The application of motor learning strategies within functionally based interventions for children with neuromotor conditions.

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.