HHP

Communication

Spine and brain

Bursts

The ability to change (quick or slow)

• Sensory receptors
• Motor units
• Nerves
• Synapses
• CNS
• PNS
• Afferent
• Efferent
• Exhite or inhibit muscles

senses

Motor neuron that all muscles inervate

Impulses that stimulate movement

Neurotransmitters move to receptors

Towards the brain

Away from the brain

• Dendrites
• Body
• Axons
• Cell Body
• Nucleus
• Terminal Fibers
• Axon Hillcock
• Alpha Motor Neurons
• Gamma Motor Neurons
• Glial Cells
• Myelin

Connect with and receive information from other neurons

Sending information away through neurons to other neurons

• Located in the spine
• Long axons
• Many dendritic branches
• innervate many skeletalmuscle fibers

• Intrafusal
• Located in the spinal cord- don't communicate with muscle

• The space between
• Connect multiple neurons

• Provide metabolic and immunological support for neurons
• Very important for illness

• Insulation
• Fatty tissue surrounding neuron
• Fast impulse
• Transmit faster

• Space between
• post synaptic nerve
• Presynaptic nerve
• Gap between pre and post is synaptic cleft
• Neurotransmitter- Excitatory response or inhibitory response- allows muscle to move

• Very complex set of neural processes
• Light comes in through retina
• Bounces off of rods and cones (photoreceptors
• Send off nerve impulses to brain via optic nerve
• Midbrain then to visual cortex
• Then 'you see what you see'
• optic nerve and midbrain is how and why you see it

• Muscle spindles
• Only in large groups
• Provide nervous system with information about the rate of stretch
• Intrafusal/ Extrafusal (inside/outside)
• Cutaneous Receptors and join receptors

• Golgi tendon organs (gto)- Sensory receptors located within the tendons, sensitive to the amount of tension
• Fire maximally when muscle is at it's shortest length
• Provide sensory feedback to spinal cord
• Protect against dangerously high tension

• Higher level coordination the brain is involved
• Routine functions are handled in the spinal cord
• The brain and spinal cord have to interact

• Carry info to and from the brain
• Support reflexes at the local level
• Size of an adults little finger
• Runs from the base of spine to base of skull
• Ends at T4
• 31 spinal nerves
• Anterior (efferent or motor) and dorsal (afferent or sensory) nerve root

• 4 basic neve units are needed to make a reflex arc- sensory receptors, afferent and efferent neuron, and an effector
• Time it takes for a reflex is measure fromthe time of stimulation to the time a response can be measured (reaction time drills)
• The more interneurons you have, the longer it takes (travel and communication)

Myotatic reflex- muscle stretching reflex (patellar tendon, achilles tendon)

• Touch a hot stove
• Reciprocal inhibition- agonist and antagonist muscles are NOT going to contract together (crossed extensor reflex)
• Entensor thrust reflex
• Spinal reflex- gait control

Other limb flexes too ( what the body does to 1 side, its going to do to the other too)

• Crossed extensor reflex
• Helps with postural stability, and if neccessary to push away from a painful stimulus

• Motor cortex in the frontal lobe of cerebellum (on the brain stem)
• Basal Ganglia- inner layers of cerebrum
• Brain stem
• 3 parts of the brain- cerebrum, pons, midbrain
• Corpus collosum
• Pre-motor cortex and supplementary motor area
• 2 ways the motor cortex communicates with muscles
• Damage to the motor cortex= loss of fine motor control
• Damage to premotor cortex= struggle with movement, planning and selection, especially for gross movements involving many muscle groups

• Pyramideal tract- connect or synapse directly, with as few interneurons as possible, alpha motors, excitatory (move neurons faster)- damage to tract leads to paralysis of contralateral movements
• Extrapyramidieal tract- allows nerve impulses from the motor cortex to the SC via the cerebellum, thalamus, and brain stem- damage can result in spasticity

To be able to do it on both sides

Writing, picking up things

• Recieves input from the cerebral cortex and the brain stem
• send outputs to thalamus and brain stem
• Parkinson's disease effects the area of the brain- decreases dopamine (motor deficiencies)
• Huntington's disease- hereditary degenerative didease that causes degeneration of the dendrites

• Assists in carrying nerve impulses from one nucleus to another
• Neurotransmitters bind to other neurotransmitters

• Recieve inputs from the cerebral cortex, cerebellum, basal ganglia and sensory systems
• Process all thsi and sends nerve impulses to the right place
• Helps control muscle tone and posture
• Righting reflexes
• Tonic reflexes
• Any damage to pns and medulla disrupts control of voluntary movements and endangers control of vital psychological systems

Maintain the orientation of the body with respect to gravity

Maintain the position of one body part (balance neck on shoulders)

• Degrees of freedom
• Motor equivalence
• Serial order
• Perceptual-motor integration
• Skill Acquistion

Brain and nervous system-skilled movement

Preform task, produce same outcome in a variety of ways

• Proper sequence
• Speech, transposition errors, smaller movements

Producing movements closest to enviromental demands

• Explaining a skill, storing it, and modifying the task to meet current conditions
• Adaptable and consistant

• Input- Visual, kinesthetic, vestipular receptors
• Output- Response to the enviroment or movement
• Nervous system is responsible for controlling things and 'hardwiring'
• Pathways and and feeback- constantly processing things and envirmental conditions

• First important process of the brain and CNS based on given input from sensory information
• 1.) detection- is the signal there?
• 2.)Comparision- Are these stimuli the same?
• 3.)Recognition- Identifing that is around
• 4.)Selective attention- Choosing 1 signal over the others

• Only 7 items can be stored before making errors
• Can't listen to 2 different conversations or 2 visual inputs
• A good and bad thing

• Choosing the right process
• Speed and accurecy- fast or accurecy- remeber prior experiences
• Reaction time vs. response time

Can not be measured becasue it happens in your head

Can be measured

• Perception (input)
• response selection (decision making)
• Response organization (acting)
• Feedback and the next time

• Movement organization- planning the sequence and timing and selecting proper motor units
• Movement initiation- Transmitting signal to those motor units
• Movement monitoring- Adjusting based on sensory info about the progress

• Closed loop- movement time and complexity- learnign to do something for the first time
• Open loop- motor programs- body already knows what to do
• Preplannign necessary for movement to take place determines whoch loop it will go through

• Normal rate and sequence- vision, crawling, walking
• Differences in rate development and specific skills
• Deviation from normal gait (speech, reflex, visual, social)- important for addressing problems, screenign, informing makers of theraputic equipment, readiness for new challenges

• Cross sectional- many ages
• Longitudinal- large group and study them

• First 24 months are critical
• Cephalo-caudal principle (head to tail)
• Proximo-distal principle
• Muscle tone- axial skeletal -low tone (torso and head), limbs (high tone or stiffness- switches over time because of gravity), this process then reverses (maintain posture against gravity, and to increase more efficient voluntary movements of limbs)

• Developing control of posture (holding head up), locomotion (moving within the enviroment), and reaching & grasping & manipulating objects
• Happens in 3 stages- head control, sitting, standing
• More complex movements- running, jumping, riding a bike

• Most children pass through same stages of development and pass the same milestones around the same age (fundamental for survival)- talking, walking, swimming, running
• Enriched enviroments vs. lacking enviroments

• Build on what you already mastered (running, jumping, skipping)
• Locomotor vs. nonlocomotor (kicking a soccer ball, throwing a baseball, shooting a basketball)

• Balance and posture
• walking patterns
• Complex motor skills

• Controlled by genetic factors
• Prenatal- formation of nerve cells
• Postnatal- Branching and insulation of dendrites and axons of nerve cells
• Critical period is conception to first year (very valuable period)
• Spinal cord develops from the top down

• Surrounding the axons of the nerve cells with a fatty sheath the acts to insulate the nerve impulse conductance ( makes neurons travel faster)- Repetative firing and more resistance to fatigue (brain, spinal cord, legs, lungs)
• Cerebellum and cortex begin mylenation much later

• Eyes must undergo most of growing prior to birth
• myleination starts at birth of optic nerve
• Visual acuity- poor at birth, developes over time
• Accomodation- adjusting the shape of the lens
• As you age, you must move object further from your eyes to retain focus

• Kinaestetic and essential from birth
• Cutaneous receptors (skin)
• Vestibular apparatus is formed 2-3 months after birth (ear)
• Peripheral neuropathy
• Effectors/muscles

• Primative reflex- sucking on thumb (nipple)
• Voluntary vs. involuntary control
• Postural reflexes- correcting body posture, staying upright, keeping head up
• Postural and reflexes go together

• First in, last out
• Slowing of simple reaction time (neurophysical changes in the CNS)

• The change in the underlying control processes that is responsible for the relatively permanent improvements in performance that accompany practice
• Can't measure the learning process

• Expert performers
• Effectiveness of feedback on skill learning
• Transfer of skill to another setting (soccer and football)
• Retention of skills over time
• Relearning skills after traumas

• Fast and accurate
• consistance yet adaptable
• Maximum effectiveness with minimum attention to effort

• Picking right options
• Reading the situation
• Being adaptable
• Moving in a smooth manner
• Doing things automatically

• Verbal- cognitive phase
• movement task to be learned is completely new to the person
• trying to understand what needs to be done to gain skill
• Cognition and verbal instructions are needed
• reshape old habits into new patterns (soccer player learing to kick a football
• Most important feedback

• Associative phase
• Performance is much more consistant as the learner settles on a single stategy or approach to the task
• Fine tuning the new skill (adjust and adapt to changes)
• Continuation of skill development (building on what you already know- pre-recs for class)
• Walking to running

• Autonomous phase
• Skill appears to be automatic
• Little attention is paid in task
• consistant and accurate

• May become hypersensitive
• Previouslu silent may become active
• Injures axons may regenerate
• Collateral axons may branch out to support damaged connections
• The younger= more effective

Exact same task with same materials

Different variable

Learning that occurs consciously and deliberatly with the concurrent acquistion of verbalizable knowledge

Learning that occurs without conscious awareness and without the concurrent acquistion of verbalizable knowledge

Age that you are ready to learn the task at hand