Lorena Isbej, Dominique Waterval, Arnoldo Riquelme, Claudia Véliz, Anique B H de Bruin
In experts' words: Translating theory to practice for teaching self-regulated learning
Medical teacher
teaching motor skills paediatric physical therapists ppts use various motor learning strategies mlss adapting suit individual child task practised knowledge clinical decisionmaking process ppts choosing adapting mlss treating children developmental coordination disorder dcd currently lacking therefore qualitative study aimed explore ppts use mlss teaching motor skills children dcd semistructured individual group interviews conducted ppts wide range experience treating children dcd conventional content analysis approach used transcripts opencoded two reviewers independently categories themes discussed within research group data collected saturation reached twentysix ppts median age 49 years range 2666 participated 12 individual interviews two focusgroup interviews six themes identified 1 ppts treated children tailormade way 2 ppts teaching style either indirect direct 3 ppts used various strategies improve childrens motivation 4 ppts reached optimal level practice children challenged 5 ppts gave special attention automatization transfer treatment 6 ppts considered task complexity choosing mlss appeared determined task constraints environmental demands child therapist characteristics ppts clinical decisionmaking processes choosing mlss appeared strongly influenced therapist characteristics like knowledge experience resulting large variation use mlss teaching styles enhance motivation automatization transfer study indicates importance level education using mlss teach children motor skills clinical decisionmaking future research focus implementing knowledge daily practice