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

Background 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. Methods 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. Results 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). Conclusion 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.published_or_final_versio

ICCHP-AAATE 2022 Open Access Compendium "Assistive Technology, Accessibility and (e)Inclusion" Part I / von Petz, Andrea / SmartGlass Implementation : Lessons Learned in Long-Term Elderly Care

In Long-Term Care for elderly people in the Netherlands, the demand for care is growing and the number of vacancies is increasing. One of the possible solutions to address these developments are innovative technological solutions. An innovative solution could be telemedicine, such as SmartGlass. SmartGlass provides caregivers the possibility to watch and communicate remotely. Due to the covid-19 crisis, the provision of remote care became a necessity, which unexpectedly increased the interest in and the need for use of the SmartGlass by healthcare professionals. This one-year project researched factors that influence implementation of the SmartGlass on the work floor and the perspective of managers and project leaders on the business case. The aim of the project was to implement four use cases: remote triage (screening),wound care, training of students and observation of misunderstood behavior. A mixed-methods approach was carried out. Questionnaires on frequency and duration of use, reason for use, and manageability and functionalities of technology were completed by healthcare professionals (N=110). Individual interviews were held with geriatrics specialists, nurses and psychologists (N=27). Two focus group interviews were held with 8 project leaders and managers. The results of this study indicated positive experiences with the application of SmartGlass technology in long-term care facilities. However, several factors concerning the users, the organization, the technology and the supplier should be taken into account when implementing such a telemedicine intervention, as well as factors that will lead to efficiency gains for a business case.Refereed/Peer-reviewedVersion of recor