Implicit and explicit motor learning in children born very preterm and typically developing children

Physiotherapy ◽  
2015 ◽  
Vol 101 ◽  
pp. e693
Author(s):  
M. Jongbloed-Pereboom ◽  
A. Janssen ◽  
B. Steenbergen ◽  
M.W.G. Nijhuis-Van der Sanden
Keyword(s):  
Motor Learning ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Very Preterm ◽  
Implicit And Explicit ◽  
Explicit Motor Learning

scholarly journals Motor learning and movement automatization in typically developing children: The role of instructions with an external or internal focus of attention

2018 ◽  
Vol 60 ◽  
pp. 183-190 ◽  
Author(s):  
Hilde Krajenbrink ◽  
Femke van Abswoude ◽  
Sanne Vermeulen ◽  
Sandra van Cappellen ◽  
Bert Steenbergen
Keyword(s):  
Motor Learning ◽  
Focus Of Attention ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Internal Focus

scholarly journals The role of sleep and practice in implicit and explicit motor learning

2010 ◽  
Vol 214 (2) ◽  
pp. 470-474 ◽  
Author(s):  
Cory A. Rieth ◽  
Denise J. Cai ◽  
Elizabeth A. McDevitt ◽  
Sara C. Mednick
Keyword(s):  
Motor Learning ◽  
Implicit And Explicit ◽  
Explicit Motor Learning

scholarly journals Implicit and explicit motor learning interventions for gait in people after stroke: a process evaluation on fidelity and feasibility performed alongside a randomized controlled trial

2020 ◽  
Author(s):  
Li-Juan Jie ◽  
Melanie Kleynen ◽  
Kenneth Meijer ◽  
Anna Beurskens ◽  
Susy Braun
Keyword(s):  
Randomized Controlled Trial ◽  
Motor Learning ◽  
Controlled Trial ◽  
Randomized Controlled ◽  
Time Restrictions ◽  
Audio Recordings ◽  
Spatiotemporal Parameters ◽  
Implicit And Explicit ◽  
Learning Interventions ◽  
Explicit Motor Learning

PurposeTo evaluate whether the implicit and explicit motor learning walking interventions for people after stroke delivered in a randomized controlled trial were performed as intended (fidelity) and to report the therapist and participant experiences with regard to feasibility.MethodsDose delivered and content of instructions were assessed by evaluating the therapist logs and audio recordings of the training sessions. The therapist and participant experiences were assessed by means of self-developed questionnaires.Results79 people were included of which seven people (9%) dropped out. The remaining participants all received the required minimum of seven sessions. Overall therapists adhered to the intervention guideline. On average 5.2 and 0.4 explicit rules were used within the explicit group and implicit group respectively. Therapists and participants were generally positive about the feasibility but frequent comments were made by the therapists regarding “therapy time restrictions” and “tendency of the participants to develop explicit rules”. A variety of changes were observed ranging from improvements in spatiotemporal parameters to cognitions and emotions.ConclusionThe delivery of the implicit and explicit motor learning walking interventions were successful in terms of fidelity. Therapists and participants were generally positive about the feasibility of the intervention.

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