Self-controlled practice enhances motor learning: implications for physiotherapy

Studies examining the effects of self-controlled (learner-controlled) practice on motor skill learning are reviewed. The findings show that allowing learners to control the delivery of feedback, use of physical assistive devices, or the presentation of movement demonstrations can enhance learning compared with external control of these factors. Possible reasons for the learning benefits of self-controlled practice are discussed. In particular, self-control seems to enhance the learner's motivation, which, in turn, results in deeper information processing and ultimately improves retention and transfer. Implications of these findings for physiotherapy are outlined. For example, feedback or demonstrations of the goal movement might be more effective if patients had some control over its frequency and time of delivery. Furthermore, giving patients the opportunity to decide when and how often they use an assistive device might speed up the recovery process. However, patient studies are still lacking and more research is needed to examine the extent to which the findings reported here can be generalised to various patient populations.