Motor Behavior: Guiding Principles

• reflex theory:

  • reflexes occur at all levels of nervous system
  • add + subtract reflexes at all the different levels to produce movement
• hierarchical theory:

  • added the cortex to control reflexes
  • accounts for volitional movement
  • includes motor programming
  • damage to the cortex = release phenomena (UMN signs)
• stage theory (heirarchical):

  • must complete one stage (skill) prior to progressing to another
  • sequence cannot be altered
  • primitive reflexes must be integrated or inhibited before milestones can be achieved
• infant stepping reflex (refruting hierarchical):

  • thelen
  • infant placed in water + reflex revealed
  • weighted tights added + reflex disappeared
  • zelazzo
  • infant stepping on treadmill
  • walking happened sooner rather than being delayed
• primative reflexes:

  • Milani-comparetti
  • primary motor patterns in utero
  • assist movement
  • assist birthing process
  • support survival
• neurological bases (Rood):

  • mobility
  • available ROM
  • ability to initiate the motion
  • stability
  • co-activation around the joint
  • ability to maintain a position once placed
  • controlled mobility
  • moving proximal over fixed distal point
  • trunk + neck rotation
  • independent assumption of posture
  • substage = static dynamic
  • skill
• mobility:

  • available ROM
  • initiation of muscle contraction + movement
  • dystonia: too much mobility + activation
  • arthrogryposis: too little mobility + limited ROM
• stability:

  • co-activation around a joint
  • ability to maintain position once placed
• controlled mobility:

  • weight shifts
  • trunk + neck rotation
  • fixed distal
  • independent assumption of a posture
• static dynamic:

  • subset of controlled mobility
  • base of support narrowed
  • baby in prone, quadruped, or tall kneeling
  • coming to stand
• skill:

  • ability to perform functional activities including aspects of all prior stages
  • free + moving distally
• Rood's rules of sensory input:

  • fast, brief stimulus produces a large, synchronous output
  • fast, repetitive sensory input produces a maintained response
  • maintained sensory input produces a maintained response - often used for relaxation but also can be contraction
  • slow, rhythmical, repetitive sensory input deactivates body + mind
• motor learning stages:

  • cognitive:
  • visual guidance
  • trial + error
  • benefits from manual guidance + frequent feedback
  • associative
  • autonomous:
  • proprioceptive control
  • few errors
  • hands-off + honing skills
• procedural learning:

  • repetition
  • utilized by infants + people with limited cognition, attention, + understanding
• declarative learning:

  • cognitive + conscious
• reflex theory clinical implications:

  • use sensory imput to control motor output
  • stimulate good reflexes
  • inhibit primitive reflexes
  • rely heavily on feedback
• reflex theory:

  • movement is controlled by stimulus response
  • reflexes are basis for movement
  • reflexes combine into actions that create behavior
• reflex theory:

  • movement is controlled by stimulus response
  • reflexes are basis for movement
  • reflexes combine into actions to create behavior