The Application of Motor Learning Strategies Within Functionally Based Interventions for Children with Neuromotor Conditions

In Brief 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. The authors examined the literature on 4 motor learning approaches to determine the extent to which each approach incorporated specific motor-learning strategies. Their review suggests the need for additional research on the use of motor-learning strategies with children.