Motor learning of the upper limb in children with cerebral palsy after virtual and physical training intervention

Abstract

Evidence for improvement and retention of upper limb kinematics in children with cerebral palsy (CP) is scarce especially following training interventions using virtual environments. Children with CP were randomly allocated to one of two groups: task-oriented training with or without trunk restraint. For both groups, training was done in both virtual and physical environments. Motor improvements were retained 3 months after the intervention and transferred to a similar task. Sensory status was related to learning and retention of kinematics. Training in combined virtual and physical environments led to learning and retention of movement patterns in children with CP.