Schoenmaker, J. (Jorine) (2020) Implicit and explicit teaching methods in dance classes and group physiotherapy sessions for patients with Parkinson’s disease. thesis, Human Movement Sciences.
Full text available on request.Abstract
Background Implicit methods of instruction seem more beneficial than explicit methods for patients with Parkinson’s disease (PD). In this population, dance interventions show promising effects, compared to conventional physiotherapy. However, little is known regarding methods of instruction in these two rehabilitation settings. This study therefore aimed to gain insight in the use of implicit and explicit teaching methods in (1) group physiotherapy and (2) dance interventions for PD patients. Methods Five dance teachers and two physiotherapists were included. Two sessions were videotaped of each instructor. Sessions were analyzed in Noldus Observer with a newly created classification system to register the frequency and duration of used forms of instruction, feedback, practice conditions and learning strategies. Results Both dance teachers and physiotherapists used implicit methods more frequently than explicit methods (dance: 67.2±5.7% implicit vs. 32.8±5.7% explicit; physiotherapy: 56.8±2.1% implicit vs. 43.2±2.1% explicit; F (1,11) = 63.99, p<.001, ηp2 = .85) and for a longer relative duration (dance: 85.4±4.8% implicit vs. 14.6±4.8% explicit; physiotherapy: 81.9±6.8% implicit vs. 18.1±6.8% explicit; F (1,11) = 10.35, p<.01, ηρ2 = .49). For frequency, the ratio in which implicit and explicit methods were used was significantly different between dance and physiotherapy (F (1,11) = 11.86, p<.005, ηp2 = .52); dance teachers used more implicit methods and less explicit methods than physiotherapists. Of the explicit methods, dance teachers mostly used ‘repetition of movement phrases’, ‘verbal cues’ and ‘specific instruction’ with internal focus of attention; physiotherapists mostly provided ‘specific instruction’ with internal focus of attention, ‘knowledge of performance’ and ‘evaluation of exercises’. Of the implicit methods, dance teachers mainly employed ‘observational learning’, ‘verbal cues’ and ‘specific instruction’ with external focus of attention, ‘general positive feedback’, ‘nonverbal auditory cues’, and ‘use of metaphors’; physiotherapist chiefly used ‘specific instruction with external focus of attention’, ‘general positive feedback’, ‘positive knowledge of results’, ‘encouraging the partaker’, ‘repetition of a single movement’, and ‘observational learning’. Conclusion Implicit methods were used more than explicit methods in both intervention types. This effect was larger for dance than for physiotherapy. Dance teachers and physiotherapists differed in which specific techniques they predominantly employed. Future research should investigate the effects of the described techniques on motor learning and performance in PD patients and other rehabilitation populations. Keywords: teaching principles, motor learning, implicit learning, explicit learning, physical therapy, dance therapy, mobility, elderly
| Item Type: | Thesis (UNSPECIFIED) |
|---|---|
| Supervisor name: | Schoemaker, dr. M.M. and Feenstra, W. and Reinders-Messelink, H. |
| Faculty: | Medical Sciences |
| Date Deposited: | 20 May 2022 09:42 |
| Last Modified: | 20 May 2022 09:42 |
| URI: | https://umcg.studenttheses.ub.rug.nl/id/eprint/3376 |
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