MOTOR RELEARNING
PROGRAM
DR. SUSAN JOSE
INTRODUCTION
• MRP is a task- oriented treatment approach based on the newer
theories of motor control such as-
• Motor programming theory
• Dynamic systems theory
• Ecological theory
PRINCIPLES
I. Task analysis-
• MRP is based on understanding of typical movements.
• Functional and meaningful movements are chosen for assessment and retraining.
• The therapist analyses the abnormal movements by comparing with typical
movement patterns.
II. Finding of missing components
• Find the cause of the missing component and work on it.
III. Part practice of the missing components
III. Use of feedback for correction of movements-
• Start with external feedbacks via the therapist.
• External feedbacks-
• Progress by reducing external feedbacks and allow patient’s own
internal feedbacks to correct the movement pattern.
• Internal feedbacks-
• Proprioception
• Vision
• Cognition
• Vestibular inputs
IV. Whole practice of the missing components.
• The whole movement pattern is practiced.
• Progress by – introducing variability in the task.
• Changing the environment, increasing the speed of the task etc..
• Eg- sit- stand from varying heights and speeds.
V. Transference to real life situations-
• Stimulating environments- adaptive equipments, using affected upper limb as
supportive hand.
• Ex- handrails, universal cuffs etc..
• Factors aiding transference-
• Involvement of relatives
• Positive reinforcements
Thankyou
Any queries?
Reference book
• A motor relearning programme for stroke: Janet Carr
• Motor Learning : Anne Shumway cook

MOTOR RELEARNING PROGRAM- A physiotherapy approch.pptx

  • 1.
  • 2.
    INTRODUCTION • MRP isa task- oriented treatment approach based on the newer theories of motor control such as- • Motor programming theory • Dynamic systems theory • Ecological theory
  • 3.
    PRINCIPLES I. Task analysis- •MRP is based on understanding of typical movements. • Functional and meaningful movements are chosen for assessment and retraining. • The therapist analyses the abnormal movements by comparing with typical movement patterns. II. Finding of missing components • Find the cause of the missing component and work on it. III. Part practice of the missing components
  • 4.
    III. Use offeedback for correction of movements- • Start with external feedbacks via the therapist. • External feedbacks- • Progress by reducing external feedbacks and allow patient’s own internal feedbacks to correct the movement pattern. • Internal feedbacks- • Proprioception • Vision • Cognition • Vestibular inputs
  • 5.
    IV. Whole practiceof the missing components. • The whole movement pattern is practiced. • Progress by – introducing variability in the task. • Changing the environment, increasing the speed of the task etc.. • Eg- sit- stand from varying heights and speeds.
  • 6.
    V. Transference toreal life situations- • Stimulating environments- adaptive equipments, using affected upper limb as supportive hand. • Ex- handrails, universal cuffs etc.. • Factors aiding transference- • Involvement of relatives • Positive reinforcements
  • 7.
  • 8.
    Reference book • Amotor relearning programme for stroke: Janet Carr • Motor Learning : Anne Shumway cook