Themes, categories and quotes.

Background
When teaching motor skills, paediatric physical therapists (PPTs) use various motor learning strategies (MLSs), adapting these to suit the individual child and the task being practised. Knowledge about the clinical decision-making process of PPTs in choosing and adapting MLSs when treating children with Developmental Coordination Disorder (DCD) is currently lacking. Therefore, this qualitative study aimed to explore PPTs’ use of MLSs when teaching motor skills to children with DCD.
Methods
Semi-structured individual and group interviews were conducted with PPTs with a wide range of experience in treating children with DCD. A conventional content analysis approach was used where all transcripts were open-coded by two reviewers independently. Categories and themes were discussed within the research group. Data were collected until saturation was reached.
Results
Twenty-six PPTs (median age: 49 years; range: 26–66) participated in 12 individual interviews and two focus-group interviews. Six themes were identified: (1) PPTs treated children in a tailor-made way; (2) PPTs’ teaching style was either more indirect or direct; (3) PPTs used various strategies to improve children’s motivation; (4) PPTs had reached the optimal level of practice when children were challenged; (5) PPTs gave special attention to automatization and transfer during treatment; and (6) PPTs considered task complexity when choosing MLSs, which appeared determined by task constraints, environmental demands, child and therapist characteristics.
Conclusion
PPTs’ clinical decision-making processes in choosing MLSs appeared strongly influenced by therapist characteristics like knowledge and experience, resulting in large variation in the use of MLSs and teaching styles to enhance motivation, automatization, and transfer. This study indicates the importance of the level of education on using MLSs to teach children motor skills, and clinical decision-making. Future research should focus on implementing this knowledge into daily practice.

研究背景
在开展运动技能教学时，儿科物理治疗师（Paediatric Physical Therapists，PPTs）会采用多种运动学习策略（Motor Learning Strategies，MLSs），并针对儿童个体与练习任务的特点进行调整。目前学界关于儿科物理治疗师为发育性协调障碍（Developmental Coordination Disorder，DCD）患儿选择并调整运动学习策略时的临床决策过程的相关认知仍较为匮乏。因此，本质性研究旨在探索儿科物理治疗师为DCD患儿教授运动技能时对运动学习策略的使用情况。

研究方法
本研究对具备丰富DCD患儿诊疗经验的儿科物理治疗师开展半结构化个人访谈与焦点小组访谈。研究采用常规内容分析法，由两名评审员独立对所有访谈转录文本进行开放编码，研究团队内部对编码得到的类别与主题进行讨论。数据采集直至达到数据饱和为止。

研究结果
共有26名儿科物理治疗师参与本次研究，其年龄中位数为49岁，年龄范围为26~66岁；其中包含12次个人访谈与2次焦点小组访谈。本次研究共识别出6个主题：
1. 儿科物理治疗师以定制化方式为患儿开展治疗；
2. 儿科物理治疗师的教学风格分为偏间接与偏直接两类；
3. 儿科物理治疗师会采用多种策略提升患儿的学习动机；
4. 当患儿受到适度挑战时，儿科物理治疗师认为其练习达到了最佳状态；
5. 儿科物理治疗师在治疗过程中会特别关注技能的自动化与迁移训练；
6. 儿科物理治疗师在选择运动学习策略时会考量任务复杂度，而任务复杂度由任务约束、环境要求、患儿与治疗师的特征共同决定。

研究结论
儿科物理治疗师在选择运动学习策略时的临床决策过程，会受到治疗师自身知识与经验等个人特征的强烈影响，这导致其在使用运动学习策略与教学风格以提升患儿动机、实现技能自动化与迁移方面存在较大差异。本研究表明，治疗师的教育水平对于其运用运动学习策略教授儿童运动技能以及开展临床决策具有重要意义。未来的研究应聚焦于如何将此类研究成果应用于临床日常实践中。