The functional significance of motor-cortical oscillations for implicit and 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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Implicit and explicit motor learning in children born very preterm and typically developing children

Physiotherapy ◽

10.1016/j.physio.2015.03.3540 ◽

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

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Implicit and explicit motor learning in children with and without Down's syndrome

British Journal of Developmental Psychology ◽

10.1348/026151007x267300 ◽

2008 ◽

Vol 26 (4) ◽

pp. 507-523 ◽

Cited By ~ 16

Author(s):

Annie. Vinter ◽

Christelle. Detable

Keyword(s):

Motor Learning ◽

Down's Syndrome ◽

Down’S Syndrome ◽

Implicit And Explicit ◽

Explicit Motor Learning

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Implicit and Explicit Motor Learning Interventions Have Similar Effects on Walking Speed in People After Stroke: A Randomized Controlled Trial

Physical Therapy ◽

10.1093/ptj/pzab017 ◽

2021 ◽

Author(s):

Li-Juan Jie ◽

Melanie Kleynen ◽

Kenneth Meijer ◽

Anna Beurskens ◽

Susy Braun

Keyword(s):

Motor Learning ◽

Walking Speed ◽

Chronic Phase ◽

Learning Approaches ◽

Randomized Controlled ◽

Walking Intervention ◽

Implicit Motor Learning ◽

Implicit Motor ◽

Implicit And Explicit ◽

Explicit Motor Learning

Abstract Objective Clinicians may use implicit or explicit motor learning approaches to facilitate motor learning of patients with stroke. Implicit motor learning approaches have shown promising results in healthy populations. The purpose of this study was to assess whether an implicit motor learning walking intervention is more effective compared to an explicit motor learning walking intervention delivered at home with regard to walking speed in people after stroke in the chronic phase of recovery. Methods This randomized controlled single-blind trial was conducted in the home environment. The 79 participants, who were in the chronic phase after stroke (age = 66.4 [SD = 11.0] years; time poststroke = 70.1 [SD = 64.3] months; walking speed = 0.7 [SD = 0.3] m/s; Berg Balance Scale score = 44.5 [SD = 9.5]), were randomly assigned to an implicit (n = 38) or explicit (n = 41) group. Analogy learning was used as the implicit motor learning walking intervention, whereas the explicit motor learning walking intervention consisted of detailed verbal instructions. Both groups received 9 training sessions (30 minutes each) targeted at improving quality of walking, for a period of 3 weeks. The primary outcome was walking speed measured by the 10-Meter Walk Test at a comfortable walking pace. Outcomes were assessed at baseline, immediately after intervention, and 1 month postintervention. Results No statistically or clinically relevant differences between groups were obtained postintervention (between-group difference was estimated at 0.02 m/s [95% CI -0.04 to 0.08] and at follow-up (between-group difference estimated at −0.02 m/s [95% CI -0.09 to 0.05]) Conclusions Implicit motor learning was not superior to explicit motor learning to improve walking speed in people after stroke in the chronic phase of recovery. Impact To our knowledge this is the first study to examine the effects of implicit compared to explicit motor learning on a functional task in people after stroke. Results indicate that physical therapists can use (tailored) implicit and explicit motor learning strategies to improve walking speed in people after stroke who are in the chronic phase of recovery.

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