Motor Learning Case Study

Krakauer (2006) refers to motor learning as a process that involves skill acquisition, motor adaption and decision making which can be noted as the ability to complete selected movements in an order. Movement can be discussed in two parts, those been kinematics of movement and dynamics of movement. When a person suffers from a stroke, normally their ability to co-ordinate those parts have been lost or reduced. CCT is a suitable treatment to target rehabilitation of those skills. Currently, the key advocacy in neuroscientific studies for stroke rehabilitation is that therapy should be directed towards task specificity performed with multiple repetitions (Lawal et al. 2015). CCT would be a suitable treatment for Michael’s lower limb in aiding

This principle states that training for a specific function can enhance that function. Circuit class therapy aligns with this theory because it allows patients opportunities to practice a variety of tasks related to daily living. This is important as practice has been noted as a key component of motor learning (Shumway-Cook and Woollacott, 2012). Transference is another principle of neuroplasticity that aligns with circuit class therapy. Transference recognises that plasticity occurring through a response to training can enhance acquisition of similar behaviours (Kleim and Jones, 2008). This is important because CCT focuses on tasks, not impairments. An example of this is that tasks such as sit to stand or walking both involve extension of the gluteus maximus muscle. Feedback is an important aspect of motor learning (Shumway-Cook and Woollacott, 2012). In CCT, classes are usually small and there is a physiotherapist present. For this patient, the physiotherapist could provide external prescriptive feedback but they must consider how this will be done so that Michael can process the provided information. As Michael may have an issue with intrinsic feedback (adaptation) because of his stroke, this is an important consideration for his rehabilitation especially because of the difficulties he may face with processing of information and also with his sense of

Bio-pyscho-social aspects of a patient should be considered when developing a physiotherapy management plan for this patient. Patients should also undergo a formal assessment (Winstein et al, 2016). In creating a plan for this patient, it is important that goals set are meaningful, challenging and have personal value. (Party, 2016)Also, it is important to mention that any physiotherapy management plan have an aspect where education is provided to the patient and perhaps their family or carers. It is also worth noting that (EBRSR, 2016) guidelines have 1a level evidence supporting the effect of specialised, interdisciplinary rehabilitation within the sub-acute stage