Table A2.

General guidelines for the qualitative functional and functional approaches.

Motor Learning Principle	Description
Structure	The therapeutic program had a clear structure with a top-down system: five domains, prerequisites, and exercises.
Repetition	Six individual sessions for each domain were incorporated into the program. Individual logbooks ensured the repetition of the exercises.
Progression	The exercises were progressively graded toward increasing the participants’ capacities. Individual logbooks ensured shaping.
Motivation	Motivation was an important factor during the assessments and therapy. Fun was a key feature and was achieved through rewards, group sessions, attractive leisure moments, and the overarching circus theme.
Individual adjustments	Individual goals were based on baseline assessments. Each participant had their own logbook to ensure the continuity of the therapy.
Therapists guide the execution	The child was considered an active actor seeking problem-solving strategies guided by the therapist.
Focus on function	Functional activities took precedence during at least 70% of the therapeutic sessions.