Motor teaching and motor learning

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Marley, T.L., Ezekiel, H.J., Lehto, N.K., Wishart, L.R., & Lee, T.D. (2000). Application of motor learning principles: The physiotherapy client as a problem-solver. II. Scheduling practice. Physiotherapy Canada, 52, 315-320.

This second paper in [a] series … on motor learning principles in physiotherapy examines the issue of scheduling practice. Following a review of the problem-solving approach to motor learning, we review the literature that has involved rehabilitation clients or healthy older adults in motor learning research. The review is organized around four practice-related issues: a) amount of practice, b) variability of practice, c) contextual interference, and d) part-task vs. whole-task practice. Results of the review are summarized and examples with particular relevance to physiotherapy practice are provided.

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Wishart, L.R., Lee, T.D., Ezekiel, H.J., Marley, T.L., & Lehto, N.K. (2000). Application of motor learning principles: The physiotherapy client as a problem-solver. 1. Concepts. Physiotherapy Canada, 52, 229-232.

The purpose of the first article in this series is to define terms, concepts, and principles of motor learning. We distinguish motor learning from such terms as performance, motor control, and skill and describe how these terms are assessed. Two stages of learning are defined - the cognitive and the automatic stages of skill. Clients who are relearning skills or learning new skills are primarily considered to be in the cognitive stage of motor learning. This stage requires problem-solving processes in which the client is considered an active participant in the purposeful enhancement of skill. This paper sets the stage for a review of motor learning studies that have been conducted with clinical populations.
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