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Spezialisierung
Motor Learning
Cordula Schall
 Physiotherapist
 Senior Bobath Teacher (EBTA)
 Physiotherapist of German National Team of Paralympic Swimmers
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Motor Learning
Definition:
“a set of processes associated with practice or experience
leading to relatively permanent changes in the capability for
movement” (Schmidt & Lee, 2005, p. 302)
change of behavior and activity
A task is learned when it can be repeated, used with
efficiency and transfered to different situations
Mulder 2007
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Motor Learning
Learning of movement
to develop ways an strategies of learning to have exit in
learning new movements and fix the movements learnt. By
this way it´s possible to give way to modifications,
variations and and increase of difficulty and to combine
parcial movmements. (RIEDER 1991)
Motor Learning
Construction, retention and change of specific basically
sensory and motor but also cognitive and emotional
structures and functions and their coordination with
individual goals, external surrounding and requirement
of the task. (MECHLING 1992)
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Motor Learning
 Key concept since 1970
 Physical education
 Sport
 Neurological rehabilitation since 1980
 Stroke
 Children with developmental coordination disorder
(DCD)
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Motor Learning
Learning
Information
+
Activity
+
Variability
+
Context
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Motor learning
Any kind of learning includes
 Cognition
 Perception
 Motricity
 Learnig can´t be purely a motor task
„Motor Learning“ is multimodal (M Jüptner)
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Motor Learning - theories
 Different theories:
 Closed-loop theories (z.B.Adams 1971) = Control




models, control by control processes
Open-loop theory = Program models; centrally stored
programs
Integration theories (= control + program control;
Schema theories of schemes, eg Schmidt 1975)
Dynamic sistems theory
And others
 Motor learning principles
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Motor Learning - course
 Basic Functions (GAGNÉ: Pay attention - Acquisition -
Storage - Reproduction).
 Reception
 Processing
 Review
 Design and Programming
 Run and Check
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Motor Learning - phases
learning phases
 acquisition phase
 plateau phase
 regressive phase
 ceiling effect
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Motor Learning - principles
Kinds of feedback, important for Motor Learning
1. Systematic self-feedback information
2. Systematic external feedback information
3. Objective additional feedback information
 Biomechanical feedback proliferation
 Video feedback proliferation and cinematography
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Motor Learning - principles
Holistic learning: “Principle of reduced teaching aids”
versus
Part learning: “Principle of division into functional sub-units”
The more complex the task, more holistic should be
teaching (Dr. P. Wastl)
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Motor Learning - course
Dr. Peter Wastl (Motor Learning in sports)
1. Create a concept of the movement
 Demonstrate
 Explain
 Video, Film, Series
 make drawings
2. Preconditions for the execution of movement
 "open-loop" theories (centrally stored programs)
 "cloosed loop" theories (control by control processes)
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Motor Learning - course
3a own information
 vestibular
 kinesthetic
 tactile
 acoustically
 visually
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3a perception of
 motion
 the coach
 with video
 biomechanically
mesasured
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Motor learning - course
4. The perception of motion (in this case only the selfinformation) transfigures the idea of motion
5. Foreign informations about the execution of movement
are reported back and run "calibrate" the motion
perception
6.The motion perception (in this case the internal and
external information) changes the idea of motion
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Motor Learning
 Video: Simone –
neurdevelopmental
physiotherapy using the
big therapy ball as
medium (6.30 minutes)
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Motor Learning - Neurorehabilitation
Brain Repair
•The brain is capable of a large degree of self-repair by
changing the pattern of synaptic connectivity
•These changes are input, activity and experience
dependent
•Recovery processes share common mechanisms with
normal learning
J. Liepert
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Motor Learning - Neurorehabilitation
„Continuous peripheral input from the whole of a given
body district is a sine que non for the maintenance of a
normal somatotopic cortical organization related to that
body part“
Rossini et al., 1994
 Task of therapy in case of forced inactivity: assisted movement
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Motor Learning - Neurorehabilitation
Motor Imagery
The mental performance of a movement together with
all the sensory consequences, as if you are really
executing the movement. However, without any sign of
peripheral activity.
 Use for autonoumous hometraining of patients with
lack of force and regulation of muscle tone?
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Motor Learning - Neurorehabilitation
Motor Imagery
•Activates the same structures in the brain as actual
movement
•Results in learning
•May lead to maintenance of neural representation during
immobilisation
J. Liepert
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Motor Learning - Neurorehabilitation
 Adapted passive-assistive movement
 creation of image of movement
 subsequent coordination of activity
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Literature
 Jill G. Zwicker, Susan R. Harris „A reflection on motor learning theory in
pediatric occupational therapy practice“, Canadian Journal of Occupational
Therapy february 2009, Volume 76 number 1
 Dettmers C et al.“ Motor imagery in stroke patients or plegic patients with
spinal cord or periphera diseases, Acta Neurol Scand. 2012 Oct;126(4):23847. doi: 10.1111/j.1600-0404.2012.01680.x. Epub 2012 May 16.
 De Vries S et al, „Recovery of motor imagery ability in stroke patients“.
Rehabil Res. Pract. 2011;2011:283840. doi: 10.1155/2011/283840. Epub
2011 Apr 5.
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