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The application of motor learning strategies within functionally based interventions for children with neuromotor
Danielle Levac1, Laurie Wishart, Cheryl Missiuna
1School of Rehabilitation Science, Faculty of Health Sciences, McMaster University, Hamilton, Canada. levacde@mcmaster.ca
Purpose:
To identify and describe the application of 3 motor learning strategies (verbal instructions, practice, and verbal feedback) within 4 intervention approaches (cognitive orientation to daily occupational performance, neuromotor task training, family-centered functional therapy, and activity-focused motor interventions).
Methods:
A scoping review of the literature was conducted. Two themes characterizing the application of motor learning strategies within the approaches are identified and described.
Results:
Application of a motor learning strategy can be a defining component of the intervention or a means of enhancing generalization and transfer of learning beyond the intervention. Often, insufficient information limits full understanding of strategy application within the approach.
Conclusions:
A greater understanding of the application, and perceived nonapplication, of motor learning strategies within intervention approaches has important clinical and research implications.
