associated with differences in motor performance across the spectrum from motor impairment to expertise. NEW & NOTEWORTHY We demonstrate changes in neuromuscular control of gait and balance in individuals with Parkinson’s disease after short-term, dance-based rehabilitation. Our work is the first to show that motor module distinctness, consistency, and generalizability across gait and balance are more sensitive than motor module number to improvements in motor performance following short-term rehabilitation. Our results indicate commonalities in muscle coordination improvements associated with motor skill reacquisition due to rehabilitation and motor skill acquisition in healthy individuals.

scholarly journals Rewards interact with explicit knowledge to enhance skilled motor performance

2020 ◽  
Vol 123 (6) ◽  
pp. 2476-2490 ◽  
Author(s):  
Sean P. Anderson ◽  
Tyler J. Adkins ◽  
Bradley S. Gary ◽  
Taraz G. Lee
Keyword(s):  
Motor Skills ◽  
Motor Performance ◽  
Explicit Knowledge ◽  
Motor Planning ◽  
Motor Tasks

Offering people rewards and incentives typically improves their performance on skilled motor tasks. However, the mechanisms by which motivation impacts motor skills remains unclear. In two experiments, we show that motivation impacts motor sequencing skills in two separate ways. First, the prospect of reward speeds up the execution of all actions. Second, rewards provide an additional boost to motor planning when explicit skill knowledge can be used to prepare movements in advance.

scholarly journals Sensorimotor cortex beta oscillations reflect motor skill learning ability after stroke

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Svenja Espenhahn ◽  
Holly E Rossiter ◽  
Bernadette C M van Wijk ◽  
Nell Redman ◽  
Jane M Rondina ◽  
...  
Keyword(s):  
Motor Learning ◽  
Sensorimotor Cortex ◽  
Motor Skill ◽  
Motor Performance ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Healthy Controls ◽  
Stroke Patients ◽  
Beta Oscillations ◽  
And Performance

Abstract Recovery of skilled movement after stroke is assumed to depend on motor learning. However, the capacity for motor learning and factors that influence motor learning after stroke have received little attention. In this study, we first compared motor skill acquisition and retention between well-recovered stroke patients and age- and performance-matched healthy controls. We then tested whether beta oscillations (15–30 Hz) from sensorimotor cortices contribute to predicting training-related motor performance. Eighteen well-recovered chronic stroke survivors (mean age 64 ± 8 years, range: 50–74 years) and 20 age- and sex-matched healthy controls were trained on a continuous tracking task and subsequently retested after initial training (45–60 min and 24 h later). Scalp electroencephalography was recorded during the performance of a simple motor task before each training and retest session. Stroke patients demonstrated capacity for motor skill learning, but it was diminished compared to age- and performance-matched healthy controls. Furthermore, although the properties of beta oscillations prior to training were comparable between stroke patients and healthy controls, stroke patients did show less change in beta measures with motor learning. Lastly, although beta oscillations did not help to predict motor performance immediately after training, contralateral (ipsilesional) sensorimotor cortex post-movement beta rebound measured after training helped predict future motor performance, 24 h after training. This finding suggests that neurophysiological measures such as beta oscillations can help predict response to motor training in chronic stroke patients and may offer novel targets for therapeutic interventions.

scholarly journals Rewards interact with explicit knowledge to enhance skilled motor performance

2019 ◽  
Author(s):  
Sean P. Anderson ◽  
Tyler J. Adkins ◽  
Bradley S. Gary ◽  
Taraz G. Lee
Keyword(s):  
Motor Skills ◽  
Motor Performance ◽  
Explicit Knowledge ◽  
Motor Planning ◽  
Action Selection ◽  
The Other ◽  
Monetary Incentives ◽  
Sequential Movements ◽  
Human Participants ◽  
Sequencing Task

AbstractFrom typing on a keyboard to playing the piano, many everyday skills require the ability to quickly and accurately perform sequential movements. It is well-known that the availability of rewards leads to increases in motivational vigor whereby people enhance both the speed and force of their movements. However, in the context of motor skills, it is unclear whether rewards also lead to more effective motor planning and action selection. Here, we trained human participants to perform four separate sequences in a skilled motor sequencing task. Two of these sequences were trained explicitly and performed with pre-cues that allow for the planning of movements, while the other two were trained implicitly. Immediately following the introduction of performance-contingent monetary incentives, participants improved their performance on all sequences consistent with enhancements in motivational vigor. However, there was a much larger performance boost for explicitly trained sequences. We replicated these results in a second, pre-registered experiment with an independent sample. We conclude from these experiments that rewards enhance both the planning of movements as well as motivational vigor.

Use of Imagery Practice for Improving a Motor Skill

1995 ◽  
Vol 12 (3) ◽  
pp. 217-227 ◽  
Author(s):  
Paul R. Surburg ◽  
David L. Porretta ◽  
Vins Sutlive
Keyword(s):  
Mental Retardation ◽  
Motor Skill ◽  
Motor Performance ◽  
Motor Task ◽  
Mild Mental Retardation ◽  
Physical Practice ◽  
Cognitive Demands ◽  
Cognitive Loading ◽  
Secondary Purpose

The purpose of this study was to examine the role of imagery practice as supplementary practice in the performance of a throwing task. A secondary purpose was to ascertain if different cognitive demands of a motor task affected the use of this supplementary practice. Forty adolescents with mild mental retardation were randomly assigned to the following groups: low cognitive loading-physical practice, low cognitive loading-imagery and physical practice, high cognitive loading-physical practice, high cognitive loading-imagery and physical practice. Subjects engaged in seven practice sessions during which performance scores of a throwing task were recorded. Groups supplemented with imagery practice were superior in performance to nonimagery groups. A higher cognitive loading of the task did not enhance the use of this type of supplementary practice more than a lower loading. The results of this study reflect the efficacy of imagery practice as a means to improve motor performance of students with mild mental retardation.

scholarly journals The Association among Autistic Traits, Interactional Synchrony and Typical Pattern of Motor Planning and Execution in Neurotypical Individuals

Symmetry ◽  
2021 ◽  
Vol 13 (6) ◽  
pp. 1034
Author(s):  
Michal Granner-Shuman ◽  
Anat Dahan ◽  
Roi Yozevitch ◽  
Hila Problovski
Keyword(s):  
Communication Skills ◽  
Motor Performance ◽  
Continuous Monitoring ◽  
Pearson Correlation ◽  
Motor Planning ◽  
Autistic Traits ◽  
Autism Spectrum ◽  
Motor Functioning ◽  
Interactional Synchrony ◽  
Pearson Correlation Analysis

Autism spectrum disorder (ASD) is characterized by deficits in interactional synchrony and motor performance, but little is known about the association between them. The current study investigated the association among aberrant interactional synchrony (as measured by interactors’ symmetry in the form of the hand at each time-point along movement’s execution), motor functioning and the level of Autistic traits. In this study, autistic traits were evaluated by the Autistic Spectrum Quotient (AQ). Two tasks were used: (1) an interactional synchrony task where participants and the research assistant were instructed to move their hands together; and (2) a motor planning task which allows for continuous monitoring of natural hand movements. Pearson correlation analysis indicated a significant association between lower communication skills (i.e., higher AQ communication scores) and lower intentional synchrony rates. In addition, lower communication skills were found associated with typical patterns of motor planning and execution characterized by shorter time to start the movement and higher value of max speed. Mediator analyses supported the notion that aberrant intentional synchrony in individuals with low communication skills is partially mediated through typical patterns of motor planning and execution. These results suggest typical patterns of motor functions may account for intentional synchrony difficulties.

scholarly journals Sonification of Movement for Motor Skill Learning in a Novel Bimanual Task: Aesthetics and Retention Strategies

2016 ◽  
Author(s):  
John Dyer ◽  
Paul Stapleton ◽  
Matthew Rodger
Keyword(s):  
Motor Skill ◽  
Motor Performance ◽  
Performance Enhancement ◽  
Skill Learning ◽  
General Motor ◽  
Retention Strategies ◽  
Passive Listening ◽  
Timing Information ◽  
Early Results ◽  
Bimanual Task

Here we report early results from an experiment designed to investigate the use of sonification for the learning of a novel perceptual-motor skill. We find that sonification which employs melody is more effective than a strategy which provides only bare timing information. We additionally show that it might be possible to ‘refresh’ learning after performance has waned following training - through passive listening to the sound that would be produced by perfect performance. Implications of these findings are discussed in terms of general motor performance enhancement and sonic feedback design.

Changing Brain Networks for Visuomotor Control With Increased Movement Automaticity

2004 ◽  
Vol 92 (4) ◽  
pp. 2405-2412 ◽  
Author(s):  
A. Floyer-Lea ◽  
P. M. Matthews
Keyword(s):  
Motor Skill ◽  
Isometric Force ◽  
Motor Planning ◽  
Relative Activity ◽  
Skill Learning ◽  
Cerebellar Hemisphere ◽  
Significant Activity ◽  
Short Term ◽  
Functional Changes ◽  
Cortical Regions

Learning a motor skill is associated with changes in patterns of brain activation with movement. Here we have further characterized these dynamics during fast (short-term) learning of a visuomotor skill using functional magnetic resonance imaging. Subjects ( n = 15) were studied as they learned to visually track a moving target by varying the isometric force applied to a pressure plate held in the right hand. Learning was confirmed by demonstration of improved performance and automaticity (the relative lack of need for conscious attention during task execution). We identified two distinct, time-dependent patterns of functional changes in the brain associated with these behavioral changes. An initial, more attentionally demanding stage of learning was associated with the greatest relative activity in widely distributed, predominantly cortical regions including prefrontal, bilateral sensorimotor, and parietal cortices. The caudate nucleus and ipsilateral cerebellar hemisphere also showed significant activity. Over time, as performance improved, activity in these regions progressively decreased. There was an increase in activity in subcortical motor regions including that of the cerebellar dentate and the thalamus and putamen. Short-term motor-skill learning thus is associated with a progressive reduction of widely distributed activations in cortical regions responsible for executive functions, processing somatosensory feedback and motor planning. The results suggest that early performance gains rely strongly on prefrontal-caudate interactions with later increased activity in a subcortical circuit involving the cerebellum and basal ganglia as the task becomes more automatic. Characterization of these changes provides a potential tool for functional “dissection” of pathologies of movement and motor learning.

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