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Motor Learning Certificate Program

Improve your patient outcomes by incorporating motor learning into your interventions.

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About this Certificate Program

It is an exciting time in rehabilitation. The expansion in the literature regarding the benefits of incorporating motor learning into any type of intervention is undeniable. The latest evidence has shown profound implications for rehabilitation and recovery providing new insights into the optimization of skill learning. This certificate program takes these beneficial theories and turn them into practical and easy to use approaches for therapists to use in the clinic on Monday. The research on attaining a new motor skill is extensive and requires the inclusion of adjustments in feedback, incorporation of variability, problem solving, motivation and attention while addressing intensity. It is a critical time to disseminate this beneficial information into everyday practice.

This certificate program is designed to provide specific strategies, no matter the patient diagnosis, that can immediately be incorporated into any treatment session being performed. In addition, the courses provide examples of how to adjust your practice to make the motor learning process the most effective, resulting in better outcomes.

Target Audience

Physical Therapists
Physical Therapist Assistants
Occupational Therapists
Occupational Therapist Assistants

Goals & Objectives

  • Define motor learning and basic motor learning principles.
  • Identify assessment findings and design treatments to emphasize patient engagement.
  • Design and implement part versus whole training, dual task training, and task-specific training strategies.
  • Implement feedback and cueing options to switch from internal to external focus of attention. Identify priority impairments and design appropriate motor learning intervention options for three different patients.
  • Appropriately modify intervention ideas to increase intensity during a session to improve outcomes.

What's Included in the Certificate Program

Courses
Accredited Online Courses*

6 hours of online video lectures and patient demonstrations.

Courses
Interactive Learning Assessments

Case-based quizzes to evaluate and improve clinical reasoning.

Courses
Interactive Learning Assessments

Case-based quizzes to evaluate and improve clinical reasoning.

Section 1: Principles of Practice

2 Chapters

Motor Learning Strategies: Principles for Applicationkeyboard_arrow_down

Course
  • Motor Learning PrinciplesChapter 1

    During this introductory chapter, J.J. Mowder-Tinney defines motor learning and basic motor learning principles. Also a comparison of three different theories in the motor learning literature is discussed.

  • Strategies at the Person LevelChapter 2

    In this chapter, participants will identify two assessment findings of an individual and its impact on designing an intervention. Participants will also design two treatments to emphasize patient engagement.

  • Strategies at the Task LevelChapter 3

    This follow up chapter to ‘Strategies at the Person Level’ will give the participant the tools to define part versus whole training in the context of two different intervention ideas. J.J. Mowder-Tinney describes how to adjust two different interventions to incorporate dual task training, and compares three different types of task specific training.

  • Next Steps in Motor Learning StrategiesChapter 4

    Learn about the next steps to solidify your motor learning strategies. Learn about the additional courses offered by J.J. Mowder-Tinney in this course series, as well as recommended references and worksheets to practice cueing your patient.

  • View full course details »

Motor Learning Strategies: Interventions at the Environment Levelkeyboard_arrow_down

Course
  • Strategies at the Environment LevelChapter 1

    In this chapter, J.J. Mowder-Tinney discusses the appropriateness of integrating variability into the plan of care. Variability is discussed through problem solving and the challenge point framework to keep the learner actively involved in problem solving during the process of finding movement solutions. Two different options for feedback are discussed along with their impact on function.

  • Focus of AttentionChapter 2

    A learner’s focus of attention can be either internal, monitoring the way they move, or external, focusing on the actions of their movements and if the goal was achieved. J.J. Mowder-Tinney explores a comparison of two different cueing options to switch from internal to external focus of attention to increase effectiveness and efficiency of movement.

  • Intensity and Mobility TrainingChapter 3

    Intensity incorporated into mobility training provides four benefits, which will be discussed throughout this chapter. Learners will be able to gauge the level of intensity based on a patient’s heart rate, as well as use seven dimensions of challenge to adapt a mobility-training program.

  • Practice Session: Self-CueingChapter 4

    J.J. Mowder-Tinney explains the importance of self-control cueing to keep your patient engaged and challenge themselves in motor learning. This practice session gives you quick and easy steps to facilitate your patient's involvement in their therapy. Starting from the beginning, keep your patient engaged and allow them to challenge themselves throughout the rehabilitation process.

  • View full course details »

Section 2: Motor Learning Case Studies

3 Chapters

Case Studies in Motor Learning Part A: Balance Deficitskeyboard_arrow_down

Course
  • Balance Deficit ImpairmentsChapter 1

    This chapter introduces a patient with balance deficits, Nancy. J.J. Mower-Tinney uses this case study to identify three priority impairments of this patient with balance deficits. Several functional tests and assessments are used to identify the different impairments.

  • Motor Learning ConsiderationsChapter 2

    After a identifying the patient’s key impairments, this chapter discusses the motor learning considerations for the patient. The chapter teaches users the seven key considerations to take into account for motor learning and emphasizes the importance of measuring change, improvement and outcomes. Finally, the chapter integrates two interventions that use motor learning principles in the acute and acute rehabilitation setting.

  • Intervention Options Later in RehabilitationChapter 3

    When a patient is later in the rehabilitation process, therapists need to utilize interventions that incorporate motor learning principles that are appropriate for the long-term care, outpatient, and home care setting. This chapter discusses two intervention options that use motor learning principles that are appropriate for later stages of the rehabilitation process.

  • View full course details »

Case Studies in Motor Learning Part B: Total Knee Arthroplastykeyboard_arrow_down

Course
  • Total Knee ArthroplastyChapter 1

    This chapter introduces a patient following total knee arthroplasty (TKA), John. J.J. Mower-Tinney uses this case study to identify three priority impairments of this patient following TKA. Several functional tests and assessments are used to identify the different impairments.

  • Motor Learning ConsiderationsChapter 2

    After a identifying the patient’s key impairments, this chapter discusses the motor learning considerations for the patient. The chapter teaches users the seven key considerations to take into account for motor learning and emphasizes the importance of measuring change, improvement and outcomes. Finally, the chapter integrates two interventions that use motor learning principles in the acute and post-acute rehabilitation setting.

  • Intervention Options Later in RehabilitationChapter 3

    When a patient is later in the rehabilitation process, therapists need to utilize interventions that incorporate motor learning principles that are appropriate for the long-term care, outpatient, and home care setting. This chapter discusses two intervention options that use motor learning principles that are appropriate for later stages of the rehabilitation process.

  • View full course details »

Case Studies in Motor Learning Part C: Post-Strokekeyboard_arrow_down

Course
  • Impairments Post-StrokeChapter 1

    This chapter introduces a post-stroke patient, Jan. J.J. Mower-Tinney uses this case study to identify three priority impairments of this patient after stroke. Several functional tests and assessments are used to identify the different impairments.

  • Motor Learning ConsiderationsChapter 2

    After a identifying the patient’s key impairments, this chapter discusses the motor learning considerations for the patient. The chapter teaches users the seven key considerations to take into account for motor learning and emphasizes the importance of measuring change, improvement and outcomes. Finally, the chapter integrates two interventions that use motor learning principles in the acute and post-acute rehabilitation setting.

  • Intervention Options Later in RehabilitationChapter 3

    When a patient is later in the rehabilitation process, therapists need to utilize interventions that incorporate motor learning principles that are appropriate for the long-term care, outpatient, and home care setting. This chapter discusses two intervention options that use motor learning principles that are appropriate for later stages of the rehabilitation process.

  • View full course details »
Instructors
J.J. Mowder-Tinney

PT, PhD, NCS, C/NDT, CSRS, CEEAA

CEU Approved

6 total hours* of accredited coursework.
MedBridge accredits each course individually so you can earn CEUs as you progress.

      Our clinic could not be happier with MedBridge.

Amy Lee, MPT, OCS
Physical Therapy Central

       MedBridge has allowed us to create a culture of learning that we were previously unable to attain with traditional coursework.

Zach Steele, PT, DPT, OCS
Outpatient Physical Therapy & Rehabilitation Services

    MedBridge has created a cost-effective and quality platform that is the future of online education.

Grant R. Koster, PT, ATC, FACHE
Vice President of Clinical Operations, Athletico Physical Therapy

Frequently Asked Questions

Do I get CEU credit?
Each course is individually accredited. Please check each course for your state and discipline. You can receive CEU credit after each course is completed.

When do I get my certificate?
You will receive accredited certificates of completion for each course as you complete them. Once you have completed the entire Certificate Program you will receive your certificate for the program.

*Accreditation Hours
Each course is individually accredited and exact hours will vary by state and discipline. Check each course for specific accreditation for your license.

Do I have to complete the courses in order?
It is not required that you complete the courses in order. Each Certificate Program's content is built to be completed sequentially but it is not forced to be completed this way.

How long do I have access to the Certificate Program?
You will have access to this Certificate Program for as long as you are a subscriber. Your initial subscription will last for one year from the date you purchase.

Sample Certificate

Sample Certificate

Complete this series to receive your certificate.

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Certificate Program
Earn an official certificate of completion from MedBridge.
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