Motor learning: A practical framework for paediatric physiotherapy

Abstract

A motor-learning framework is relevant to the planning of therapy sessions with children with movement disorders. Theoretical and practical consideration needs to be given to the child's learning stage and priority goal: learning or performance. Following a motor-teaching model, instructional factors related to the therapeutic intervention include: context, motivation and prior knowledge, instructions, modelling, taxonomy and sequencing of tasks, anticipation skills, mental and physical practice, repetition, facilitation-guidance and feedback. Further reflection on motor learning concepts in the selection of appropriate motor-teaching strategies may promote more effective physiotherapy interventions. Therapists are encouraged to document systematically their instructional strategies and the outcome on the children's motor learning.