The Benefits of Motor Learning

“Motor learning is a field of study that addresses the development, acquisition and performance of movement” (slide 5 ml). Motor learning is not a theory, but a wealth of knowledge comprised of many years of clinical practice and research that can be used to help a myriad of patients, especially those with neurological deficits aimed at the reeducation of functional tasks. With that being said, there is a sequential order of research backed concepts and principles on how to rehabilitate patients with neurological deficits, with some variations along the way. It is the job of the skilled therapist to acknowledge the patients deficits and pick key components of the motor learning strategy in order for the patient to reap the greatest benefits.

The patient that will be discussed in this paper is a 65-year-old male who has suffered a left CVA of the ACA status post eight weeks. After the therapist did a full evaluation, it was concluded that the patient still has some right lower extremity weakness and is able to accomplish many functional tasks but not in a safe or efficient manner when compared to his premorbid state. Furthermore, the patient is committed to making a full recovery and shows no signs of loss of cognitive function. For the purpose of this paper the therapist will be focusing on the functional task of safely getting up from a chair and ambulating twenty feet to turn a light on, followed by returning to the chair and sitting down.

Upon the first visit the therapist asks the patient to get up from the chair, walk a marked twenty-foot path, and then return to his seat. Patient then performed the task, but needed numerous attempts to get up from the chair and had a noticeably difficult time clearing his right leg during...

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...y and the motor learning strategies should be picked based on the patients level of function and presented deficits. As a result of these strategies the patient was able to implement active problem solving by using this relearned functional skill in a variety of natural environments.

 Observation first

 Task-oriented functional goal

 Promote active problem solving (APS)

 Organization of practic

 Variability of practice

 Instructions o Clear, concise, complete

1. VI- Stand up from the chair

1. TI- Lean forward when you try to get up

 Feedback o Augmented o KR- good job

1. KP- Your trunk is to far back o Summary vs concurrent

 Modify the environment

 Component vs. whole training

 Manual guidance

 Contextual interference

 Mental imagery vs. mental practice

 Natural vs. contrived environment

 Order of interventions is appropriate