Final Project: Motor Control Intervention Portfolio
KIN 479 - Motor Control
0.1 Project at a Glance
Due Date: End of Week 16 (See Canvas for exact deadline)
Weight: 30% of Final Grade
Format: 12-15 page PDF document (excluding references/appendices)
Citation Style: APA 7th Edition
Main Components: Case Study Development (25 pts), Evidence-Based Intervention Plan (30 pts), Theoretical Framework Analysis (25 pts), Clinical Decision-Making & Reflection (20 pts)
Required Sources: Minimum five peer-reviewed sources (all must be peer-reviewed). You can include more than five sources.
Related Assignment: Builds on your group presentation topic
0.2 Overview
In this culminating individual final project, you will build upon your group presentation knowledge to develop a comprehensive Motor Control Intervention Portfolio. This project requires you to move beyond simply describing a movement disorder to applying motor control theories in designing an evidence-based intervention approach. You’ll demonstrate your ability to synthesize course concepts, current research, and clinical reasoning into a cohesive intervention plan.
0.3 Learning Objectives
This project addresses the following course learning objectives:
- Apply motor control theories to practical rehabilitation or performance scenarios
- Demonstrate understanding of sensorimotor structure and function in movement disorders
- Establish evidence-based approaches to motor control intervention planning
- Analyze and interpret current research on motor control applications
- Develop clinical reasoning skills related to motor control principles
1 Project Requirements
1.1 Case Study Development (25 points)
Develop a detailed case study featuring the movement disorder from your presentation:
1.1.1 Patient Profile
Create a comprehensive patient profile (see Section 4.5 for template) including:
- Demographic information (age, sex, occupation)
- Relevant medical history
- Onset and progression of movement disorder
- Current functional limitations
- Social and environmental context
1.1.2 Motor Control Assessment
Provide a detailed motor control assessment including:
- Specific motor control deficits using proper terminology
- Analysis of how the perception-action loop is disrupted
- Initial assessment findings with objective measurements
- Identification of key movement components affected
- Documentation of how daily activities are impacted
Use terminology from Chapters 3-5 when describing sensory, neural, and motor aspects of the disorder.
1.1.3 Functional Limitations
Clearly articulate how the disorder affects:
- Activities of daily living
- Work/school performance (if applicable)
- Social engagement
- Quality of life measures
- Compensatory strategies currently employed
1.2 Evidence-Based Intervention Plan (30 points)
Design a comprehensive 8-week motor control intervention program:
1.2.1 Weekly Progression
Create a detailed weekly intervention plan:
- 3-5 specific exercises or activities per week
- Clear progression principles with rationale
- Intensity, frequency, and duration parameters
- Home program components
- Environment and equipment considerations
1.2.2 Theoretical Foundation
For each intervention component, explain:
- Which motor control theory informs the approach
- How the exercise targets specific disrupted perception-action components
- Expected neurophysiological adaptations
- Evidence from literature supporting efficacy
- Potential modifications based on patient response
1.2.3 Visual Resources
Develop visual resources to enhance understanding:
- Diagrams of exercise positioning
- Flowcharts of decision-making processes
- Progression charts
- Assessment tools
- Patient education materials
1.2.4 Outcome Measures
Establish clear assessment protocols:
- Baseline measurements to be collected
- Ongoing assessment timeline
- Validated assessment tools specific to the disorder
- Objective and subjective outcome measures
- Criteria for intervention modification
1.3 Theoretical Framework Analysis (25 points)
Analyze how different motor control theories would approach this disorder:
1.3.1 Theoretical Comparison
Compare and contrast at least two motor control theories:
- Information Processing Theory
- Dynamical Systems Theory
- Ecological Theory
- Motor Program Theory
- Other relevant theories covered in class
1.3.2 Application to Intervention
Identify which aspects of your intervention align with different theoretical approaches:
- Exercise selection rationale
- Progression principles
- Feedback mechanisms
- Environment manipulation
- Task constraints
1.3.3 Literature Support
Support your analysis with current research:
- Minimum 6 peer-reviewed sources beyond the textbook
- Critical evaluation of research quality
- Identification of theoretical frameworks in published interventions
- Gaps in current research
- Emerging approaches in the field
1.3.4 Neuromotor Basis
Explain how your understanding of neuromotor concepts informed your approach:
- Neural plasticity principles applied
- Sensory integration considerations
- Motor learning principles utilized
- Neuroanatomical structures targeted
- Neurophysiological mechanisms addressed
1.4 Clinical Decision-Making & Reflection (20 points)
Discuss the clinical reasoning behind your intervention choices:
1.4.1 Adaptation Considerations
Explain how you would modify your intervention for:
- Different severity levels
- Various age groups
- Comorbid conditions
- Resource-limited settings
- Home vs. clinical implementation
1.4.2 Implementation Challenges
Address potential challenges:
- Patient adherence strategies
- Motivation and psychological aspects
- Progress plateaus
- Regression management
- Transition planning
1.4.3 Course Concept Integration
Reflect on how specific course concepts influenced your design:
- Key insights from specific chapters
- Evolution of your understanding throughout the course
- Integration of various theoretical perspectives
- Application of research evidence
- Clinical reasoning development
1.4.4 Future Directions
Identify areas for continued development:
- Limitations in current research
- Questions requiring further investigation
- Emerging technologies with potential applications
- Interdisciplinary approaches
- Your own professional development needs
2 Submission Guidelines
2.1 Format Requirements
- Format: PDF document
- Font: 12-point Times New Roman or Arial
- Spacing: 1.5 line spacing
- Margins: 1-inch all around
- Citations: APA 7th edition format
- Length: 12-15 pages excluding references and appendices
- References: Minimum 5 peer-reviewed sources (all must be peer-reviewed)
2.2 Submission Process
- Submit via Canvas under “Final Project” assignment
- Include all visual resources as appendices
- Submit one comprehensive PDF document
3 Grading Rubric
3.1 Case Study Development (25 points)
| Criteria | Excellent (90-100%) | Satisfactory (75-89%) | Needs Improvement (<75%) |
|---|---|---|---|
| Patient Profile | Comprehensive, realistic profile with relevant details that inform intervention planning | Adequate profile with most relevant details included | Superficial or missing key details that impact intervention planning |
| Motor Control Assessment | Sophisticated analysis using precise terminology; clear identification of perception-action disruptions | Basic analysis with adequate terminology; general identification of deficits | Vague description lacking proper terminology; insufficient analysis of deficits |
| Functional Limitations | Detailed, specific impact on multiple life domains with clear connections to motor control deficits | General description of impacts with basic connections to deficits | Limited or vague description of functional impacts with weak connections to motor control |
3.2 Evidence-Based Intervention Plan (30 points)
| Criteria | Excellent (90-100%) | Satisfactory (75-89%) | Needs Improvement (<75%) |
|---|---|---|---|
| Weekly Progression | Logical, evidence-based progression with clear parameters and rationale for each component | Adequate progression with basic parameters and general rationale | Illogical or unclear progression; missing parameters or rationale |
| Theoretical Foundation | Strong connections between interventions and motor control theories; comprehensive evidence support | Basic connections to theories with adequate evidence support | Weak or missing connections to theories; insufficient evidence |
| Visual Resources | Professional, clear visuals that enhance understanding of interventions | Adequate visuals that illustrate basic concepts | Poor quality, confusing, or missing visuals |
| Outcome Measures | Comprehensive assessment protocol with specific, validated measures and clear modification criteria | Basic protocol with standard measures and general modification guidelines | Inadequate or inappropriate measures; unclear modification criteria |
3.3 Theoretical Framework Analysis (25 points)
| Criteria | Excellent (90-100%) | Satisfactory (75-89%) | Needs Improvement (<75%) |
|---|---|---|---|
| Theoretical Comparison | Insightful comparison demonstrating deep understanding of multiple theories | Adequate comparison showing basic understanding of theories | Superficial comparison showing limited understanding |
| Application to Intervention | Sophisticated analysis of how theories inform specific intervention components | Basic connections between theories and general intervention approaches | Weak or missing connections between theory and practice |
| Literature Support | Comprehensive integration of high-quality research with critical evaluation | Adequate research support with some critical analysis | Insufficient research support or lack of critical evaluation |
| Neuromotor Basis | Expert application of neuromotor concepts to intervention design | Basic application of neuromotor concepts | Inadequate or incorrect application of neuromotor concepts |
3.4 Clinical Decision-Making & Reflection (20 points)
| Criteria | Excellent (90-100%) | Satisfactory (75-89%) | Needs Improvement (<75%) |
|---|---|---|---|
| Adaptation Considerations | Comprehensive, thoughtful adaptations for multiple scenarios | Basic adaptations for standard scenarios | Limited or inappropriate adaptations |
| Implementation Challenges | Insightful identification of challenges with creative, evidence-based solutions | Recognition of common challenges with standard solutions | Inadequate identification of challenges or inappropriate solutions |
| Course Concept Integration | Sophisticated integration of multiple course concepts showing deep understanding | Basic integration of key concepts showing adequate understanding | Limited integration showing superficial understanding |
| Future Directions | Thoughtful analysis of limitations and emerging approaches; clear professional development plan | Basic identification of limitations and some emerging approaches | Limited awareness of limitations or future directions |
4 Resources
4.1 Research Databases
- PubMed
- SPORTDiscus
- CINAHL
- PEDro
- Google Scholar
4.2 Reference Management
Consider using reference management software such as: - Zotero (free) - Mendeley (free) - EndNote (available through university)
4.3 Visual Resource Creation
Recommended tools for creating professional visuals: - Microsoft PowerPoint - Canva - BioRender (academic license available) - Draw.io (free)
4.4 Appendix: Project Checklist
Use this checklist to ensure you’ve included all required elements:
4.5 Appendix: Sample Case Study
Below is an sample case study to guide your project development. This example illustrates the depth of analysis and integration of motor control concepts expected in your project.
4.5.1 Sample Case: Focal Task-Specific Dystonia (Musician’s Dystonia)
4.5.1.1 Patient Profile
Patient: Michael J., 34-year-old male professional pianist
Occupation: Concert pianist and piano instructor at a conservatory
Medical History: - No significant medical conditions - History of overuse syndrome in right wrist (age 28) - No neurological or musculoskeletal conditions prior to current symptoms - No family history of movement disorders - Currently not taking medications
Onset/Progression: - Gradual onset over past 18 months - Initially noticed subtle loss of control during complex passages - Progressive worsening despite rest periods - Symptoms increased during periods of performance stress
Current Status: - Involuntary cramping and flexion of 4th and 5th fingers of right hand during specific technical passages - Symptoms primarily triggered during playing of arpeggios and scale passages at moderate to fast tempos - Symptoms absent during non-musical fine motor tasks
Social/Environmental Context: - Lives alone in urban apartment - Practice studio in home with professional equipment - Teaches 15-20 hours weekly at prestigious conservatory - Performance schedule of approximately one concert per month - High-pressure professional environment with significant performance expectations - Limited social support network due to competitive professional circle
4.5.1.2 Motor Control Assessment
Primary Deficits:
- Task-specific loss of individual finger control:
- Independent finger movements impaired only during specific musical passages
- Affected by tempo and complexity of movement patterns
- EMG shows co-contraction patterns disrupt sequential finger movements
- Abnormal sensorimotor integration:
- Disrupted perception-action coupling specific to well-learned motor sequences
- Altered proprioceptive feedback processing during automated movement sequences
- Normal sensory discrimination in non-playing contexts
- Motor program disruption:
- Difficulty initiating and executing previously automated movement sequences
- Evidence of “overflow” activation to adjacent muscles during specific passages
- Central planning deficit rather than peripheral execution issue
- Feedforward control deficits:
- Internal models appear disrupted for specific movement patterns
- Anticipatory control impaired when approaching difficult passages
- Inefficient sensory prediction evidenced by increased reliance on visual feedback
Objective Measurements:
- Range of Motion: Full active and passive ROM in all digits and wrist
- Strength: 5/5 in all hand and forearm muscle groups
- Sensory Testing: Normal two-point discrimination, stereognosis, proprioception
- EMG Assessment: Abnormal co-contraction patterns between finger flexors and extensors during specific passages
- Fine Motor Control: Purdue Pegboard Test scores within normal limits
- Task-Specific Assessment: 40% increase in movement variability during affected passages measured with motion capture
- Cortical Mapping: fMRI shows altered representation of digits 4 and 5 in primary motor cortex
Functional Analysis:
Michael demonstrates normal sensory perception and isolated finger movements during non-playing tasks. However, when performing specific technical passages, his perception-action loop becomes disrupted, particularly in the feedforward mechanism. EMG assessment reveals excessive co-contraction of finger flexors and extensors during affected passages, with a timing disruption between antagonist muscle pairs.
The most significant deficit appears in the internal modeling of sequential finger movements, where previously automated motor programs have become disrupted. This manifests as a task-specific focal dystonia characterized by involuntary cramping and abnormal posturing during highly practiced movement patterns. There is evidence of maladaptive neuroplasticity in the somatosensory and motor cortical representations of the affected digits.
4.5.1.3 Functional Limitations
Professional Impact:
- Performance Limitations:
- Unable to perform pieces requiring specific technical patterns (arpeggios, scales)
- Performance repertoire reduced by approximately 60%
- Unable to maintain consistent technique during longer performances
- Speed and accuracy significantly decreased in affected passages
- Unable to participate in ensemble playing due to unreliability
- Teaching Impact:
- Teaching ability compromised for advanced techniques
- Cannot demonstrate certain technical exercises
- Credibility with advanced students diminished
- Required to modify teaching approach to rely more on verbal instruction
- Anxiety about career sustainability has affected teaching confidence
- Career Trajectory:
- Canceled three major performances in past 4 months
- Recording contract on hold pending resolution of symptoms
- Professional reputation at risk due to inconsistent performances
- Financial implications due to reduced teaching load and performance cancellations
Daily Function:
- Computer Use:
- Typing limited to 15-20 minutes before symptoms emerge
- Requires frequent breaks when writing emails or reports
- Modified keyboard setup to minimize symptom provocation
- Musical Activities:
- Avoids playing piano outside of structured “practice sessions”
- Has developed compensatory techniques that exacerbate tension
- Limits practice to 30-minute sessions with mandatory breaks
- Avoids sight-reading new music due to anxiety about symptoms
- Psychological Impact:
- Experiencing depression and anxiety about professional future
- Sleep disturbances related to career concerns
- Social withdrawal from colleagues and performance opportunities
- Self-identity as musician threatened by persistent symptoms
- Catastrophizing thoughts about permanent disability
- Compensatory Strategies:
- Developed maladaptive posture to avoid symptom triggers
- Altered fingering patterns that reinforce abnormal movement patterns
- Excessive focus on affected fingers disrupting automatic control
- Use of splinting between playing sessions (self-prescribed)
Social Participation:
- Avoiding social gatherings where casual piano playing might be expected
- Declining collaborative performance opportunities
- Reduced networking within professional circles
- Limited discussion of condition with colleagues due to stigma concerns
- Isolation from musical community that forms core social network
4.5.1.4 Neurophysiological Analysis
The focal task-specific dystonia presents as a complex interaction of several disrupted motor control mechanisms:
- Sensory Processing Alterations:
- Degraded proprioceptive representation of affected digits in primary somatosensory cortex
- Altered sensorimotor integration in premotor and supplementary motor areas
- Impaired temporal discrimination between sensory inputs from adjacent digits
- Motor Program Disruption:
- Loss of inhibitory control during execution of specific movement sequences
- Fragmentation of previously chunked motor programs
- Impaired sequential timing of individuated finger movements
- Neuroplastic Changes:
- Maladaptive cortical reorganization due to repetitive, stereotyped practice
- Reduced surround inhibition in sensorimotor cortical representations
- Altered basal ganglia function in movement selection and inhibition
- Psychological Factors:
- Attentional focus on symptomatic movements exacerbating dysfunction
- Anxiety creating increased muscle tension and sympathetic arousal
- Fear-avoidance behavior limiting natural movement patterns
- Disrupted self-efficacy affecting movement confidence and execution
This case exemplifies the complex interaction between highly developed motor programs, emotional factors, and neuroplasticity in task-specific focal dystonia, requiring a multifaceted intervention approach targeting sensorimotor integration, motor programming, neuroplasticity, and psychological factors.
4.5.2 Intervention Approach Overview
A comprehensive intervention for Michael would need to address several key aspects:
- Sensorimotor Retraining:
- Sensory discrimination training to normalize cortical representations
- Constraint-induced movement therapy adapted for musician’s dystonia
- Gradual reintroduction of movement patterns with modified sensory feedback
- Motor Pattern Modification:
- Breaking down automated sequences into component parts
- Temporal modification of problematic movement sequences
- Alternative technical approaches to achieve same musical outcomes
- Neuroplasticity-Targeted Strategies:
- Non-invasive brain stimulation to modulate cortical excitability
- Mirror therapy to leverage interhemispheric interactions
- Mental practice and motor imagery to reinforce healthy movement patterns
- Psychological Support:
- Cognitive-behavioral approaches for performance anxiety
- Mindfulness training for attention regulation
- Acceptance and commitment therapy for career uncertainty
- Interdisciplinary Coordination:
- Collaboration with music medicine specialists
- Integration with performance coaching
- Coordination with conservatory faculty for teaching accommodations
This case demonstrates how a motor control disorder requires an integrated approach combining neurophysiological understanding, motor learning principles, and psychological considerations to address both the movement disorder itself and its functional impacts.