...Available online at www.sciencedirect.com Basal ganglia contributions to motor control: a vigorous tutor Robert S Turner1 and Michel Desmurget2 The roles of the basal ganglia (BG) in motor control are much debated. Many influential hypotheses have grown from studies in which output signals of the BG were not blocked, but pathologically disturbed. A weakness of that approach is that the resulting behavioral impairments reflect degraded function of the BG per se mixed together with secondary dysfunctions of BG-recipient brain areas. To overcome that limitation, several studies have focused on the main skeletomotor output region of the BG, the globus pallidus internus (GPi). Using single-cell recording and inactivation protocols these studies provide consistent support for two hypotheses: the BG modulates movement performance (‘vigor’) according to motivational factors (i.e. context-specific cost/reward functions) and the BG contributes to motor learning. Results from these studies also add to the problems that confront theories positing that the BG selects movement, inhibits unwanted motor responses, corrects errors on-line, or stores and produces well-learned motor skills. Addresses 1 Department of Neurobiology, Systems Neuroscience Institute and Center for the Neural Basis of Cognition, University of Pittsburgh, Pittsburgh, PA 15261, USA 2 Centre for Cognitive Neuroscience, UMR5229 CNRS, 67 Blvd. Pinel, 69500 Bron, France Corresponding author: Turner, Robert S (rturner@pitt...
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...MOTOR DEVELOPMENT: A THEORETICAL MODEL T E R M S C H A P T E R C O M P E T E N C I E S Upon completion of this chapter you should be able to: Define life span motor development View an individual’s motor behavior as “more” or “less” advanced on a developmental continuum rather than as “good” or “bad” Demonstrate an understanding of neural, physiological, perceptual, and cognitive changes across the life span Distinguish between inductive and deductive theory formulation Describe the phases of motor development List and describe the stages within the phases of motor development Explain how the requirements of the movement task, the biology of the individual, and conditions of the learning environment interact with the Triangulated Hourglass Model of motor development Demonstrate knowledge of both how and why using a heuristic device as a metaphor for understanding is helpful in conceptualizing the products and processes of motor development Descriptive theory Explanatory theory Phases of motor development Inductive method Deductive method Category of movement Reflexes Rudimentary movement abilities Fundamental movement skills Specialized movement skills Heuristic Algorithm Triangulated Hourglass Model of motor development 46 www.mhhe.com/gallahue7e CHAPTER 3 Motor Development: A Theoretical Model 47 KEY CONCEPT The processes and products of motor development across the lifespan may be conceptualized through use of a triangulated hourglass heuristic. A ...
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...(danced, watched, and untrained). Finally, the participants were subjected to a behavioral retest where they were asked to dance to three songs from each training condition-watched, danced, or untrained (Cross et al., 2009). This study found large amount of activity within the action observation network when observing motor movements that have been previously practiced and passively observed. This provides support for neurons in this network acting as mirror neurons, as these neurons are active in both observation and performance of an action. This study also found that passive observation is associated with better performance, which suggests that observation of a motor movement can help lead to better execution of that movement at a later time. To summarize, passive...
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...Saktidhar (Sakti) is a happy and curious boy. He was referred for an occupational therapy consultation due to concerns with his fine motor skills. He currently attends kindergarten class at the Valley program. His parents describe him as a happy and inquisitive child. He likes playing with Lego. He was diagnosed with autism at the age of four years. He exhibited mild developmental delays. He sat independently at the age of 8 months and walked at the age of 13 months. He demonstrates some speech and language delays. This report is based on the standardized test administered as a part of the consultation session and clinical observations made during this session. Sakti came for the session with his parents. He was cooperative and participated in the activities that were officered to him. He engaged in 1-2 rounds of reciprocal conversation. However, throughout the evaluation, he constantly asked questions that were not relevant to the activities. He was able to filter out extraneous visual and auditory...
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...Spring 12 Mirror Neurons In Motor and Social Acts The authors who ushered in what might be considered the most critical finding of 21st century neuroscience to date—the discovery of mirror neurons (MNs)—contend that MNs underlie simulation theories of action understanding and mindreading (Gallese & Goldman, 1998); Gallese et al., (2004). The mechanism that allows mirroring of action is referred to as the ‘direct-matching hypothesis,’ (Rizzolatti et al., 2001), and the claim is based on the response properties of MNs in monkeys. The discovery of MNs is important in that if the implications of their function are properly understood, it lays a foundation for explanations of not only understanding of action and other minds (Gallese, 2003), but for other big questions, such as the evolution of language (Rizzolatti & Arbib, 1998). The concern of this paper is MN function as a feature at the core of the stronger claims. Alternative theorists challenge the characterization of the MN role as ‘mirroring’ action, as their findings show that mirroring cannot be direct and must rely on an interpretation of the observed action. They claim: a) MNs do not simulate with enough precision to be referred to as ‘mirroring,’ in which they are said to simulate an agent’s motor program onto the very same motor repertoire of an observer not performing the act; b) mirror neuron activation is predictive of action, not replicative; and c) the function of these neurons supports a model that is generative...
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...measures of activity are crucial to assess disease severity, and consequently management and outcome assessment. Recent advances in miniaturization – specifically, the availability of compact and inexpensive accelerometers and gyroscopes – opens up the possibility of making such measurements over extended periods of time, and outside the confines of a laboratory. This approach is especially essential in severe brain injury, where there are limited treatments to enhance motor recovery and the natural history is poorly understood. Specific Aim 1 is to automate the determination of type and quality of upper body movements made by subjects recovering from severe brain injury. We will record movements of subjects recovering from severe brain injury using video and functional activity monitors (FAMs; accelerometer-gyroscopes; Wagenaar et al., 2011) over two-to-three-day research hospital admissions. We will also record healthy controls with video and FAMs while they mimic the most common movements of the clinical subjects. 1A) We will...
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...fundamental for the execution of basic activities of daily living (ADL) like eating, drinking and personal hygiene. One of the most common sequelae in central nervous system injury is impaired upper limb function, which is affected in more than 80% of stroke cases (1) . Stroke is the leading cause of disability in adults in the United States, affecting an estimated 730,000 people per year. It is therefore a major and increasing health care problem and accounts for major economic challenge for the society. Its consequences affect the individual in addition to his or her environment including family and friends. Thus it has negative social repercussions. For example, a person’s ability to perform common tasks can be significantly compromised after a stroke. Similarly, the level of independence and ability to participate in the society can be drastically changed which in turn affects a person’s quality of life(2)....
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...Personal Training Paper The purpose of this paper is to analyze my personal exercise habits. In doing so, I will discuss my exercise habits as they relate to volume, intensity, frequency (density). I will describe my exercise habits and explain how I would like to incorporate them into my personal training. I will also explain why locomotion movements, non-locomotion skills, and object manipulation skills should be taken into consideration when planning a physical development program as well as how I will personally include them into my own exercise habits for personal training and why. In addition, I will explain how each different energy system is affected by my exercise habits and which ones are more prevalent in my planning. I will also provide a list of units of exercise and the time required to enhance physical adaptation as well as a description of the impact of exercise as it relates either aerobic or anaerobic power. An explanation will also be provided of the relationship between the time I need and the time I need to allow my body to regenerate and rest as well as identifying potential issues in developing motor skills and motor learning from my exercise habits. Finally, I will present list changes or additions to my training program which is designed to enhance fitness. Dana’s Exercise Habits In the past couple years I have had to reevaluate the way I eat as well as my exercising habits. All throughout grade school and high school I was always active in sports, especially...
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...would you define child’s play? Is it the act of a child’s freedom, is it separate and independent enjoyment, or is it freely chosen depending on the situation. According to Brown (2009), he defines play as “…play is a very primal activity. It is preconscious and preverbal…” (p.16). However, according to Caplan & Caplan, they define play as “a voluntary activity which permits freedom of action, diversion from routines, and an imaginary world to master”. The concepts that are being touched on between the two authors Play by Stuart Brown and The Power of Play by Caplan & Caplan are fine motor skills, gross motor skills, and negotiation. First, what are the basic definitions of these three concepts? According to Dictionary.com, negotiation is defined as, “mutual discussion and arrangement of the terms of a transaction or agreement”, Encyclopedia of Children’s Health defines fine and gross motor skills as “gross motor skills are the abilities required in order to control the large muscles of the body for walking, running, sitting, crawling, and other activities”, “fine motor skills generally refer to the small movements of the hands, wrists, fingers, feet, toes, lips, and tongue” (2009). Combined with fine and gross motor skills physical development/activity is and outcome of these concepts. In other words both of these concepts have something to do with being active. Therefore, what are the concepts that Brown and Caplan & Caplan are giving towards physical and personality development...
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...restricted until external fixator is removed or replaced with internal fixator. Toileting needs max to moderate assist from the limited functional mobility and difficulty dressing with using one arm. Along with ADLs, IADLs limited as well. Limited body mobility limits him from performing a role as a father of 8-year-old twin boys and a husband of 7 months pregnant. Limited Upper limb (UE) movement using left and trunk support make him unable to drive or commute with ease. Meal preparation or clean up may need extra times due to difficulties in mobilization one side of the arm and reduced trunk support. Sleep and rest may be influenced from pain and immobilization. Education and work are also negatively influenced by current body condition, he might present fatigue, limited concentration. Also, pain causes him to perform work with max function. Play and leisure participation should be monitored from not to develop secondary conditions and consideration must be made with his physical condition prior to play/leisure. Social participation might be limited in environment he need to make vigorous movement or assistive device cannot be worn. COPM will be used to evaluate Xavier to understand issues related to self-care, productivity, and leisure. During the assessment, Xavier will indicate the areas where he is experiencing difficulties such as ADL s including self-care such as dressing, eating, personal hygiene, grooming and functional mobility. After the assessment, the therapist is...
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...but with different underlying causes due to differing pathologies. Similarities and differences of each patient’s primary and secondary problems will be discussed, and how they result in their shared functional problem of limited bilateral upper limb function. Primary deficits caused by the initial pathology, result in alterations to the nervous system impacting on normal movement (Shamway-Cook & Woollacott, 2007). This is caused by altered sensory input, and motor output, and an altered cognition in order to process and interpret the information (ref). As a result of these primary problems, patients have further cardio-respiratory and musculoskeletal problems, whereby joint range of movement and alignment are affected (ref). Changes are seen in muscle structure, with a reduction in soft tissue length leading to additional weakness. This is due to disuse or altered movement from these further impairments. Fatigue overrides further movement due to disuse, reducing exercise tolerance and the patient’s ability to regain optimal function (Shamway – Cook & Woollacott, 2007). The lateral pre-motor cortex can also be affected and is influenced by sensory cues such as visual or touch receptors and responds to reaching, grasping and bringing the hand to the mouth (ref). Patient A’s sensory input has been impaired as a result of neglect. This perceptual-cognitive impairment should usually process and interpret sensory...
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...California Department of Education Reposted September 17, 2010 Physical Education Model Content Standards for California Public Schools Kindergarten Through Grade Twelve California Department of Education Reposted September 17, 2010 Publishing Information When the Physical Education Model Content Standards for California Public Schools, Kindergarten Through Grade Twelve was adopted by the California State Board of Education on January 12, 2005, the members of the State Board were the following: Ruth Green, President; Glee Johnson, Vice President; Ruth Bloom, Don Fisher, Ricky Gill, Reed Hastings, Joe Nuñez, Bonnie Reiss, Suzanne Tacheny, and Johnathan Williams. This publication was edited by Sheila Bruton and Faye Ong, working in cooperation with Dianne Wilson-Graham, Consultant, Professional Development and Curriculum Support Division. It was prepared for printing by the staff of CDE Press: the cover and interior design were created and prepared by Paul Lee; typesetting was done by Jeannette Reyes. It was published by the Department, 1430 N Street, Sacramento, CA 95814-5901, and was distributed under the provisions of the Library Distribution Act and Government Code Section 11096. © 2006 by the California Department of Education All rights reserved ISBN 978-0-8011-1605-6 Acknowledgments The following educators were appointed by Jack O’Connell, State Superintendent of Public Instruction, to assist in the development of the Physical Education Model Content...
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...Constraint-induced movement therapy Name: Institution: Question #1 Constraint-induced movement therapy, CI often forces usage of the affected arm while restraining the other healthy arm. Well, with Constraint-induced therapy, the therapist often compels the survivor’s healthy arm in a lob. Consequently, the survivor is forced to use the affected arm intensively and repetitively for approximately two weeks. Often after stroke, the survivor attempts unsuccessfully to put into practice the affected arm, though, their initial failure always discourages them to use that particular side. To use the Constraint-induced therapy, the survivor should have the capacity to extend their wrist as well as move their arm and even fingers. Several studies expose that CI therapy develops movement on the affected arm (Hakkennes, 2005). CI therapy is regarded as a way of refining the attainment of a motor skill by compelling the accumulation of more deliberate practice trials. After a stroke, several patients adopt various approaches that efficiently substitute the goal-projected movements that can usually have been allotted to the affected arm. Several of these approaches lead to using the unaffected arm more repeatedly, fundamentally leading to a reduced necessity for using the affected arm. In fact, in the view of Zipp (2012), each timely completion of any task by the utilization of the affected arm strengthens the non-use of that particular limb. Therefore, CI therapy is regarded as a way...
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...The roles of vision and eye movements in the control of activities of daily living Michael Land, Neil Mennie, Jennifer Rusted; 1999 Experimental question: Are eye movements essentially random, or are they intimately related to the requirements of the motor task? Are fixations directed specifically to the places from which information is needed? Can can the eye-movement pattern thus be thought of as an integral part of the motor program itself Rationale: The strategy of the oculomotor system is to keep the center of gaze very close to the point at which the info is extracted (few letters/notes etc) Eye movements precede motor actions by a fraction of a sec (Ballard et al ‘92) Specific movement for choosing block, checking its color and its position Eye movements are very tightly coupled (time+space) with motor actions What makes this study special: Non-repetitive 40-50 acts to make a cup of tea each requires a new set of motor actions thus a new set of eye movements Are eyes required to produce an action or are they called up when specific info is required? are they proactive or reactive Natural setting (1st study ever to be conducted in every-day environment) Tea making is a well-known activity Does not require top-down feedback Once learned occurs “automatically” Methods: 3 subjects (male, 55; female, 28; male, 46) Small university kitchen counter on the left of the door sink straight in front fridge on the left seen the kitchen...
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...LECTURE 10-19 OBJECTIVES Lecture 10 1. Describe the functions of the various types of muscle * Skeletal- limb movement * Cardiac- heart movements * Smooth- movements of hollow organs 2. Describe the involvement of connective tissue in a skeletal muscle * Endomysium- surrounds and fills up spaces between individual muscle fibers * Perimysium- ensheaths muscle fascicles (bundles of muscle fibers) * Epimysium- ensheaths the whole muscle 3. Name the components of a skeletal muscle fiber and describe their function * Sarcoplasm- cytoplasm * Sarcolemma- plasma membrane * T-tubules- inward extensions of the sarcolemma * Mitochondria- provide ATP * Sarcoplasmic reticulum- endoplasmic reticulum * Myofibril- contains thick and thin filaments, myosin and actin 4. Sketch a myofibril 5. Describe the neuromuscular junction * Junction of a muscle fiber and axon of motor neuron it is attached to 6. Name the neurotransmitter used at the neuromuscular function * Acetylcholine 7. Draw a diagram showing how the thin and thick filaments are organized in the sarcomere and list the five steps involved in the contraction of a muscle fiber 8. Define what is meant by excitation-contraction coupling, and describe how it works * The coupling of nerve impulse with muscle contraction hinges around the release of calcium ions * 1, the action of acetylcholine cause a wave of electrical depolarization to spread...
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