Verbal actions of physiotherapists to enhance motor learning in children with DCD

Abstract

In this study, the motor teaching principles taxonomy (MTPT) was developed to investigate which teaching principles physiotherapists use to treat children with developmental coordination disorder during Neuromotor Task Training (NTT). In NTT, special attention is paid to the best ways to instruct and provide feedback. Based on motor learning theory and video observations of NTT treatments, teaching principles aimed at improving motor learning were categorised into three categories: giving instruction, providing or asking feedback, and sharing knowledge. The MTPT's reliability and validity were satisfactory. Therapists gave instructions very frequently. In addition, the principle frequency showed hardly any correlation with the children's initial motor performance level, indicating that the principles used are not related to the child's entry level.