By Anne Shumway-Cook PT PhD FAPTA, Marjorie H Woollacott
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Additional info for Motor Control: Translating Research into Clinical Practice
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How much is due to “spontaneous recovery”? How much of her recovery may be attributed to therapeutic interventions? How many of her reacquired motor skills will she be able to retain and use when she leaves the rehabilitation facility and returns home? These questions and issues reflect the importance of motor learning to clinicians involved in retraining the patient with motor control problems. What is Motor Learning? In Chapter 1, we defined the field of motor control as the study of the nature and control of movement.
When variability is viewed as a consequence of error, therapists will use therapeutic strategies designed to reduce error, guiding patients toward an optimal and stable movement pattern. In contrast, when variability is viewed as a critical element of normal function, therapists will encourage patients to explore variable and flexible movement patterns that will lead to success in achieving performance goals (Harbourne & Stergiou, 2009). Ecological Theory In the 1960s, independent of the research in physiology, a psychologist named James Gibson was beginning to explore the way in which our motor systems allow us to interact most effectively with the environment in order to perform goal-oriented behavior (Gibson, 1966).
It has been suggested that associative learning has evolved to help animals learn to detect causal relationships in the environment. Establishing lawful and therefore predictive relationships among events is part of the process of making sense and order of our world. , 2000). Patients who have suffered an injury that has drastically altered their ability to sense and move in their world have the task of reexploring their body in relationship to their world in order to determine what new relationships exist between the two.