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dc.contributor.authorHåkstad, Ragnhild B.
dc.contributor.authorØberg, Gunn Kristin
dc.contributor.authorGirolami, Gay L.
dc.contributor.authorDusing, Stacey C
dc.date.accessioned2022-11-22T14:57:28Z
dc.date.available2022-11-22T14:57:28Z
dc.date.issued2022-10-11
dc.description.abstractIntroduction: In pediatric physical therapy, there is an ongoing debate about the use of therapeutic handling and its potential effects on motor learning. In this study, we build on enactive theoretical perspectives to explore the role of therapeutic handling in connection to children's sensory-motor play, engagement, and performance during a single physical therapy session.<p> <p>Material and methods: This is a qualitative study based on video observations of therapy sessions and interviews with 15 physical therapists (PTs) each treating two different children aged 0–3. The authors utilized a framework of co-reviewing, discussing, and reflecting on the sessions. Themes were identified and used to describe the ways by which PTs’ therapeutic handling unfolds, with connections to theories on sensory-motor play and learning, along with enactive perspectives on embodiment, experience, mutual incorporation, and sense-of-agency.<p> <p>Results: The characteristics and purposes of therapeutic handling are presented in two main themes: (1) position and support, and (2) directing movement. We found that position and support promoted sensory-motor improvement when the PTs’ handling aligned with the child's play interests and engagements. As part of play, the children used new and additional support surfaces to self-initiate better posture and movement solutions and reach play goals. The PTs’ ways of directing movements varied. To awaken curiosity and induce a child's self-driven motor exploration the PT needs to be subtle, flexible, and precise in the directing of movement. This entails responsiveness to the child's signals and bodily know-how in the placing of hands and direction of pressure to enable the child to actively participate in and eventually self-drive movement.<p> <p>Discussion: Therapeutic handling that is mutually incorporated between PT and child can enrich the child's playing-to-learn-to-move process by providing novelty and facilitating the child's sense-of-agency in the self-initiated exploration and refinement of movement possibilities. In the PTs’ effort to merge therapeutic handling with children's play, the momentum of interaction can open new therapeutic windows of movement experience and learning opportunities.en_US
dc.identifier.citationHåkstad, Øberg, Girolami, Dusing. Enactive explorations of children's sensory-motor play and therapeutic handling in physical therapy. Frontiers in Rehabilitation Sciences. 2022en_US
dc.identifier.cristinIDFRIDAID 2061944
dc.identifier.doi10.3389/fresc.2022.994804
dc.identifier.issn2673-6861
dc.identifier.urihttps://hdl.handle.net/10037/27480
dc.language.isoengen_US
dc.publisherFrontiers Mediaen_US
dc.relation.journalFrontiers in Rehabilitation Sciences
dc.relation.projectIDFond til etter- og videreutdanning av fysioterapeuter : 104591en_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2022 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleEnactive explorations of children's sensory-motor play and therapeutic handling in physical therapyen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Med mindre det står noe annet, er denne innførselens lisens beskrevet som Attribution 4.0 International (CC BY 4.0)