Motor Relearning Programme
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Motor Relearning
Programme
Dr. Preeti Ganachari
Dept. Of
Neurophysiotherapy
Mgm Institute Of Physiotherapy
Chh. Sambhajinagar
Introduction
•
The Motor Relearning Programme (MRP) was developed by the
Australian physiotherapists
Janet Carr and Roberta Shepherd
.
•
It is a
task-oriented approach
to improving motor control,
focusing on the relearning of daily activities.
•
It is strongly based on theories in kinesiology that emphasize a
distributed (rather than a hierarchal) motor control model.
Motor Relearning Programme
•
Focus on
practice of missing task components and whole tasks
,
and
transference of learning
•
Examples: Use of “real-world” environments. “Forced use” of affected
UL
Inc. activity UL muscles
Stretching of key UL muscles
Feedback and guidance
Basic Description & guidelines
•
The programme is composed of guidelines for evaluating and
improving daily functions like:
•
Upper limb function
•
Oro-facial function
•
Sitting up from supine
•
Sitting
•
Standing up and sitting down
•
Standing
•
Walking
•
Each section is composed of a description of normal activity
(essential movement components).
•
Mastery of a section is not necessary before going onto another
section.
•
There is no intent of progressing from one section to the next; the
order of sections is not important.
•
The patient must always be actively participating in the activity
(without resistance) and given some opportunity to make mistakes.
Intervention
4 Steps
•
Analysis of task
•
Practice of missing component
•
Practice of task
•
Transference of learning
Analysis of Task
•
Observation
•
Comparison
•
Analysis
Practice of Missing Components
•
Explanation- Identification of goal
•
Instruction
•
Practice + Verbal + Visual feedback + Manual guidance
Practice of Task
•
Explanation – Identification of goal
•
Instruction
•
Practice +verbal + visual feedback + manual guidance
•
*Progression:-
Increase complexity
Add variety
Dec. feedback & guidance
Re-evaluation
Encourage flexibility
Transference of learning
•
*Opportunity to practice
•
*Consistency of practice
+ve reinforcement
•
*Organization of self-monitored
Practice
•
*Structured & stimulating
learning environment
•
*Involvement of relatives and staff
Strategies for instructing the patient
•
Verbal instruction is kept to a minimum. The therapist identifies the
most important aspect of the movement on which the patient will
concentrate.
•
Visual demonstration is provided by the therapist’s performance of
the task, focusing on one or two most important components.
•
Manual guidance helps to clarify the model of action by passively
guiding the patient through the path of movement or by physically
constraining inappropriate components.
•
Accurate, timely feedback about the quality of performance helps the
patient to learn which strategies to repeat and which ones to avoid.
•
Consistency of practice facilitates development of skill in task
performance.
•
Motor tasks are either practiced in entirety or broken down into
components. The practice of each component is immediately followed
by the practice of the entire activity.
•
Techniques principally comprise verbal and visual feedback and
instruction, and manual guidance.
•
Passive movement during demonstration should not persist >1-2
times
• Body alignment should be monitored consistently
Acceptable methods of progression
•
Decrease in manual guidance and feedback
•
Alteration in speed
•
Increase in variety
Limitation
•
Focus on active learning indicates limited applicability in patients
with severe cognitive deficits.
"Dr. Preeti Ganachari from the Dept. of Neurophysiotherapy at MGM Institute of Physiotherapy in Chh. Sambhajinagar offers a specialized Motor Relearning Programme. This program aims to enhance motor skills and movement patterns in individuals undergoing neurophysiotherapy. It combines innovative techniques and tailored exercises to facilitate neuroplasticity and functional improvements. Participants benefit from personalized care catered to their unique needs, promoting recovery and enhanced quality of life."
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Presentation Transcript
Motor Relearning Programme Dr. Preeti Ganachari Dept. Of Neurophysiotherapy Mgm Institute Of Physiotherapy Chh. Sambhajinagar
Introduction The Motor Relearning Programme (MRP) was developed by the Australian physiotherapists Janet Carr and Roberta Shepherd. It is a task-oriented approach to improving motor control, focusing on the relearning of daily activities. It is strongly based on theories in kinesiology that emphasize a distributed (rather than a hierarchal) motor control model.
Motor Relearning Programme Focus on practice of missing task components and whole tasks, and transference of learning Examples: Use of real-world environments. Forced use of affected UL Inc. activity UL muscles Stretching of key UL muscles Feedback and guidance
Basic Description & guidelines The programme is composed of guidelines for evaluating and improving daily functions like: Upper limb function Oro-facial function Sitting up from supine Sitting Standing up and sitting down Standing Walking
Each section is composed of a description of normal activity (essential movement components). Mastery of a section is not necessary before going onto another section. There is no intent of progressing from one section to the next; the order of sections is not important. The patient must always be actively participating in the activity (without resistance) and given some opportunity to make mistakes.
4 Steps Analysis of task Practice of missing component Practice of task Transference of learning
Analysis of Task Observation Comparison Analysis
Practice of Missing Components Explanation- Identification of goal Instruction Practice + Verbal + Visual feedback + Manual guidance
Practice of Task Explanation Identification of goal Instruction Practice +verbal + visual feedback + manual guidance *Progression:- Increase complexity Add variety Dec. feedback & guidance Re-evaluation Encourage flexibility
Transference of learning *Opportunity to practice *Consistency of practice +ve reinforcement *Organization of self-monitored Practice *Structured & stimulating learning environment *Involvement of relatives and staff
Strategies for instructing the patient Verbal instruction is kept to a minimum. The therapist identifies the most important aspect of the movement on which the patient will concentrate. Visual demonstration is provided by the therapist s performance of the task, focusing on one or two most important components.
Manual guidance helps to clarify the model of action by passively guiding the patient through the path of movement or by physically constraining inappropriate components. Accurate, timely feedback about the quality of performance helps the patient to learn which strategies to repeat and which ones to avoid. Consistency of practice facilitates development of skill in task performance.
Motor tasks are either practiced in entirety or broken down into components. The practice of each component is immediately followed by the practice of the entire activity. Techniques principally comprise verbal and visual feedback and instruction, and manual guidance. Passive movement during demonstration should not persist >1-2 times Body alignment should be monitored consistently
Acceptable methods of progression Decrease in manual guidance and feedback Alteration in speed Increase in variety
Limitation Focus on active learning indicates limited applicability in patients with severe cognitive deficits.
