Motor Learning Theory Research Articles

Documenting and analyzing pre-reflective self-consciousness underlying ongoing performance optimization in elite athletes: the theoretical and methodological approach of the course-of-experience framework.

Traditional theories of motor learning emphasize the automaticity of skillful actions. However, recent research has emphasized the role of pre-reflective self-consciousness accompanying skillful action execution. In the present paper, we present the course-of-experience framework as a means of studying elite athletes' pre-reflective self-consciousness in the unfolding activity of performance optimization. We carried out a synthetic presentation of the ontological and epistemological foundation of this framework. Then we illustrated the methodology by an in-depth analysis of two elite windsurfers' courses of experience. The analysis of global and local characteristics of the riders' courses of experience reveal (a) the meaningful activities accompanying the experience of ongoing performance optimization; (b) the multidimensionality of attentional foci and the normativity of performance self-assessment; and (c) a micro-scale phenomenological description of continuous improvement. These results highlight the fruitfulness of the course-of-experience framework to describe the experience of being absorbed in an activity of performance optimization.

The effect of a visual illusion and self-controlled practice on motor learning in children at risk for developmental coordination disorder

Numerous efforts have been made to test the OPTIMAL theory of motor learning in healthy children and adult populations. However, only a small number of studies have tested this theory in children with cognitive-motor disorders, such as developmental coordination disorder (DCD). The present study aims to examine the individual and additive effects of a visual illusion and self-controlled practice on a golf putting task in children at risk for DCD based on the OPTIMAL theory. Forty children at risk for DCD (mean age = 8.57 ± 1.05 years) were randomly assigned to four experimental groups (1—small visual illusion + self-controlled practice; 2—big visual illusion + self-controlled practice; 3—small visual illusion + yoked; 4—big visual illusion + yoked). Following 12 pretest trials of a golf putting task, the participants completed 5 blocks of 12 trials of practice on the first day. A retention test (12 trials) and a transfer dual-task test (12 trials) were conducted on the second day. The results indicated that in retention test the big visual illusion + self-controlled practice group was significantly better than the small visual illusion + yoked group (p = 0.01), while there was not any other significant difference between groups at retention test as well as between all groups at practice phase and transfer test (p > 0.05 for all comparisons). In other words, an additive effect has been observed just in the retention test but not the practice phase as well as transfer test. In general, the results of this study support the OPTIMAL theory of motor learning in children at risk for DCD and suggests to all educators who work with these children to use the combination of the visual illusion with self-controlled practice to improve the motor learning of children at risk for DCD.

Mesoscale simulations predict the role of synergistic cerebellar plasticity during classical eyeblink conditioning.

According to the motor learning theory by Albus and Ito, synaptic depression at the parallel fibre to Purkinje cells synapse (pf-PC) is the main substrate responsible for learning sensorimotor contingencies under climbing fibre control. However, recent experimental evidence challenges this relatively monopolistic view of cerebellar learning. Bidirectional plasticity appears crucial for learning, in which different microzones can undergo opposite changes of synaptic strength (e.g. downbound microzones-more likely depression, upbound microzones-more likely potentiation), and multiple forms of plasticity have been identified, distributed over different cerebellar circuit synapses. Here, we have simulated classical eyeblink conditioning (CEBC) using an advanced spiking cerebellar model embedding downbound and upbound modules that are subject to multiple plasticity rules. Simulations indicate that synaptic plasticity regulates the cascade of precise spiking patterns spreading throughout the cerebellar cortex and cerebellar nuclei. CEBC was supported by plasticity at the pf-PC synapses as well as at the synapses of the molecular layer interneurons (MLIs), but only the combined switch-off of both sites of plasticity compromised learning significantly. By differentially engaging climbing fibre information and related forms of synaptic plasticity, both microzones contributed to generate a well-timed conditioned response, but it was the downbound module that played the major role in this process. The outcomes of our simulations closely align with the behavioural and electrophysiological phenotypes of mutant mice suffering from cell-specific mutations that affect processing of their PC and/or MLI synapses. Our data highlight that a synergy of bidirectional plasticity rules distributed across the cerebellum can facilitate finetuning of adaptive associative behaviours at a high spatiotemporal resolution.

Autonomy-Supportive, External-Focus Instructions Optimize Children’s Motor Learning in Physical Education

An external focus of attention and autonomy support are identified as key factors to optimize motor learning; however, research in children is limited. Moreover, research has failed to examine these factors in ecologically valid motor learning settings, like physical education. Therefore, the present study examined the effects of external focus of attention when delivered using autonomy-supportive or controlling instructional language on children’s motor learning. Thirty-three novice participants (10.30 ± 0.52 years) practiced a land-based curling task under supportive (external-focus instructions delivered with supportive language), controlling (external-focus instructions delivered with controlling language), or neutral (external instructions embedded in the task aim) conditions before completing a retention and transfer test. The supportive group produced higher positive affect after practice and greater accuracy in the retention test compared with the other groups. The findings provide support for the OPTIMAL (optimizing performance through intrinsic motivation and attention for learning) theory of motor learning that combining an external focus and autonomy support conditions improves motor learning.

Students’ Assessment of Learning in a Volleyball Course at a University: A Mixed Methods Study

The aim of the study was to evaluate students’ assessment of their learning after a teaching period of volleyball training in a university course. The teaching was research-based and linked to relevant theories of motor learning, small-sided games (SSG), teaching games for understanding (TGfU), and motivational climate. To examine the research question, a mixed methods design was used, which included a questionnaire and reflection notes from the students. The questionnaire data constituted the basis for an analysis of the students’ reported development in their skills and knowledge in four relevant learning outcomes, while the qualitative data provided more in-depth data related to their learning. The statistical analyses showed a significant increase in the experience of skills and knowledge in all four relevant learning outcomes related to the curriculum of the course. From reporting poor or medium goal achievement prior to the course, the students, in general, reported good goal achievement after the course. The thematic analysis of the reflection notes supported these findings, in which game activities in small groups were especially identified as positive. Furthermore, the students stated that the teacher and a learning-oriented motivational climate were crucial in contributing to a positive learning environment. Some of the students reported too little instruction and feedback from the teacher during the course. The students expressed a few suggestions for changes to the content and methodology of the teaching. The study indicates that this type of research-based teaching may be important to produce a positive learning outcome for students. Our finding is consistent with previous research, which identifies which elements should be emphasized when implementing training in this subject area. As the survey only had 30 respondents and the design did not contain a control group, caution should be exercised when drawing strong conclusions from this study.

A Conceptual Framework and Treatment Taxonomy for Respiratory Lung Volume Training (RLVT)

ObjectivesThe purpose of this study was to describe the theoretical and procedural framework of a novel intervention, Respiratory Lung Volume Training (RLVT), and to implement a standardized treatment taxonomy to operationalize the RLVT treatment paradigm. Study DesignThis study involved a prospective design with a consensus treatment classification process. MethodsThe Respiratory Lung Volume Training (RLVT) paradigm was developed based on biomechanical constructs governing the interactions of the respiratory and phonatory systems in voice production and principles of motor learning theory. In RLVT, higher levels of lung volume during speech are trained using multiple speech breathing targets while providing real-time visual biofeedback with superimposed guidelines for desired lung volume initiation and termination levels. For people with primary muscle tension dysphonia, RLVT can capitalize on non-muscular respiratory forces to increase efficiency of voice production with reduced speaking effort. To define and operationalize the treatment components of RLVT, six investigators with training in RLVT used the Rehabilitation Treatment Specification System (RTSS) to delineate the treatment targets, mechanisms of action, ingredients and dosing through a multi-stage, consensus decision-making process. ResultsThe finalized taxonomy for RLVT included four treatment targets, with three addressing the area of Respiratory Function and one addressing Somatosensory Function. For each treatment target, three categories of ingredients were defined: 1) Provide opportunities to practice breathing during voicing/speech, 2) Provide feedback, and 3) Provide volition ingredients. Within each ingredient category, three to seven specific ingredients were ultimately defined to further operationalize RLVT. ConclusionsThe RLVT paradigm is a theoretically driven approach for optimizing speech breathing patterns to increase efficient voice production in people with primary muscle tension dysphonia. By applying a standardized, systematic treatment taxonomy system to specify the components of RLVT, future researchers and clinicians can implement RLVT with improved fidelity and consistency to optimize treatment outcomes.

Application of motor learning theory to teach the head impulse test to emergency medicine resident physicians.

The objective was to develop an innovative method of training emergency medicine (EM) resident physicians to perform the head impulse test (HIT) component of the HINTS (head impulse test, nystagmus, test of skew) examination using video-oculography (VOG) device feedback. Using principles from motor learning theory and Ericsson's framework for expertise, we developed a training innovation utilizing VOG device feedback to teach the degree (10°-20°) and velocity (>100°/s) of head turn required for the HIT. We assessed the technical ability of participants to perform the HIT using the VOG device, without feedback, to count the number of successful HITs out of 20 attempts before, immediately after, and 2 weeks after the training innovation. Participants rated their confidence on a 1 to 5 Likert scale before and 2 weeks after training. Most participants (11 of 14, 78%) were unable to perform even one successful HIT in 20 attempts before training despite brief verbal and visual instruction regarding the head turn parameters. However, most participants achieved more than one success, in fact, all with at least five successes, immediately after training (13 of 14, 93%) and again 2 weeks after training (nine of 11, 82%). The median (interquartile range) number of successful HITs was 0 (0, mean 0.79) during baseline testing, 7.5 (5.8) immediately after training, and 10 (8.0) 2 weeks after training (p < 0.01, Kruskal-Wallis). The median confidence rating increased from 1.5 (1) before baseline testing to 3 (1.5) after follow-up testing (p = 0.02, Mann-Whitney U). Prior to motor training, most participants failed to properly perform the HIT. Feedback training with VOG devices may facilitate development of the skills required to properly perform the HIT. Further study is needed to assess the ability to train the interpretive aspect of the HIT and other components of the HINTS examination.

Movement Diversity and Complexity Increase as Arm Impairment Decreases After Stroke: Quality of Movement Experience as a Possible Target for Wearable Feedback.

Upper extremity (UE) impairment is common after stroke resulting in reduced arm use in daily life. A few studies have examined the use of wearable feedback of the quantity of arm movement to promote recovery, but with limited success. We posit that it may be more effective to encourage an increase in beneficial patterns of movement practice - i.e. the overall quality of the movement experience - rather than simply the overall amount of movement. As a first step toward testing this idea, here we sought to identify statistical features of the distributions of daily arm movements that become more prominent as arm impairment decreases, based on data obtained from a wrist IMU worn by 22 chronic stroke participants during their day. We identified several measures that increased as UE Fugl-Meyer (UEFM) score increased: the fraction of movements achieved at a higher speed, forearm postural diversity (quantified by kurtosis of the tilt-angle), and forearm postural complexity (quantified by sample entropy of tilt angle). Dividing participants into severe, moderate, and mild impairment groups, we found that forearm postural diversity and complexity were best able to distinguish the groups (Cohen's D =1.1, and 0.99, respectively) and were also the best subset of predictors for UEFM score. Based on these findings coupled with theories of motor learning that emphasize the importance of variety and challenge in practice, we suggest that using these measures of diversity and complexity in wearable rehabilitation could provide a basis to test whether the quality of the daily movement experience is therapeutic.

Augmenting Robot-Assisted Pattern Cutting with Periodic Perturbations-Can We Make Dry Lab Training More Realistic?

Teleoperated robot-assisted minimally-invasive surgery (RAMIS) offers many advantages over open surgery, but RAMIS training still requires optimization. Existing motor learning theories could improve RAMIS training. However, there is a gap between current knowledge based on simple movements and training approaches required for the more complicated work of RAMIS surgeons. Here, we studied how surgeons cope with time-dependent perturbations. We used the da Vinci Research Kit and investigated the effect of time-dependent force and motion perturbations on learning a circular pattern-cutting surgical task. Fifty-four participants were assigned to two experiments, with two groups for each: a control group trained without perturbations and an experimental group trained with 1Hz perturbations. In the first experiment, force perturbations alternatingly pushed participants' hands inwards and outwards in the radial direction. In the second experiment, the perturbation constituted a periodic up-and-down motion of the task platform. Participants trained with perturbations learned how to overcome them and improve their performances during training without impairing them after the perturbations were removed. Moreover, training with motion perturbations provided participants with an advantage when encountering the same or other perturbations after training, compared to training without perturbations. Periodic perturbations can enhance RAMIS training without impeding the learning of the perturbed task. Our results demonstrate that using challenging training tasks that include perturbations can better prepare surgical trainees for the dynamic environment they will face with patients in the operating room.

Study on the Application of Layered Teaching Method in College Tennis Teaching

This study aims to deeply explore the application of layered teaching method in college tennis teaching and put forward corresponding theoretical basis and countermeasure suggestions. Through the combination of literature review, theoretical analysis and teaching practice, this study constructs a set of college tennis teaching model based on layered teaching method, which emphasizes the individualized teaching and the differences in students' development level. In the theoretical aspect, the study centers on cognitive development theory, educational psychology and motor learning theory, and digs deeper into the potential role of tiered teaching method in improving students' motivation, skill level and teamwork ability. Countermeasures and recommendations cover all aspects of teacher training, curriculum design and assessment system, with a view to providing scientific and effective guidance for tennis teaching in colleges and universities.

10 Application of Motor Learning Theory to Teach the Head Impulse Test to Emergency Medicine Resident Physicians

10 Application of Motor Learning Theory to Teach the Head Impulse Test to Emergency Medicine Resident Physicians

Lower limb rehabilitation using modified constraint-induced movement therapy and motor relearning program on balance and gait in sub-acute hemiplegic stroke: a comparative study

Background: A stroke is described by the World Health Organization as “a clinical syndrome with rapidly developing symptoms that consist of a focal (or global, in a situation of coma) disruption of cerebral function that lasts more than 24 hours or leads to mortality without a known cause other than a vascular origin”. Stroke is the most prevalent cause of impairment and mortality on a global scale. Modified constraint-induced movement therapy (mCIMT) is an approach to therapy for motor disabilities that involves constraining the movements of the nonparetic limb, diligent practice and behaviour modification to extend the time the paretic limb is utilized for daily tasks. The motor relearning program (MRP) method involves many aspects of motor learning theory and is helpful in providing instructions for retraining practical skills (including walking, standing and sitting in balance and transferring abilities). So, the objective of this study is to assess the impact of the MRP and mCIMT on balance and gait in sub-acute hemiplegic stroke patients. Methods: In this study, each group will consist of 17 people in total. The randomization procedure will be conducted using a computer-generated random number system. For sample distribution, we will use the sequentially numbered opaque sealed envelope technique. Outcome measures will be as follows: Berg balance scale, Dynamic gait index, Trunk impairment scale, Functional reach test, 10 Meter walk test and Fall efficacy test. Each patient will be evaluated prior to and during treatment at baseline and six weeks later. Conclusions: There is sufficient evidence to derive the conclusion that the functional mobility and balance of stroke victims can be improved with physiotherapy. Therefore, this study will try to seek the comparison of mCIMT and MRP in sub-acute stroke subjects and compare the two regimes to determine which one will be superior. Registration: CTRI (CTRI/2023/05/052674; 16/05/2023).

Optimizing human-robot handovers: the impact of adaptive transport methods.

Humans are increasingly coming into direct physical contact with robots in the context of object handovers. The technical development of robots is progressing so that handovers can be better adapted to humans. An important criterion for successful handovers between robots and humans is the predictability of the robot for the human. The better humans can anticipate the robot's actions, the better they can adapt to them and thus achieve smoother handovers. In the context of this work, it was investigated whether a highly adaptive transport method of the object, adapted to the human hand, leads to better handovers than a non-adaptive transport method with a predefined target position. To ensure robust handovers at high repetition rates, a Franka Panda robotic arm with a gripper equipped with an Intel RealSense camera and capacitive proximity sensors in the gripper was used. To investigate the handover behavior, a study was conducted with n = 40 subjects, each performing 40 handovers in four consecutive runs. The dependent variables examined are physical handover time, early handover intervention before the robot reaches its target position, and subjects' subjective ratings. The adaptive transport method does not result in significantly higher mean physical handover times than the non-adaptive transport method. The non-adaptive transport method does not lead to a significantly earlier handover intervention in the course of the runs than the adaptive transport method. Trust in the robot and the perception of safety are rated significantly lower for the adaptive transport method than for the non-adaptive transport method. The physical handover time decreases significantly for both transport methods within the first two runs. For both transport methods, the percentage of handovers with a physical handover time between 0.1 and 0.2 s increases sharply, while the percentage of handovers with a physical handover time of >0.5 s decreases sharply. The results can be explained by theories of motor learning. From the experience of this study, an increased understanding of motor learning and adaptation in the context of human-robot interaction can be of great benefit for further technical development in robotics and for the industrial use of robots.

Reinforcement learning establishes a minimal metacognitive process to monitor and control motor learning performance

Humans and animals develop learning-to-learn strategies throughout their lives to accelerate learning. One theory suggests that this is achieved by a metacognitive process of controlling and monitoring learning. Although such learning-to-learn is also observed in motor learning, the metacognitive aspect of learning regulation has not been considered in classical theories of motor learning. Here, we formulated a minimal mechanism of this process as reinforcement learning of motor learning properties, which regulates a policy for memory update in response to sensory prediction error while monitoring its performance. This theory was confirmed in human motor learning experiments, in which the subjective sense of learning-outcome association determined the direction of up- and down-regulation of both learning speed and memory retention. Thus, it provides a simple, unifying account for variations in learning speeds, where the reinforcement learning mechanism monitors and controls the motor learning process.

Effectiveness of Footwork and Handwork Drills in Enhancing the Female College Student’s Dribbling Skills

Basketball is a widely loved sport around the globe. However, it can be a challenging sport to learn, especially for inexperienced players like female non-athlete college students. This study investigated the effectiveness of footwork and handwork drills in enhancing the dribbling skills of female college students (N=68) from a private tertiary school in Cagayan de Oro City, Philippines. A quasi-experimental design was employed to determine the effectiveness of the two interventions. The footwork and handwork drills were found to be effective in improving the participants' dribbling skills when performed regularly, such as three times a week for four consecutive weeks. The groups significantly differed in their scores (t=2.21, p=.031), with the footwork drills group having a higher mean than the handwork drills group. This implies that the footwork drills intervention was more effective than the handwork drills intervention in improving the students' dribbling coordination skills. These findings confirm the assumption that footwork and handwork drills could enhance the dribbling skills of female college students. The interaction between the system dynamics theory and motor learning theory helped explain the improvement in the students' dribbling skills. The findings point to student-athletes needing footwork drills to enhance their dribbling skills and lessen the possibility of injuries when participating in physical activities.

The combination of reporting bias and underpowered study designs has substantially exaggerated the motor learning benefits of self-controlled practice and enhanced expectancies: a meta-analysis

ABSTRACT Enhanced expectancies and autonomy-support through self-controlled practice conditions form the motivation pillar of OPTIMAL theory [Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin & Review, 23(5), 1382–1414. https://doi.org/10.3758/s13423-015-0999-9]. The influence of these practice variables on motor learning was recently evaluated in two separate meta-analyses. Both meta-analyses found that the published literature suggested a moderate and significant benefit on motor learning; however, evidence for reporting bias was found in both literatures. Although multiple bias-corrected estimates were reported in the self-controlled meta-analysis, there was no principled way to prefer one over the other. In the enhanced expectancies meta-analysis, the trim-and-fill-technique failed to correct the estimated effects. Here, we addressed these limitations by reanalyzing the data from both meta-analyses using robust Bayesian meta-analysis methods. Our reanalysis revealed that reporting bias substantially exaggerated the benefits of these practice variables in the original meta-analyses. The true effects appear small, uncertain, and potentially null. We found the estimated average statistical power among all studies from the original meta-analyses was 6% (95% confidence interval [5%, 13%]). These results provide compelling and converging evidence that strongly suggests the available literature is insufficient to support the motivation pillar of OPTIMAL theory. Our results highlight the need for adequately powered experimental designs if motor learning scientists want to make evidence-based recommendations.

Effect of Practice Structure and Feedback Frequency on Voice Motor Learning in Older Adults

The long-term goal of this research is to advance the rehabilitation of voice disorders through the study and development of efficacious treatment regimes based upon motor learning principles. This study examined the effect of contextual interference (CI) of practice structure with knowledge of results (KR) feedback on motor learning of a novel voice task, "Twang," by hypophonic, novice, and expert older adults. Prospective, randomized controlled mixed design. A total of 92 adults, age 55-80, recruited from the following motor skill levels: 1) Hypophonic voice; 2) Novice-untrained vocalists; 3) Expert-trained vocalists were randomly assigned to four different interventions and examined during acquisition, retention, and transfer phases of motor learning. Participants from each skill-level practiced the novel task, "Twang," according to the randomly assigned Practice Structure/KR combinations: 1) Blocked practice/100%KR; 2) Blocked practice/55% KR; 3) Random practice/100%KR; 4) Random practice/55% KR. During the motor performance phase, our results mirrored those reported in the limb motor learning literature for CI: A Blocked practice structure enhanced short-term effects of motor acquisition for novice, expert, and hypophonic subjects. The only significant result for KR occurred when paired with Random Practice in the hypophonic subject group: 100% KR paired with Blocked practice increased motor performance, but degraded motor learning. Fundamental motor learning principles were explored within the context of a voice training paradigm. Practice with a high CI and low frequency of KR degraded performance during short-term acquisition but enhanced long-term performance effects of motor learning. Voice clinicians and teachers may benefit by implementing motor learning theory into practice during training and treatment sessions.

A cerebellum inspired spiking neural network as a multi-model for pattern classification and robotic trajectory prediction.

Spiking neural networks were introduced to understand spatiotemporal information processing in neurons and have found their application in pattern encoding, data discrimination, and classification. Bioinspired network architectures are considered for event-driven tasks, and scientists have looked at different theories based on the architecture and functioning. Motor tasks, for example, have networks inspired by cerebellar architecture where the granular layer recodes sparse representations of the mossy fiber (MF) inputs and has more roles in motor learning. Using abstractions from cerebellar connections and learning rules of deep learning network (DLN), patterns were discriminated within datasets, and the same algorithm was used for trajectory optimization. In the current work, a cerebellum-inspired spiking neural network with dynamics of cerebellar neurons and learning mechanisms attributed to the granular layer, Purkinje cell (PC) layer, and cerebellar nuclei interconnected by excitatory and inhibitory synapses was implemented. The model's pattern discrimination capability was tested for two tasks on standard machine learning (ML) datasets and on following a trajectory of a low-cost sensor-free robotic articulator. Tuned for supervised learning, the pattern classification capability of the cerebellum-inspired network algorithm has produced more generalized models than data-specific precision models on smaller training datasets. The model showed an accuracy of 72%, which was comparable to standard ML algorithms, such as MLP (78%), Dl4jMlpClassifier (64%), RBFNetwork (71.4%), and libSVM-linear (85.7%). The cerebellar model increased the network's capability and decreased storage, augmenting faster computations. Additionally, the network model could also implicitly reconstruct the trajectory of a 6-degree of freedom (DOF) robotic arm with a low error rate by reconstructing the kinematic parameters. The variability between the actual and predicted trajectory points was noted to be ± 3 cm (while moving to a position in a cuboid space of 25 × 30 × 40 cm). Although a few known learning rules were implemented among known types of plasticity in the cerebellum, the network model showed a generalized processing capability for a range of signals, modulating the data through the interconnected neural populations. In addition to potential use on sensor-free or feed-forward based controllers for robotic arms and as a generalized pattern classification algorithm, this model adds implications to motor learning theory.

Feasibility of home hand rehabilitation using musicglove after chronic spinal cord injury

Study designRandomized, controlled single-blind cross over study. This study was registered on ClinicalTrials.gov (NCT02473614).ObjectivesExamine usership patterns and feasibility of MusicGlove for at home hand rehabilitation therapy following chronic spinal cord injury.SettingHomes of participants.MethodsTen participants with chronic spinal cord injury completed two baseline assessments of hand function. After a stable baseline was determined all participants were randomized into two groups: Experimental and Control. Each group was given a recommended therapy dosage. Following this participants switched interventions.ResultsOn average participants had higher levels of compliance (6.1 ± 3.5 h.), and completed more grips (15,760 ± 9,590 grips) compared to participants in previous stroke studies using the same device. Participants modulated game parameters in a manner consistent with optimal challenge principles from motor learning theory. Participants in the experimental group increased their prehension ability (1 ± 1.4 MusicGlove, 0.2 ± 0.5 Control) and performance (1.4 ± 2.2 MusicGlove, 0.4 ± 0.55 Control) on the Graded and Redefined Assessment of Strength, Sensibility, and Prehension subtests. Increases in performance on the Box and Blocks Test also favored the experimental group compared to the conventional group at the end of therapy (4.2 ± 5.9, −1.0 ± 3.4 respectively).ConclusionsMusicGlove is a feasible option for hand therapy in the home-setting for individuals with chronic SCI. Participants completed nearly twice as many gripping movements compared to individuals from the sub-acute and chronic stroke populations, and a number far greater than the number of movements typically achieved during traditional rehabilitation.

Exploration of physiotherapists’ use of motor control strategies for the treatment of idiopathic toe walking in children: a qualitative study

ObjectivesTo explore how motor control interventions are conceptualised during treatment of children with idiopathic toe walking (ITW) by physiotherapists in Australia and USA.DesignA thematic content framework qualitative design was used...