Using a Delphi Technique to Seek Consensus on Definitions, Descriptions and Classification of Terms Related to Implicit and Explicit Motor Learning

M. Kleynen, S.M. Braun, M.H. Bleijlevens, M.A. Lexis, S.M. Rasquin, J. Halfens, M.R. Wilson, A.J. Beurskens, R.S.W. Masters

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Abstract

Background: Motor learning is central to domains such as sports and rehabilitation; however, often terminologies are insufficiently uniform to allow effective sharing of experience or translation of knowledge. A study using a Delphi technique was conducted to ascertain level of agreement between experts from different motor learning domains (i.e., therapists, coaches, researchers) with respect to definitions and descriptions of a fundamental conceptual distinction within motor learning, namely implicit and explicit motor learning. Methods: A Delphi technique was embedded in multiple rounds of a survey designed to collect and aggregate informed opinions of 49 international respondents with expertise related to motor learning. The survey was administered via an online survey program and accompanied by feedback after each round. Consensus was considered to be reached if >= 70% of the experts agreed on a topic. Results: Consensus was reached with respect to definitions of implicit and explicit motor learning, and seven common primary intervention strategies were identified in the context of implicit and explicit motor learning. Consensus was not reached with respect to whether the strategies promote implicit or explicit forms of learning. Discussion: The definitions and descriptions agreed upon may aid translation and transfer of knowledge between domains in the field of motor learning. Empirical and clinical research is required to confirm the accuracy of the definitions and to explore the feasibility of the strategies that were identified in research, everyday practice and education.
Original languageEnglish
Article numbere100227
JournalPLOS ONE
Volume9
Issue number6
DOIs
Publication statusPublished - 1 Jan 2014

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