Motor Learning Theory in Occupational Therapy



Abstract

In this study we try to explore the concept of Motor Learning Theory in a holistic context. The main focus of the research is on Motor Learning Theory and its relation with Occupational Therapy. The research also analyzes many aspects of Motor Learning Theory and tries to gauge its effect on Occupational Therapy.

Table of Contents

Abstract2

Introduction4

Theory of Motor Learning4

Name of the model, frame or theory6

Who was instrumental in developing it, how and when was it developed?6

What are the foci?6

If an OT model or frame, what is the theoretical basis?7

What are the key concepts, relationships, and assumptions of the theory?8

How does the theory guide assessment and intervention in OT?9

Example of occupational therapy research that utilized the theory10

Application of motor learning theory to pediatric occupational therapy practice10

Conclusion11

References12

Motor Learning Theory in Occupational Therapy

Introduction

Theory is the driving force behind occupational therapy practice. Using the Canadian Practice Process Framework, therapists select frames of reference to guide their practice. In pediatric occupational therapy practice, the dominant theoretical approaches used in the United States, Canada, Australia, and the United Kingdom are sensory integration (SI) theory and neuro developmental treatment (NDT). These theoretical approaches were developed in the 1960s and 1940s respectively, and are based on a hierarchical model of the central nervous system (CNS). Since the late 1980s, the CNS has been conceptualized as a multilevel, multi-system rather than hierarchical. This shift in thinking about the CNS led to the development of contemporary theories of motor learning. While motor learning theory has been widely used in adult occupational therapy practice, it has been slow to gain popularity in pediatrics. The purpose of this paper is to review the key principles of motor learning theories and their application to pediatric occupational therapy practice.

Theory of Motor Learning

Approaches based on theories of motor learning usually take into account four main variables: the learning stages, the type of task to perform, practice and feedback. The process of motor learning has three stages. The first one is cognitive stage that is to say that the individual knows each sequence of the task at hand, but he does not know exactly how to execute it. Then there is an associative stage, which is the refinement of motor skills and reduced errors. Performance of the task also becomes more consistent. Automatic stage, the last stage, motor skills are learned and mastered, therefore, little cognitive effort is required (Poole 1991a, 531).

The second variable to consider for motor learning is the type of task. It is necessary to vary the task and modify the environment in which the task is executed. Tasks are classified into two types, either open it to say that it takes place in a changing environment and motor actions are not predictable (e.g. soccer) (Dina 2006, 89).

The third variable is the practice. Indeed, to acquire motor skills desired person must practice repeatedly the same task. The task can be divided into its components; it can also be practiced extensively or alternating with ...