Multidisciplinary Views on Applying Explicit and Implicit Motor Learning in Practice: An International Survey.

Autor: Kleynen M; Research Centre for Autonomy and Participation of Persons with a Chronic Illness, Faculty of Health, Zuyd University of Applied Sciences, Heerlen, The Netherlands; Adelante Rehabilitation Centre, Department of Brain Injury, Hoensbroek, The Netherlands; Department of Family Medicine, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands; Department of Rehabilitation Medicine, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands., Braun SM; Research Centre for Autonomy and Participation of Persons with a Chronic Illness, Faculty of Health, Zuyd University of Applied Sciences, Heerlen, The Netherlands; Department of Health Services Research, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands., Rasquin SM; Department of Rehabilitation Medicine, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands; Adelante Centre of Expertise in Rehabilitation and Audiology, Hoensbroek, The Netherlands., Bleijlevens MH; Department of Health Services Research, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands; Innovation Platform Sevagram, Sevagram Zorgcentra, Heerlen, the Netherlands., Lexis MA; Research Centre for Technology in Care, Zuyd University of Applied Sciences, Heerlen, The Netherlands., Halfens J; Adelante Rehabilitation Centre, Department of Brain Injury, Hoensbroek, The Netherlands., Wilson MR; Department of Sport and Health Sciences, University of Exeter, Exeter, United Kingdom., Masters RS; Institute of Human Performance, University of Hong Kong, Hong Kong, China; Te Oranga School of Human Development and Movement Studies, University of Waikato, Hamilton, New Zealand., Beurskens AJ; Research Centre for Autonomy and Participation of Persons with a Chronic Illness, Faculty of Health, Zuyd University of Applied Sciences, Heerlen, The Netherlands; Department of Family Medicine, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands.
Jazyk: angličtina
Zdroj: PloS one [PLoS One] 2015 Aug 21; Vol. 10 (8), pp. e0135522. Date of Electronic Publication: 2015 Aug 21 (Print Publication: 2015).
DOI: 10.1371/journal.pone.0135522
Abstrakt: Background: A variety of options and techniques for causing implicit and explicit motor learning have been described in the literature. The aim of the current paper was to provide clearer guidance for practitioners on how to apply motor learning in practice by exploring experts' opinions and experiences, using the distinction between implicit and explicit motor learning as a conceptual departure point.
Methods: A survey was designed to collect and aggregate informed opinions and experiences from 40 international respondents who had demonstrable expertise related to motor learning in practice and/or research. The survey was administered through an online survey tool and addressed potential options and learning strategies for applying implicit and explicit motor learning. Responses were analysed in terms of consensus (≥ 70%) and trends (≥ 50%). A summary figure was developed to illustrate a taxonomy of the different learning strategies and options indicated by the experts in the survey.
Results: Answers of experts were widely distributed. No consensus was found regarding the application of implicit and explicit motor learning. Some trends were identified: Explicit motor learning can be promoted by using instructions and various types of feedback, but when promoting implicit motor learning, instructions and feedback should be restricted. Further, for implicit motor learning, an external focus of attention should be considered, as well as practicing the entire skill. Experts agreed on three factors that influence motor learning choices: the learner's abilities, the type of task, and the stage of motor learning (94.5%; n = 34/36). Most experts agreed with the summary figure (64.7%; n = 22/34).
Conclusion: The results provide an overview of possible ways to cause implicit or explicit motor learning, signposting examples from practice and factors that influence day-to-day motor learning decisions.
Databáze: MEDLINE
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