HUMAN MOVEMENT FINAL USAHS COMPREHENSIVE
STUDY GUIDE 2026 FULL QUESTIONS AND SOLUTIONS
GRADED A+
● When learning or relearning a skill we must focus on_________ to find task
solutions. Answer: our body, the environment, feedback from our senses, demands of the
task, and environmental constraints
● Learning involves. Answer: a relatively permanent change in behavior due to experience
● Motor learning can involve. Answer: Acquisition of new skills
● recovery of function. Answer: reacquisition of movement skills lost through injury
● Is performance temporary or permanent?. Answer: temporary
● Reflex Theory. Answer: Assumptions: Reflexes are the building blocks for complex
behavior Limitations: 1. Reflex cannot be considered the basic unit of behavior if both
spontaneous and voluntary movements are recognized as acceptable classes of behavior
because the reflex must be activated by an outside agent. 2. Does not explain and predict
movements in the absence of sensory stimulus. 3. Does not explain fast movements. 4. Does
not explain the fact that a single stimulus can results in varying responses. 5. Does not
explain the ability to produce novel movements. Clinical implications: If chained or
compounded reflexes are the basis for functional movement. it should allow therapists to
predict function. Also a patient's movement behaviors would be interpreted in the terms of
presence or absence of controlling reflexes. Retraining motor control would also focus on
enhancing or reducing the effect of various reflexes.
● Hierarchical Theory. Answer: Assumptions: Organizational control that is top down =
higher levels exert control over lower levels. Higher, middle, lower Limitations: Does not
explain dominance of reflex behavior in particular situations. IE: stepping on a pin results in
withdrawal of leg. Clinical implications: Used to explain disordered motor control in patients
with neurologic disorders.
● Motor Programming Theory. Answer: Assumptions: Movement is activated by sensory
stimuli/central processing. Considers actions rather than reactions. Motor programs: CPG
(Central pattern generators) and Higher level motor programs. Limitations: Cannot be
considered the sole determinate of actions Clinical implications: Moving beyond reflex
, explanation for motor control. Retraining movements necessary for functional tasks.
● Systems Theory. Answer: Assumptions: In order to understand neural control of
movement you must understand the system you are moving, and the external and internal
forces acting on the body. Limitations: The presumption that the nervous system has a less
important role in determining behavior, giving mathematical formulas and principles of body
mechanics a more dominant role instead. Clinical implications: Stresses the importance of
understanding the body as a mechanical system. Movement is not solely determined by the
nervous system. Movement is an emergent property= it emerges from the interaction of
multiple elements that self-organize based on dynamic properties of the elements themselves.
● Ecological Theory. Answer: Assumptions: Motor control evolved so animals could cope
with the environment around them. A broadened understanding of the nervous system
function/ perception/action system actively explores environment. Limitations: Gives less
emphasis to the organization and function of the nervous system that led to this interaction
thus the research emphasis has shifted from the nervous system t the organism/ environment
interface. Clinical implications: The individual is an active explorer of the environment. The
active exploration of the task and the environment in which the task is performed allows the
individual to develop multiple ways to accomplish a task. Environment changes
● Stages of Learning:. Answer: Fitts and Posner three-stage model Consists of Cognitive
(first stage) , associative stage (second stage) and autonomous stage (third stage)
● 1st Stage of Learning: Cognitive Phase.. Answer: Thinking of the task and how to
accomplish it. Requires great deal of focus
● 2nd Stage Of Learning - The Associative Stage. Answer: Movements become refined.
Concept of task down but not yet proficient.
● 3rd Stage of Learning- Autonomous Stage. Answer: Task becomes automatic.
● Bernstein's three stage approach to motor learning. Answer: Focus on controlling
degrees of freedom of the body segments involved in the movement 1st stage: Client not sure
how to do task so they overuse all types of muscles to complete the task with minimal degrees
of freedom. Second stage (advanced) Performer releases different degrees of freedom
making the task more efficient and able to deal with environmental change. Third stage
(expert) all degrees of freedom released and task performed in most efficient and effective
way Limitations: There is not a good understanding of the principles that govern motor
learning processes that lead to last stage of mastery. Clinical implications: Explanation for
coactivation of muscles during early stages of acquiring motion.
STUDY GUIDE 2026 FULL QUESTIONS AND SOLUTIONS
GRADED A+
● When learning or relearning a skill we must focus on_________ to find task
solutions. Answer: our body, the environment, feedback from our senses, demands of the
task, and environmental constraints
● Learning involves. Answer: a relatively permanent change in behavior due to experience
● Motor learning can involve. Answer: Acquisition of new skills
● recovery of function. Answer: reacquisition of movement skills lost through injury
● Is performance temporary or permanent?. Answer: temporary
● Reflex Theory. Answer: Assumptions: Reflexes are the building blocks for complex
behavior Limitations: 1. Reflex cannot be considered the basic unit of behavior if both
spontaneous and voluntary movements are recognized as acceptable classes of behavior
because the reflex must be activated by an outside agent. 2. Does not explain and predict
movements in the absence of sensory stimulus. 3. Does not explain fast movements. 4. Does
not explain the fact that a single stimulus can results in varying responses. 5. Does not
explain the ability to produce novel movements. Clinical implications: If chained or
compounded reflexes are the basis for functional movement. it should allow therapists to
predict function. Also a patient's movement behaviors would be interpreted in the terms of
presence or absence of controlling reflexes. Retraining motor control would also focus on
enhancing or reducing the effect of various reflexes.
● Hierarchical Theory. Answer: Assumptions: Organizational control that is top down =
higher levels exert control over lower levels. Higher, middle, lower Limitations: Does not
explain dominance of reflex behavior in particular situations. IE: stepping on a pin results in
withdrawal of leg. Clinical implications: Used to explain disordered motor control in patients
with neurologic disorders.
● Motor Programming Theory. Answer: Assumptions: Movement is activated by sensory
stimuli/central processing. Considers actions rather than reactions. Motor programs: CPG
(Central pattern generators) and Higher level motor programs. Limitations: Cannot be
considered the sole determinate of actions Clinical implications: Moving beyond reflex
, explanation for motor control. Retraining movements necessary for functional tasks.
● Systems Theory. Answer: Assumptions: In order to understand neural control of
movement you must understand the system you are moving, and the external and internal
forces acting on the body. Limitations: The presumption that the nervous system has a less
important role in determining behavior, giving mathematical formulas and principles of body
mechanics a more dominant role instead. Clinical implications: Stresses the importance of
understanding the body as a mechanical system. Movement is not solely determined by the
nervous system. Movement is an emergent property= it emerges from the interaction of
multiple elements that self-organize based on dynamic properties of the elements themselves.
● Ecological Theory. Answer: Assumptions: Motor control evolved so animals could cope
with the environment around them. A broadened understanding of the nervous system
function/ perception/action system actively explores environment. Limitations: Gives less
emphasis to the organization and function of the nervous system that led to this interaction
thus the research emphasis has shifted from the nervous system t the organism/ environment
interface. Clinical implications: The individual is an active explorer of the environment. The
active exploration of the task and the environment in which the task is performed allows the
individual to develop multiple ways to accomplish a task. Environment changes
● Stages of Learning:. Answer: Fitts and Posner three-stage model Consists of Cognitive
(first stage) , associative stage (second stage) and autonomous stage (third stage)
● 1st Stage of Learning: Cognitive Phase.. Answer: Thinking of the task and how to
accomplish it. Requires great deal of focus
● 2nd Stage Of Learning - The Associative Stage. Answer: Movements become refined.
Concept of task down but not yet proficient.
● 3rd Stage of Learning- Autonomous Stage. Answer: Task becomes automatic.
● Bernstein's three stage approach to motor learning. Answer: Focus on controlling
degrees of freedom of the body segments involved in the movement 1st stage: Client not sure
how to do task so they overuse all types of muscles to complete the task with minimal degrees
of freedom. Second stage (advanced) Performer releases different degrees of freedom
making the task more efficient and able to deal with environmental change. Third stage
(expert) all degrees of freedom released and task performed in most efficient and effective
way Limitations: There is not a good understanding of the principles that govern motor
learning processes that lead to last stage of mastery. Clinical implications: Explanation for
coactivation of muscles during early stages of acquiring motion.
