Multidisciplinary Views on Applying Explicit and Implicit Motor Learning in Practice: An International Survey

• Published in: PloS one 2015-08, Vol.10 (8), p.e0135522-e0135522
• Main Authors: Kleynen, Melanie, Braun, Susy M, Rasquin, Sascha M C, Bleijlevens, Michel H C, Lexis, Monique A S, Halfens, Jos, Wilson, Mark R, Masters, Rich S W, Beurskens, Anna J
• Format: Article
• Language: English
• Subjects: Activities of daily living; Adult; Aged; Attention - physiology; Chronic illnesses; Education; Expert Testimony; Feedback; Female; Health services; Human performance; Humans; Interdisciplinary Studies; International Cooperation; Learning; Learning - physiology; Life sciences; Male; Medicine; Memory - physiology; Middle Aged; Motor learning; Motor skill learning; Motor Skills - physiology; Physiological aspects; Primary care; Psychological aspects; Public health; Reaction Time; Rehabilitation; Researchers; Skills; Stroke; Surveys and Questionnaires; Systematic review; Taxonomy; Traumatic brain injury; Trends
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0135522

A variety of options and techniques for causing implicit and explicit motor learning have been described in the literature. The aim of the current paper was to provide clearer guidance for practitioners on how to apply motor learning in practice by exploring experts' opinions and experiences, using the distinction between implicit and explicit motor learning as a conceptual departure point. A survey was designed to collect and aggregate informed opinions and experiences from 40 international respondents who had demonstrable expertise related to motor learning in practice and/or research. The survey was administered through an online survey tool and addressed potential options and learning strategies for applying implicit and explicit motor learning. Responses were analysed in terms of consensus (≥ 70%) and trends (≥ 50%). A summary figure was developed to illustrate a taxonomy of the different learning strategies and options indicated by the experts in the survey. Answers of experts were widely distributed. No consensus was found regarding the application of implicit and explicit motor learning. Some trends were identified: Explicit motor learning can be promoted by using instructions and various types of feedback, but when promoting implicit motor learning, instructions and feedback should be restricted. Further, for implicit motor learning, an external focus of attention should be considered, as well as practicing the entire skill. Experts agreed on three factors that influence motor learning choices: the learner's abilities, the type of task, and the stage of motor learning (94.5%; n = 34/36). Most experts agreed with the summary figure (64.7%; n = 22/34). The results provide an overview of possible ways to cause implicit or explicit motor learning, signposting examples from practice and factors that influence day-to-day motor learning decisions.