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Abahnini NM, Abahnini K, Mkaouer B. Acute Effect of Video Feedback on Self-Regulation and Proprioceptive Control of Standing Back Tuck Somersault in the Absence of Vision. Motor Control 2024; 28:241-261. [PMID: 38460504 DOI: 10.1123/mc.2023-0046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2023] [Revised: 12/29/2023] [Accepted: 01/16/2024] [Indexed: 03/11/2024]
Abstract
The purpose of this study was to assess the immediate effect of video feedback on the regulation and control of the standing back tuck somersault in the absence of vision. Two groups of male parkour athletes performed the standing back tuck somersault under both open and closed eyes conditions. The first group received video feedback, while the second group received verbal feedback. Concurrent analysis, including kinetic data from a force plate (Kistler Quattro-Jump) and kinematic data in two-dimensional by Kinovea freeware, was employed for motion and technical performance analysis. The results indicate that the loss of vision during the standing back tuck somersault affected only the take-off and ungrouping angle, as well as the vertical velocity and displacement. These effects were consistent regardless of the type of feedback provided (i.e., video feedback or verbal feedback). Furthermore, a significant Vision × Feedback interaction was observed at the level of technical performance. This suggests that the use of video feedback enabled the parkour athletes to maintain a high level of technical performance both with and without vision (i.e., 13.56 vs. 13.00 points, respectively, p > .05 and d = 2.233). However, the verbal feedback group technical performance declined significantly under the no-vision condition compared with the vision condition (13.14 vs. 10.25 points, respectively, with and without vision, p < .001 and d = 2.382). We concluded that when the movement is proprioceptively controlled (i.e., without vision), the video feedback enables the athletes to globally assess the technical deficiencies arising from the lack of vision and to correct them. These findings are discussed based on parkour athletes' ability to evaluate the kinematic parameters of the movement.
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Affiliation(s)
- Nour Mohamed Abahnini
- High Institute of Sport and Physical Education of Sfax, Sfax University, Sfax, Tunisia
| | - Khemais Abahnini
- Department of Individual Sports, Higher Institute of Sport and Physical Education of Ksar Said, Manouba University, Manouba, Tunisia
| | - Bessem Mkaouer
- Department of Individual Sports, Higher Institute of Sport and Physical Education of Ksar Said, Manouba University, Manouba, Tunisia
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Marco-Ahulló A, Villarrasa-Sapiña I, Romero-Martínez J, Monfort-Torres G, Toca-Herrera JL, García-Massó X. Effect of Reduced Feedback Frequencies on Motor Learning in a Postural Control Task in Young Adults. SENSORS (BASEL, SWITZERLAND) 2024; 24:1404. [PMID: 38474940 DOI: 10.3390/s24051404] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Revised: 02/13/2024] [Accepted: 02/20/2024] [Indexed: 03/14/2024]
Abstract
The effects of the use of reduced feedback frequencies on motor learning remain controversial in the scientific literature. At present, there is still controversy about the guidance hypothesis, with some works supporting it and others contradicting it. To shed light on this topic, an experiment was conducted with four groups, each with different feedback frequencies (0%, 33%, 67%, and 100%), which were evaluated three times (pre-test, post-test, and retention) during a postural control task. In addition, we tested whether there was a transfer in performance to another similar task involving postural control. As a result, only the 67% feedback group showed an improvement in their task performance in the post-test and retention evaluations. Nevertheless, neither group showed differences in motor transfer performance compared to another postural control task. In conclusion, the findings of this paper corroborate the hypothesis of guidance and suggest that the use of a reduced frequency of 67% is a better option for improving motor learning than options that offer feedback at a lower frequency, at all trials or not at all.
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Affiliation(s)
- Adrià Marco-Ahulló
- Departamento de Neuropsicobiología, Metodología y Psicología Social, Universidad Católica de Valencia "San Vicente Mártir", 46001 València, Spain
| | | | - Jorge Romero-Martínez
- Departament de Didàctica de l'Educació Física, Artística i Música, Universitat de València, 46022 València, Spain
| | - Gonzalo Monfort-Torres
- Departament de Didàctica de l'Educació Física, Artística i Música, Universitat de València, 46022 València, Spain
- Unidad de Educación, Florida Universitaria, 46470 València, Spain
| | - Jose Luis Toca-Herrera
- Institute of Biophysics, Department of Nanobiotechnology, University of Natural Resources and Life Sciences, 1180 Vienna, Austria
| | - Xavier García-Massó
- Departament de Didàctica de l'Educació Física, Artística i Música, Universitat de València, 46022 València, Spain
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Barzyk P, Gruber M. Motor learning in golf-a systematic review. Front Sports Act Living 2024; 6:1324615. [PMID: 38419912 PMCID: PMC10899359 DOI: 10.3389/fspor.2024.1324615] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2023] [Accepted: 02/02/2024] [Indexed: 03/02/2024] Open
Abstract
Golf is a sport that consists of complex movement skills that need to be executed with utmost precision. Consequently, motor skill learning plays a crucial role in golf, and large numbers of studies address various methods of motor learning. In the present review, we give a systematic overview of randomized controlled trials (RCTs) on motor learning of golf-specific motor skills. Three electronic databases were searched for RCTs looking at the effect of at least one learning method on performance in a golf-specific motor task. We grouped the studies depending on the learning strategies "cognitive training", "practice scheduling", "augmented feedback", "implicit and explicit learning" and "focus of attention". Fifty-two RCTs met the eligibility criteria and were included in the systematic review. Superior methods within their respective strategies were an external focus of attention and increasing contextual interference, as well as errorless learning. For "cognitive training" and "augmented feedback", no single method can be considered the most favorable. The overall biggest limitations were the lack of statistical power for more than half of the RCTs, and the fact that most studies of the present review investigated simple putting tasks in novices only. Although we have shown superiority of specific learning methods, transferability of the recommendations that can be derived from simple golf tasks in novices to sport-specific tasks in advanced players still has to be demonstrated and require study designs with the intention to provide practical recommendations for coaches and athletes in the sport of golf.
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Affiliation(s)
| | - Markus Gruber
- Department of Sport Science, Human Performance Research Centre, University of Konstanz, Constance, Germany
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Welsby E, Hobbs D, Hordacre B, Ward E, Hillier S. Co-design for technology in paediatric therapy: Developing an augmented reality intervention for children with developmental coordination disorder. J Rehabil Assist Technol Eng 2024; 11:20556683241266780. [PMID: 39132468 PMCID: PMC11311161 DOI: 10.1177/20556683241266780] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2024] [Accepted: 06/21/2024] [Indexed: 08/13/2024] Open
Abstract
Background: Children with developmental coordination disorder (DCD) have difficulty learning and performing movements, often requiring increased feedback. Technology may be useful for delivering augmented feedback. Co-design methodology for developing therapeutic interventions has become popular in healthcare, including for technology in rehabilitation. However, there are limited guidelines on how to use co-design methodology in healthcare. Methods: We applied three key principles, (1) Understanding, (2) Exploring, and (3) Materialising, to inform a co-design process. End-user participants included paediatric clinicians, young learners, their caregivers, and the research team, who shared their expertise and lived experience to inform the creation of a novel system. Results: A team of end-users designed and developed an augmented reality intervention prototype for practicing motor skills aimed at children with DCD using a generative co-design process. From understanding the unmet needs, we explored and then materialised a series of games using bespoke technology solutions. Conclusion: The use of a co-design process was beneficial in engaging end-users as the experts of their experience in the creation of a novel augmented reality intervention prototype aimed for children with DCD. The co-design process was successful in facilitating a prototype that meets consumer needs, and ensured all end-user voices were heard.
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Affiliation(s)
- Ellana Welsby
- Allied Health & Human Performance, Innovation, IMPlementation and Clinical Translation (IIMPACT) in Health, University of South Australia, Adelaide, SA, Australia
| | - David Hobbs
- Allied Health & Human Performance, Innovation, IMPlementation and Clinical Translation (IIMPACT) in Health, University of South Australia, Adelaide, SA, Australia
- College of Science and Engineering, Medical Device Research Institute, Flinders University, Tonsley, Adelaide, SA, Australia
| | - Brenton Hordacre
- Allied Health & Human Performance, Innovation, IMPlementation and Clinical Translation (IIMPACT) in Health, University of South Australia, Adelaide, SA, Australia
| | - Emily Ward
- Allied Health & Human Performance, Innovation, IMPlementation and Clinical Translation (IIMPACT) in Health, University of South Australia, Adelaide, SA, Australia
| | - Susan Hillier
- Allied Health & Human Performance, Innovation, IMPlementation and Clinical Translation (IIMPACT) in Health, University of South Australia, Adelaide, SA, Australia
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Tannoubi A, Ouergui I, Srem-Sai M, Hagan JE, Quansah F, Azaiez F. Effectiveness of Video Modeling in Improving Technical Skills in Young Novice Basketball Players: A Quasi-Experimental Study. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10040687. [PMID: 37189936 DOI: 10.3390/children10040687] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Revised: 03/23/2023] [Accepted: 04/02/2023] [Indexed: 05/17/2023]
Abstract
(1) Objective: This is a quasi-experimental study that investigated the effect of four weeks of training sessions using video modeling (VM) on individual and collective technical skills in young novice basketball players. (2) Method: 20 players were equally assigned to either a control group (CG, n = 10; 12 ± 0.7 years) or a video modeling group (VMG, n = 10; 12.5 ± 0.5 years; visualizing videos before each session) were assessed before and after the four-week training period using the Basketball Skill Test of the American Alliance for Health, Physical Education, Recreation and Dance for individual techniques and three vs. three small-sided games for collective aspects. (3) Results: For the passing test, VMG induced higher performance than CG (p = 0.021; d = 0.87). For offensive balls post-intervention, higher values were recorded for VMG compared to CG (p = 0.003; d = 1.81). In addition, the number of attack balls index post-intervention was higher for VMG compared to CG (p = 0.001; d = 0.28). For losing the ball, VMG induced lower values than CG after the training intervention (p < 0.001; d = -3.23). The efficiency index was higher post-training compared to pre-training for VMG (p = 0.013; d = 1.24). (4) Conclusion: The study highlighted the importance of using video modeling as an effective strategy to improve technical skills and collective performance in novice young basketball players.
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Affiliation(s)
- Amayra Tannoubi
- High Institute of Sport and Physical Education of Kef, University of Jendouba, El Kef 7100, Tunisia
- Group for the Study of Development and Social Environment, Faculty of Human and Social Science of Sfax, Sfax 3000, Tunisia
| | - Ibrahim Ouergui
- High Institute of Sport and Physical Education of Kef, University of Jendouba, El Kef 7100, Tunisia
- Research Unit: Sports Science, Health and Movement, UR22JS01, University of Jendouba, El Kef 7100, Tunisia
| | - Medina Srem-Sai
- Department of Health, Physical Education, Recreation and Sports, University of Education, Winneba P.O. Box 25, Ghana
| | - John Elvis Hagan
- Department of Health, Physical Education and Recreation, University of Cape Coast, Cape Coast PMB TF0494, Ghana
- Neurocognition and Action-Biomechanics-Research Group, Faculty of Psychology and Sports Science, Bielefeld University, Postfach 10 01 31, 33501 Bielefeld, Germany
| | - Frank Quansah
- Department of Educational Foundations, University of Education, Winneba P.O. Box 25, Ghana
| | - Fairouz Azaiez
- Group for the Study of Development and Social Environment, Faculty of Human and Social Science of Sfax, Sfax 3000, Tunisia
- Department of Education, Higher Institute of Sport, and Physical Education of Gafsa, University of Gafsa, Gafsa 2100, Tunisia
- Postgraduate School of Public Health, Department of Health Sciences, University of Genoa, 16126 Genoa, Italy
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Perotti L, Stamm O, Mesletzky L, Vorwerg S, Fournelle M, Müller-Werdan U. Needs and Attitudes of Older Chronic Back Pain Patients towards a Wearable for Ultrasound Biofeedback during Stabilization Exercises: A Qualitative Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4927. [PMID: 36981835 PMCID: PMC10049307 DOI: 10.3390/ijerph20064927] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Revised: 03/03/2023] [Accepted: 03/05/2023] [Indexed: 06/18/2023]
Abstract
Chronic back pain has a high prevalence, especially in older adults, and seriously affects sufferers' quality of life. Segmental stabilization exercise (SSE) is often used during physiotherapy to enhance core stability. The execution of SSE requires the selective contraction of deep abdominal and back muscles. Motor learning can be supported using ultrasound imaging as visual biofeedback. ULTRAWEAR is a mobile ultrasound system that provides deep learning-based biofeedback on SSE execution, which is currently under development. We interviewed 15 older chronic back pain patients (CBPPs) to investigate their pain management behavior, experience with SSE, as well as their needs and requirements for ULTRAWEAR. We also gathered information about future-usage scenarios. CBPPs reported a high willingness to use the system as a feedback tool both in physiotherapeutic practices and at home. The automated detection and evaluation of muscle contraction states was highlighted as a major benefit of the system compared to the more subjective feedback provided by traditional methods such as palpation. The system to be developed was perceived as a helpful solution to support learning about SSE.
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Affiliation(s)
- Luis Perotti
- Department of Geriatrics and Medical Gerontology, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 13347 Berlin, Germany
| | - Oskar Stamm
- Department of Geriatrics and Medical Gerontology, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 13347 Berlin, Germany
| | - Lisa Mesletzky
- Department of Geriatrics and Medical Gerontology, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 13347 Berlin, Germany
| | - Susan Vorwerg
- Department of Geriatrics and Medical Gerontology, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 13347 Berlin, Germany
| | - Marc Fournelle
- Department of Ultrasound, Fraunhofer Institute for Biomedical Engineering, 66280 Sulzbach, Germany
| | - Ursula Müller-Werdan
- Department of Geriatrics and Medical Gerontology, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 13347 Berlin, Germany
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Han Y, Syed Ali SKB, Ji L. Feedback for Promoting Motor Skill Learning in Physical Education: A Trial Sequential Meta-Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:15361. [PMID: 36430079 PMCID: PMC9690366 DOI: 10.3390/ijerph192215361] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/17/2022] [Revised: 11/12/2022] [Accepted: 11/19/2022] [Indexed: 06/16/2023]
Abstract
Feedback can be used as an effective teaching method in physical education (PE) to promote students' learning of motor skills. However, there is no objective synthetic evidence to support the role of feedback in PE. Additionally, the effect of each feedback subtype on students' motor skill learning is still unclear. This study aimed to conduct a meta-analysis and trial sequential analysis (TSA) to evaluate the effects of feedback and feedback subtypes on students' motor skill learning. Nine databases were searched through September 2022 to identify appropriate literature. Meta-analysis was conducted using Review Manager 5.4 software and TSA was performed using TSA version 0.9.5.10 beta software. Fifteen studies were included. Feedback significantly improved students' motor skill learning in PE (SMD 0.47; 95% CI 0.01, 0.93; Z = 2.02; p = 0.04). The TSA confirmed the result of the meta-analysis. Sensitivity analyses showed that the subtypes of feedback, including visual feedback, visual combined verbal feedback, visual self-model, visual expert model, corrective feedback, and teacher-regulated feedback, significantly improved students' learning of motor skills. In contrast, verbal, evaluative, and informational feedback did not produce changes in motor skill learning. Both complex and simple motor skills were improved by feedback. The use of feedback in PE benefits motor skill learning, regardless of whether the motor skills are complex or simple.
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Affiliation(s)
- Yankun Han
- Faculty of Education, University of Malaya, Kuala Lumpur 50603, Malaysia
| | | | - Lifu Ji
- College of Physical Education, Jilin Normal University, Siping 136000, China
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Han Y, Syed Ali SKB, Ji L. Use of Observational Learning to Promote Motor Skill Learning in Physical Education: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:10109. [PMID: 36011744 PMCID: PMC9407861 DOI: 10.3390/ijerph191610109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/10/2022] [Revised: 08/13/2022] [Accepted: 08/14/2022] [Indexed: 06/15/2023]
Abstract
Observational learning is an effective pedagogical approach that can influence students' motor skill development at every level of physical education (PE). This study aimed to systematically summarize the evidence on observational learning for motor skill learning in PE and to generalize the evidence on the effect of model formats and verbal cues during observational learning. An electronic search of eight databases was conducted. Eighteen studies were included and their methodological quality was assessed using the Physiotherapy Evidence Database Scale. Best evidence synthesis (BES) was used to assess levels of evidence. Strong evidence supported the effect of observational learning on students' motor skill learning compared to students who did not participate in observational learning. Moderate evidence suggested that there is no significant difference in the effectiveness of observing an expert model compared to a self-model. Conflicting evidence was identified for the effect of the presence of verbal cues compared to the absence of verbal cues during observational learning. The results suggest that observational learning is useful for students' motor skill learning in PE. Given the influences of potential factors, we recommend that future studies investigate how observational learning interacts with verbal cues on students' motor skill learning.
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Affiliation(s)
- Yankun Han
- Faculty of Education, University of Malaya, Kuala Lumpur 50603, Malaysia
| | | | - Lifu Ji
- Faculty of Sport and Science, Hoseo University, Asan 31066, Korea
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