The Effects of Movement Speed and Initial Position on Movement Reproduction Accuracy

Gliner, Jeffrey A.; Davis, Christine G.

doi:10.1177/153944928400400303

Cited by 6 publications

(4 citation statements)

References 13 publications

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“…Clients in rehabilitation must relearn voluntary control over injured muscles or learn new motor skills through the use of functional activities (Gliner & Davis, 1984;Katz, 1985;Mosey, 1981;Mulder & Hulstyn, 1984;Trombly, 1989). Therefore, the occupational therapist must structure functional activities to enable the client to learn and retain the desired skill.…”

mentioning

confidence: 99%

Motor Learning and Occupational Therapy: The Organization of Practice

Jarus

1994

The American Journal of Occupational Therapy

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This article addresses implications for the practice of occupational therapy when that therapy is guided by theories of motor learning. In occupational therapy, clients must learn or relearn motor skills through the use of activities. The occupational therapist must present activities in a manner that elicits the retention and transfer of the desired skills for use in functional settings. Therefore, the therapist should strive for acquisition conditions that facilitate retention and transfer of the learned skills. The processes that underlie motor learning should guide therapy. Three major factors that affect motor learning are environmental conditions, cognitive processes, and movement organization. Examination of the clinical implications of these factors, however, results in contradictory predictions regarding optimal practice conditions for motor skills. This article explores the successful integration of these factors and its application in occupational therapy practice. It is suggested that increasing the difficulty of the learning context during practice is beneficial for retention.

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confidence: 99%

Motor Learning and Occupational Therapy: The Organization of Practice

Jarus

1994

The American Journal of Occupational Therapy

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“…Cette expérience a été conçue en vue d'étudier l'effet des opérations cognitives de résolution de problèmes (c'est-à-dire, l C lients in rehabilitation must relearn voluntary control over injured muscles or learn new motor skills through the use of activities (Gliner & Davis, 1984;Katz, 1985;Mosey, 1981;Mulder & Hulstyn, 1984;Trombly, 1989). A major concern of occupational therapy is the identification of context characteristics that facilitate performance and encourage the development of skills (Ma, Trombly, & Robinson-Podolski, 1999).…”

Section: Résumémentioning

confidence: 99%

Effects of Cognitive Processes and Task Complexity on Acquisition, Retention, and Transfer of Motor Skills

Jarus

Gutman

2001

Can J Occup Ther

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This experiment was designed to investigate the effect of cognitive problem-solving operations (termed contextual interference) and complexity of tasks on the acquisition retention and transfer of motor skills. Ninety-six children, ages 7.5-9.5 practised the task of throwing beanbags under either low contextual interference (blocked practice), high contextual interference (random practice) or medium contextual interference (combined practice). Half of the participants acquired a complex task and the other half a simple task. All participants performed 30 acquisition trials, 9 retention trials and 4 transfer trials. Results indicated that participants who practised in the blocked practice group did not differ in their performance whether they acquired complex or simple tasks. On the other hand, participants from the random and combined practice groups who acquired simple tasks performed better than those who acquired complex tasks. These findings support the hypothesis that there is a limit to the interference during practice that will benefit retention and transfer, thus creating the contextual interference effect. It seems that the complex-task condition combined with random or combined practice schedule increased the difficulty of acquisition, possibly impeding the cognitive processing during acquisition, thus impairing the learning process.

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“…The relearning of voluntary control of impaired muscles or the learning of new motor skills through the use of activities are goals for clients in rehabilitation (Gliner & Davis, 1984;Mulder & Hulstyn, 1984;Trombly, 1989). Since occupational therapy focuses on aspects of human experiences involving activities which are functional in nature (Katz, 1985;Mosey, 1981), the therapist's responsibility is to present activity so as to elicit both maximal learning and retention of the desired act, and its use in a functional skill.…”

Section: Résumémentioning

confidence: 99%

The Effect of Kinesthetic Stimulation on Acquisition and Retention of a Gross Motor Skill

Jarus¹,

Loiter²

1995

Can J Occup Ther

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The role of kinesthetic stimulation in motor learning and performance of a gross motor task was investigated. Forty healthy female adult volunteers, ages 20 to 30 years old, were required to learn a gross motor task involving the kicking of a ball. Subjects were randomly assigned to one of two training groups, a kinesthetic stimulus group or a non-kinesthetic stimulus group. Results indicated that kinesthetic stimulation during practice and

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The Effects of Movement Speed and Initial Position on Movement Reproduction Accuracy

Cited by 6 publications

References 13 publications

Motor Learning and Occupational Therapy: The Organization of Practice

Motor Learning and Occupational Therapy: The Organization of Practice

Effects of Cognitive Processes and Task Complexity on Acquisition, Retention, and Transfer of Motor Skills

The Effect of Kinesthetic Stimulation on Acquisition and Retention of a Gross Motor Skill

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