The different theories on MC reflect existing ideas of how movement is

controlled by the brain. Each different theory emphasizes the different

neural components of movement. The specific methods used in
neurorehabilitation are therefore based on general suppositions about the
cause and nature of movement, meaning that (MC) theory actually stems
from the theoretical basis underlying therapeutic practices, which in turn
corroborate or refute these theories.
Dynamic Systems Theory by Bernstein, 1967
Systems theory explains that neural control over movement cannot be
understood without a prior understanding of the systems that move. It
states that ‘‘movements are controlled neither centrally nor peripherally,
but rather are effected by interactions among multiple systems’’. The body
is regarded as a mechanical system subject to both internal forces and
external forces (gravity).
The same central command may give rise to very different
movements due to interactions between external forces and variations in
the initial conditions; also, the same movements may be elicited by
different commands. The theory attempts to explain how initial conditions
affect the characteristics of movement. Systems theory predicts real
behavior much more accurately than the preceding theories since it
considers not only what the nervous system contributes to motion, but also
the contributions of different systems together with the forces of gravity
and inertia.
The study of synergies gave rise to dynamic action theory, an
approach that observes the individual in motion from a new perspective.
Considering the self-organization principle, the theory states that when a
system made up of individual parts is integrated, its parts will act
collectively in an organized manner. They will not require any instructions
from a higher center on how to achieve coordinated action. The theory
proposes that movement is the result of elements that interact, with no
need for motor programs.
The dynamic action theory attempts to find mathematical
descriptions of such self-organizing systems in which behavior is non-
linear, meaning that when one of the parameters changes and reaches a
critical value, the entire system transforms into a completely new
configuration of behavior. By using these mathematical formulas, it will be
possible to predict the ways in which a given system will act in different
situations.
The dynamic action theory minimizes the importance of the idea that
the CNS sends commands to control movement, and it searches for physical
explanations that may also contribute to the characteristics of movement.
Degrees of freedom of bone and joint need to be controlled. Coordination of
movement is the process of mastering the degrees of freedom of moving
organism.
Movement could emerge by the interaction of elements without the
need for specific commands or motor program within the nervous system.
(Ex. when animal walks faster and faster, there is a point at which,
suddenly, it shifts into a trot – if animal continue to move faster, reach a
second point it shift into a gallop)
A new movement emerges when a control parameter reaches a critical
value “Dynamic theory explain the causes of this phenomenon, that the new
movement emerges due to critical change in one of the system called a
“control parameter”.

The Cognitive Stage

The cognitive stage is the
period during which the goals
of the task and the appropriate
movement
sequence to achieve these goals
are determined. At this stage,
the learner is a novice (i.e. she /
he is new to the
skill and task at hand) and
makes a conscious effort to
develop an understanding of
what to do. Learning tends
to be explicit in this stage
The Cognitive Stage
The cognitive stage is the
period during which the goals
of the task and the appropriate
movement
sequence to achieve these goals
are determined. At this stage,
the learner is a novice (i.e. she /
he is new to the
skill and task at hand) and
makes a conscious effort to
develop an understanding of
what to do. Learning tends
to be explicit in this stage
The Cognitive Stage
The cognitive stage is the period during which the goals of the task and the
appropriate movement sequence to achieve these goals are determined. At
this stage, the learner is a novice (i.e. she / he is new to the skill and task at
hand) and makes a conscious effort to develop an understanding of what to
do. Learning tends to be explicit in this stage
There is often a high degree of error when entering the cognitive stage and
a lot of attention is required to learn. For example, when a child is learning
to ride a bike, there are many aspects to consider, such as balancing,
pedaling and steering. She / he also needs to consider the environment,
including the surface and any traffic in the area. Because this task
requires a lot of attention, the learner’s performance will likely be
inconsistent and include mistakes. A facilitator nearby (i.e. therapist,
parent, friend, sibling) may be able to provide assistance, guidance or
hands-on help to ensure safety and enable the child to continue to learn.
There tends to be a large improvement in performance in a short period of
time during the cognitive stage, particularly when the skill is repeated