Levac Danielle, Wishart Laurie, Missiuna Cheryl, Wright Virginia
School of Rehabilitation Science, Faculty of Health Sciences, McMaster University, Hamilton, Canada.
Pediatr Phys Ther. 2009 Winter;21(4):345-55. doi: 10.1097/PEP.0b013e3181beb09d.
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).
A scoping review of the literature was conducted. Two themes characterizing the application of motor learning strategies within the approaches are identified and described.
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.
A greater understanding of the application, and perceived nonapplication, of motor learning strategies within intervention approaches has important clinical and research implications.
识别并描述4种干预方法（日常职业表现认知取向、神经运动任务训练、以家庭为中心的功能治疗和以活动为重点的运动干预）中3种运动学习策略（言语指导、练习和言语反馈）的应用情况。
进行了一项文献综述。确定并描述了这些方法中运动学习策略应用的两个特征主题。
运动学习策略的应用可以是干预的一个决定性组成部分，或者是增强学习的泛化和干预之外的学习迁移的一种手段。通常，信息不足限制了对该方法中策略应用的全面理解。
深入了解干预方法中运动学习策略的应用以及未被应用的情况具有重要的临床和研究意义。
