Satisfactory completion requirements: All disciplines must complete learning
assessments to be awarded credit, no minimum score required unless otherwise specified within the
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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 course series takes these beneficial theories and turn them into practical and easy to use approaches for therapists to use in the clinic on Monday.
Currently, the principles of motor learning are commonly found as definitions in textbooks that lack explicit utilization into clinical practice. However, 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 module 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 course provides examples of how to adjust your practice to make the motor learning process the most effective, resulting in better outcomes.
J.J. Mowder-Tinney received her Bachelor of Science in Psychology from the University of Colorado, Boulder and her Master of Science in Physical Therapy from the University of Miami in Florida. She completed her doctorate in physical therapy at NOVA Southeastern University. She has more than 20 years of experience in a multitude of clinical settings…
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.
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.
3. Strategies at the Task Level
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.
4. Next Steps in Motor Learning Strategies
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.
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