The Application of Motor Learning Strategies Within Functionally Based Interventions for Children with Neuromotor Conditions
The Application of Motor Learning Strategies Within Functionally Based Interventions for Children with Neuromotor Conditions
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DOI：
10.1097/pep.0b013e3181beb09d
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发表时间：
2009-12-01
影响因子：
1.6
通讯作者：
Wright, Virginia
中科院分区：
文献类型：
--
作者：
Levac, Danielle;Wishart, Laurie;Wright, Virginia
目的：识别并描述3种运动学习策略（口头指令、练习和口头反馈）在4种干预方法（认知定向日常职业表现、神经运动任务训练、以家庭为中心的功能治疗和以活动为中心的运动干预）中的应用。方法：对文献进行范围审查。确定和描述了两个主题的特点的方法内的运动学习策略的应用。结果如下：运动学习策略的应用可以是干预的定义组成部分，也可以是在干预之外增强学习的泛化和迁移的手段。通常，信息不足限制了对该方法中战略应用的充分理解。结论：更好地理解应用，和感知非应用，运动学习策略的干预方法内具有重要的临床和研究意义。（Pediatr Phys Ther 2009;21：345-355）
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. (Pediatr Phys Ther 2009;21:345-355)