Motor Performance

1
Motor Performance

• Skills, Movements, and Gaits

2
Motor Skills

• Basic Questions to guide assessment
• Performance?
• Functional Competence?
• Performance Standards?
• Constraints?
• Developmental Level?

3
Performance

• Does student perform skill (yes/no)?
• Conditions of performance
• 1. Instructional Considerations
• Informal, Structured, Formal Command Response
• Comprehension, attention
• 2. Environmental Considerations
• Size, weight, texture of object
• Surface
• of students

4
Functional Competence

• Proficiency in performance of life functions
• locomotion, play, work, self-care
• Question Is skill useful in a variety of
  settings?
• Question Can student perform skill in varied
  settings?
• Remember the F in the FAD

5
Performance Standards

• Meeting standards with respect to task variables
  such as
• form
• distance
• speed
• accuracy
• function
• Importance of task variables varies!

6
Constraints

• Within assessment context
• Abnormalities of body structure and function
• Short stature
• Obesity
• Posture Deviations / Body Deviations
• Amputations
• Abnormalities of Muscle Tone

7
Abnormalities of Muscle Tone

• Spasticity / Hypertonus
• muscle tone is too tight (contractures)
• caused by many conditions (CP/TBI)
• Fluctuating muscle tone / Athetosis
• body parts in constant purposeless motion (CP)
• Paralysis / Atonus
• no muscle tone (SB/SCI)
• Paresis / Hypotonus
• weakness or poor tone (MD/Central Hyp)

8
Developmental Level

• Normal movement patterns for a specific
  chronological age
• Progression from immature to mature movement
  patterns
• Using good form (TGMD) used for assessment
• TGMD aides in reporting present level of
  performance - for writing goals and objectives

9
Writing Goals and Objectives

• Federal legislation defines
• goals broad, global statements that are long
  range (annual/semi/quarter)
• objectives short-term, typically written in
  behavioral format
• Goals are typically broken down into short-term
  objectives
• Goals need to encompass one or more domains of
  human development

10
Objectives

• Objectives should be attainable in 3 to 5 hours
  of instruction
• Typically, 5 to 20 minutes per learning session
  on an objective
• Therefore, mastery of objectives takes several
  weeks of instruction/practice
• Objectives can be written in all three domains