Effectiveness of knowledge of result and knowledge of performance in the learning of a skilled motor activity by healthy young adults

Effects of Ankle Compression Garments on Fatigue and Single-Leg Balance in Collegiate Basketball Players

Basketball players are prone to ankle injuries. It is unclear if wearing ankle compression garments (CGs) can enhance balance control and time to fatigue in those athletes. The purpose of this study was to examine the impact of ankle CGs on both time to fatigue and single-leg balance. Sixteen Division II (D2) collegiate basketball players participated in the study. The Cumberland Ankle Instability Tool (CAIT) was used to assess ankle stability. Fatigue was induced through deficit heel raises, and single-leg balance was assessed with the Athletic Single Leg Stability Test (ASLST) of the Biodex Balance System. Ten out of 16 (62.5%) basketball players were classified as having chronic ankle instability (CAI). Wearing CGs did not significantly prolong the time to fatigue (P = .774), and participants with CAI and without CAI had a similar time to fatigue (P = .958). In addition, wearing CGs significantly worsened single-leg balance before fatigue (P = .021), but enhanced balance control after fatigue (P = .027). Results indicate a strong prevalence of CAI in collegiate basketball players, and wearing CGs may not be able to enhance single-leg balance before fatigue. Although participants who wore CGs did not significantly increase their time to fatigue, their single-leg balance significantly improved after fatigue. This finding suggests wearing ankle CGs may have the potential to remediate the impact of fatigue on balance control. Future studies with a larger sample size are needed to further examine the impact of wearing ankle CGs on fatigue and single-leg balance.

Evaluating the influence of feedback on motor skill learning and motor performance for children with developmental coordination disorder: a systematic review

Introduction

Children with developmental coordination disorder (DCD) have difficulties with learning and performing physical tasks. It is well known that task-specific practice is effective in improving motor skills. Additional feedback during practice may function as a quality improvement mechanism and therefore enhance motor skill outcomes.

Aims

To investigate the effect of different forms of feedback on motor learning and motor performance in children with DCD.

Methods

A systematic review was conducted (registration CRD42020175118) to investigate the effectiveness of different types of feedback, compared to other forms of feedback, or no additional feedback, on motor learning and motor performance outcomes in children with DCD. The search was run across six electronic databases (last search January 2024). Two reviewers independently screened studies for inclusion, assessed the quality of included studies, and extracted relevant data. A narrative synthesis was performed and included studies that assessed motor learning and/or performance outcomes following an intervention that delivered a specific form of feedback in comparison to another form of feedback or no specific feedback.

Results

14 articles from 13 trials were included in this review. Feedback was delivered by providing various forms of feedback, including: knowledge of results, focus of attention and augmented feedback delivered via technology. No significant differences were found between different forms of feedback for motor learning or performance outcomes for children with DCD. Interventions that used technology (with augmented feedback) to deliver the intervention were found to be as effective as traditional therapy. All groups who participated in therapy, regardless of the presence or type of feedback received, improved in overall scores on a motor performance outcome assessment.

Conclusion

Despite the clear rationale for using feedback-oriented interventions for children with DCD, there is surprisingly limited and low-quality research. There is no clear evidence that one form of feedback is more effective than another, although it appears that feedback delivered via technology may be as effective as feedback delivered in traditional therapy interventions for children with DCD. Further exploration is required from appropriately powered and well-designed trials.

Systematic Review Registration

https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=175118, identifier (CRD42020175118).

Evaluation of different feedback designs for target guidance in human controlled robotic cranes: A comparison between high and low performance groups

Labour shortages and costly operator training are driving the need for digital on-board robotic crane operator support in forestry and construction. This simulator study investigated the effects of sonification (auditory, pitch/loudness) and continuous visual (brightness/size) feedback on aiming movements with a robotic crane for low and high performers. The feedback was designed non-linear and linear. Thirty-six participants controlled a robotic crane bimanually using joysticks across 320 movements. Performance and skill indicators (movement time, accuracy, trajectory, smoothness) as well as satisfaction, and usefulness were assessed. Low-performing participants showed higher movement accuracy, particularly with non-linear pitch feedback compared to visual feedback. High performers exhibited no significant performance improvement in movement time, accuracy, or smoothness. There was no effect of linear or non-linear mapping of the feedback. Additionally, perceived satisfaction was lower with auditory than visual feedback. These results suggest that real-time auditory feedback can enhance operator accuracy whereas acceptance remains challenging.

Simulated operant reflex conditioning environment reveals effects of feedback parameters

Operant conditioning of neural activation has been researched for decades in humans and animals. Many theories suggest two parallel learning processes, implicit and explicit. The degree to which feedback affects these processes individually remains to be fully understood and may contribute to a large percentage of non-learners. Our goal is to determine the explicit decision-making processes in response to feedback representing an operant conditioning environment. We developed a simulated operant conditioning environment based on a feedback model of spinal reflex excitability, one of the simplest forms of neural operant conditioning. We isolated the perception of the feedback signal from self-regulation of an explicit unskilled visuomotor task, enabling us to quantitatively examine feedback strategy. Our hypothesis was that feedback type, biological variability, and reward threshold affect operant conditioning performance and operant strategy. Healthy individuals (N = 41) were instructed to play a web application game using keyboard inputs to rotate a virtual knob representative of an operant strategy. The goal was to align the knob with a hidden target. Participants were asked to "down-condition" the amplitude of the virtual feedback signal, which was achieved by placing the knob as close as possible to the hidden target. We varied feedback type (knowledge of performance, knowledge of results), biological variability (low, high), and reward threshold (easy, moderate, difficult) in a factorial design. Parameters were extracted from real operant conditioning data. Our main outcomes were the feedback signal amplitude (performance) and the mean change in dial position (operant strategy). We observed that performance was modulated by variability, while operant strategy was modulated by feedback type. These results show complex relations between fundamental feedback parameters and provide the principles for optimizing neural operant conditioning for non-responders.

Motor-cognitive exercise with variability of practice and feedback improves functional ability and cognition in older individuals

BACKGROUND

Motor-cognitive dual-task training seems the most favorable form of exercise for functional and cognitive improvements in older individuals.  The optimal exercise regime is still uncertain, and the potential benefits of qualitative parameters of exercise prescription such as feedback provision and practice variability are mostly unknown.

AIMS

To verify the effects of a motor-cognitive dual-task training with feedback provision and variability of practice for improving functional ability and cognition in older individuals.

METHODS

Thirty individuals (3 men) aged over 65 years were tested on walking speed, static and dynamic balance, lower limb strength, and cognition before and after a 5-week motor-cognitive intervention. Training consisted of twice weekly, 30 min gross-motor coordination exercises with variable practice conditions combined with stimulus-response cognitive tasks generated by an interactive device. Participants were divided into an experimental group and a control group, respectively receiving and nonreceiving feedback during training. A 2 × 2 ANOVA was used to verify the effects of training.

RESULTS

Both groups improved static and dynamic balance (p < 0.05), walking speeds (p < 0.05), lower limb strength (p < 0.05) and cognitive functions with greater gains observed in the experimental group (p < 0.01).

DISCUSSION

Variability of practice applied to motor-cognitive dual-task training is effective for improving, in only 5 weeks, functional ability and cognitive processing in older individuals. These changes were possibly afforded through motor and cognitive enhancement induced by exercise complexity. Provision of feedback seems to particularly benefit cognitive functions.

CONCLUSIONS

Brief motor-cognitive dual-task training using practice variability and feedback seems effective for counteracting the age-related cognitive and functional decline.

Comparing Feedback Techniques in Bilobe Flap Simulation Using 3D-Printed Facial Models

Objective

To compare live versus delayed feedback on trainee performance of bilobe flaps using 3-dimensional (3D)-printed facial simulators and determine whether these effects are sustained on repeat performance.

Study Design

Cohort study.

Setting

University of Arkansas for Medical Sciences.

Methods

3D-printed facial models with a nasal ala defect were provided to 18 subjects. Subjects were stratified and randomized based on their training level into 1 of 3 groups corresponding to live feedback (Group 1), delayed feedback (Group 2), and no feedback (Group 3). Subjects performed a bilobe flap following a structured lecture. Four weeks later, subjects independently repeated the exercise on the contralateral ala. Likert surveys were used to assess subjective parameters. Objective grading was performed by a plastic surgeon, which included a point system and score for the overall appearance.

Results

Following exercise 1, Group 1 reported a significant improvement in knowledge (P < .001), which was sustained after exercise 2 (P < .001); Group 2 reported a significant improvement after exercise 1 (P = .03) but was not sustained (P = .435). After the second exercise, Group 1 and Group 2 improved their confidence in bilobed repair (P = .001 and P = .003, respectively), but this was greater for Group 1. Group 1 showed a significant improvement in their design time following exercise 2 (P = .007). There were no significant differences between groups on total time for repair, total score, and appearance.

Conclusion

3D-printed models are valuable in teaching the bilobe flap for nasal defects, with live feedback providing the greatest level of improvement in self-reported knowledge and confidence.

Defining the Nature of Augmented Feedback for Learning Intraosseous Access Skills in Simulation-Based Health Professions Education

In the field of health professions education, acquiring technical skills involves three stages: 1) receiving instructions, 2) engaging in practice, and 3) receiving feedback. Simulation serves as a valuable tool that encompasses all three stages, enhancing the effectiveness of health professions education. This work focuses on feedback, which can be categorized as intrinsic (perceived by the learner through their senses) or augmented (provided by an external perspective). Augmented feedback can take the form of knowledge of results (information regarding the outcome) or knowledge of performance (information about the actions leading to the outcome). The overall objective of this work was to evaluate the perceived efficacy of these types of feedback in learning technical skills using a simulation, specifically an intraosseous access simulator, among advanced care paramedics. The primary focus of this article and the initial step towards achieving the aforementioned objective of this work was to determine the possible knowledge of results and knowledge of performance that paramedic facilitators could offer to advanced care paramedics during the use of an existing intraosseous access simulator. This research was conducted following the design-based research framework, employing a combination of design thinking and Delphi methods to generate a comprehensive list of augmented feedback, in both the form of knowledge of results and knowledge of performance, that can be provided to advanced care paramedics while learning intraosseous access skills through a simulator. The design thinking session was carried out to generate an initial inventory of augmented feedback, which was then refined through two rounds of Delphi consensus-building with paramedic experts. This process resulted in an eight-step list of feedback for knowledge of results and knowledge of performance that can be delivered to advanced care paramedics by paramedic facilitators using an intraosseous access simulator.

Sensor-based augmented visual feedback for coordination training in healthy adults: a scoping review

Introduction

Recent advances in sensor technology demonstrate the potential to enhance training regimes with sensor-based augmented visual feedback training systems for complex movement tasks in sports. Sensorimotor learning requires feedback that guides the learning process towards an optimal solution for the task to be learned, while considering relevant aspects of the individual control system-a process that can be summarized as learning or improving coordination. Sensorimotor learning can be fostered significantly by coaches or therapists providing additional external feedback, which can be incorporated very effectively into the sensorimotor learning process when chosen carefully and administered well. Sensor technology can complement existing measures and therefore improve the feedback provided by the coach or therapist. Ultimately, this sensor technology constitutes a means for autonomous training by giving augmented feedback based on physiological, kinetic, or kinematic data, both in real-time and after training. This requires that the key aspects of feedback administration that prevent excessive guidance can also be successfully automated and incorporated into such electronic devices.

Methods

After setting the stage from a computational perspective on motor control and learning, we provided a scoping review of the findings on sensor-based augmented visual feedback in complex sensorimotor tasks occurring in sports-related settings. To increase homogeneity and comparability of the results, we excluded studies focusing on modalities other than visual feedback and employed strict inclusion criteria regarding movement task complexity and health status of participants.

Results

We reviewed 26 studies that investigated visual feedback in training regimes involving healthy adults aged 18-65. We extracted relevant data regarding the chosen feedback and intervention designs, measured outcomes, and summarized recommendations from the literature.

Discussion

Based on these findings and the theoretical background on motor learning, we compiled a set of considerations and recommendations for the development and evaluation of future sensor-based augmented feedback systems in the interim. However, high heterogeneity and high risk of bias prevent a meaningful statistical synthesis for an evidence-based feedback design guidance. Stronger study design and reporting guidelines are necessary for future research in the context of complex skill acquisition.

OPERANT REFLEX CONDITIONING SIMULATION ENVIRONMENT REVEALS EFFECTS OF FEEDBACK PARAMETERS

Operant conditioning of neural activation has been researched for decades in humans and animals. Many theories suggest two parallel learning processes, implicit and explicit. The degree to which feedback affects these processes individually remains to be fully understood and may contribute to a large percentage of non-learners. Our goal is to determine the explicit decision-making processes in response to feedback representing an operant conditioning environment. We developed a simulated operant conditioning environment based on a feedback model of spinal reflex excitability, one of the simplest forms of neural operant conditioning. We isolated the perception of the feedback signal from self-regulation of an explicit unskilled visuomotor task, enabling us to quantitatively examine feedback strategy. Our hypothesis was that feedback type, signal quality and success threshold affect operant conditioning performance and operant strategy. Healthy individuals (N = 41) were instructed to play a web application game using keyboard inputs to rotate a virtual knob representative of an operant strategy. The goal was to align the knob with a hidden target. Participants were asked to "down-condition" the amplitude of the virtual feedback signal, which was achieved by placing the knob as close as possible to the hidden target. We varied feedback type (knowledge of performance, knowledge of results), success threshold (easy, moderate, difficult), and biological variability (low, high) in a factorial design. Parameters were extracted from real operant conditioning data. Our main outcomes were the feedback signal amplitude (performance) and the mean change in dial position (operant strategy). We observed that performance was modulated by variability, while operant strategy was modulated by feedback type. These results show complex relations between fundamental feedback parameters and provide the principles for optimizing neural operant conditioning for non-responders.

The Role of Collaborative Observational Practice and Feedback-Discourse to Promote Remote Acquisition of Technical Surgical Skills

INTRODUCTION

Acquisition of technical skills remotely in a decentralized model requires an efficacious way of providing feedback. The primary objective was to test the efficacy of various forms of feedback on the acquisition of surgical skills by medical students.

METHODS

Forty volunteers were randomized to four experimental groups, differing from the nature of feedback (free text versus structured) and who provided the feedback (expert versus peer learners). They had to perform sutures and upload attempts on a learning management system to receive interactive feedback. The pretest and retention test performances were assessed.

RESULTS

All groups significantly improved from pretests to retention tests; however, participants using checklist showed statistically lower improvements than the other groups, which did not differ from each other.

CONCLUSIONS

Remote learners can acquire surgical skills, and most importantly, peers who provide feedback, are as effective as experts if they use open-ended comments and not checklists.

Strong evidence for ideomotor theory: Unwilled manifestation of the conceptual attribute in movement control

Scientific understanding of how the mind generates bodily actions remains opaque. In the early 19th century, the ideomotor theory proposed that humans generate voluntary actions by imagining the sensory consequence of those actions, implying that the idea of an action’s consequence mediates between the intention to act and motor control. Despite its long history and theoretical importance, existing empirical evidence for the ideomotor theory is not strong enough to rule out alternative hypotheses. In this study, we devised a categorization-action task to evaluate ideomotor theory by testing whether an idea, distinguished from a stimulus, can modulate task-irrelevant movements. In Experiment 1, participants categorized a stimulus duration as long or short by pressing an assigned key. The results show that participants pressed the key longer when categorizing the stimulus as long than they did when characterizing it as short. In Experiment 2, we showed that the keypressing durations were not modulated by the decision category when the property of the decision category, the brightness of a stimulus, was not easily transferable to the action. In summary, our results suggest that while the perceived stimulus features have a marginal effect on response duration linearly, the decision category is the main factor affecting the response duration. Our results indicate that an abstract category attribute can strongly modulate action execution, constraining theoretical conjectures about the ideomotor account of how people voluntarily generate action.

Can Virtual Reality Cognitive Rehabilitation Improve Executive Functioning and Coping Strategies in Traumatic Brain Injury? A Pilot Study

Executive dysfunction is among the most common and disabling facets of cognitive impairment following traumatic brain injury (TBI), and may include deficits in reasoning, planning, mental flexibility, some aspects of attention and orientation, awareness and behavior. Rehabilitation programs based on cognitive-behavioral approaches to retrain planning and problem-solving and other executive deficits may improve such cognitive dysfunction. The purpose of this study is to investigate the effects of non-immersive virtual reality-based training to improve executive abilities and to reduce anxiety and depression symptoms in patients with TBI. Twenty patients with moderate to severe TBI were enrolled at our Neurorehabilitation Unit and divided to receive either the standard cognitive training or the virtual reality (VR) based cognitive training using the virtual reality rehabilitation system (VRRS-Evo). Each group received the same amount of rehabilitative training, including ROT (Reality Orientation Therapy) and Executive Training (ET), but using a different approach, i.e., a paper and pencil and an advanced approach. All patients were evaluated with a specific psychometric battery before (T0) and after the end (T1) of each program. Comparing pre- and post- treatment scores, in the VR-CT group, we found statistically significant differences in all administered outcome measures for cognitive and executive functioning, i.e., MoCA (p < 0.005), FAB (p < 0.005), TMT-A (p < 0.005), TMT-B (p < 0.005), TMT-BA (p < 0.001), and mood, i.e., HRS-D (p < 0.008). In the Conventional cognitive training (C-CT) group, we found a significant improvement only in MoCA (p < 0.03), FAB (p < 0.02) and in TMT-BA (p < 0.01). Coping strategies also improved, with better results in the VR-CT group. Our results suggest that VR rehabilitation, using the VRRS system, may be a valuable and motivational approach to improve visuo-executive abilities and coping strategies as well as mood in chronic TBI patients.

Does Non-Immersive Virtual Reality Improve Attention Processes in Severe Traumatic Brain Injury? Encouraging Data from a Pilot Study

Traumatic brain injury (TBI) is a sudden injury that causes damage to the brain. Rehabilitation therapies include specific training, such as attention process training (APT) programs using either standard or innovative approaches. The aim of this study is to evaluate the effects of a non-immersive virtual reality-based attention training to stimulate attention processes and mood in TBI patients. Thirty subjects with TBI were enrolled at the Neurorehabilitation Unit of the IRCCS Neurolesi Center and divided into either the Conventional Attention Process Training Group (C_APT: n = 15) or the Virtual-Based Attention Processes Training Group (VB_APT: n = 15), treated with the Virtual Reality Rehabilitation System (VRRS-Evo). All of the patients were evaluated with a specific psychometric battery before (T0) and after the end (T1) of each program. We found statistically significant differences between the two groups, in particular concerning global cognitive status (p < 0.02), attention processes (p < 0.03), depression symptoms (p < 0.04) and visual attention (p < 0.01). Experimental intragroup analysis showed great statistical significances in all psychometric tests, i.e., the Montreal Cognitive Assessment (p < 0.0006), Attention Matrices (p < 0.0007), the Hamilton Rating Scale-Depression (p < 0.004), the Trail Making Test-A (p < 0.0007), the Trail Making Test-B (p < 0.0007), and the Trail Making test-BA (p < 0.007). Our results suggest that non-immersive virtual reality may be a useful and effective approach for the attention processes recovery and mood of TBI patients, leading to better cognitive and behavioral outcomes.

A conceptual model for clinical psychomotor skill development in an era of simulated and virtual reality

Psychomotor skill development is central to a beginner practitioner's learning pathway. Curriculum constraints around time, access to facilities and resources in health professions education have prompted the growth in alternative approaches to clinical skill development in both simulation and direct patient care. Among these is the increased incorporation of virtual reality (VR) systems with haptic feedback alongside traditional, solid simulations. Given the rapid growth in the adoption of technological affordances to support skill development, it is cogent to pause and examine whether the underpinning concepts regarding psychomotor skill development that have driven much of the approaches to teach clinical skill acquisition in dentistry remain fit-for-purpose. This conceptual paper proposes a new taxonomy for clinical simulation psychomotor skill development in the era of increasing variety of simulation modalities.

Benefits of applying virtual reality in pelvic movement training through a Wii Fit: a randomized controlled trial

BACKGROUND

Pelvic movement training has become compulsory for part of medical students. An increasing amount of research has focused on the influence of virtual reality (VR) on learning effectiveness. However, its application to pelvic floor muscles or pelvic movement training is still in its infancy. We compared the effectiveness of conventional pelvic movement training with or without VR-assisted pelvic movement training for student learning.

METHODS

We recruited 44 university students (16 male and 28 female participants; average age = 19.7 ± 0.31 years) who had not previously received pelvic movement education or training. The participants were randomly assigned into traditional and experimental groups to acquire pelvic movements and relevant knowledge. The traditional group received conventional classes (about 15 min), whereas the experimental group received both conventional classes and VR-assisted teaching (additional VR session took approximately 25-45 min depending on the speed of movement of each participant). The participants were asked to control the trajectory of the centre of pressure on the Wii Fit balance board and build-in games to learn pelvic movements. We conducted evaluations before, immediately after, and 2 weeks after the experiment, based on the scores of written and practical examinations. The experimental group was also asked to complete a questionnaire during the posttest.

RESULTS

We carried out two-way repeated measures ANOVA and discovered that the written examination scores indicated a significant Time × Group interaction (p=0.015). In each group, the written and practical examinations in the posttest and follow-up test exhibited significantly improved results compared with the baseline value (p <0.001, except for traditional group of written exam in follow up test vs. baseline p=0.001). The written examination in the follow-up test did not decline significantly compared with those in the posttest, but the practical examination in the follow-up test was decline significantly compared with those in the posttest (p=0.033). The experimental group had superior overall performance in the practical examinations than the traditional group (experimental group: mean = 76.27, 95% confidence level [CI] = 70.84-81.71; traditional group: mean = 64.21, 95% CI = 58.78-69.65). No significant difference in the written examination between two groups. The percentage for agreement ratio on the usefulness, ease of use, users' intention to continue using the VR-assisted teaching is high (95.5-100%).

CONCLUSIONS

The results of this study suggested that conventional and conventional + VR teaching were both effective. However, the incorporation of VR stimulated learning motivation and facilitated precise performance of pelvic movements. It is recommended that pelvic floor muscles training could be supplemented with VR or games to increase students' motivation and understanding how to perform pelvic movements.

Virtual reality (VR) as a simulation modality for technical skills acquisition

Efforts continue to facilitate surgical skills training and provide accessible and safe training opportunities. Educational technology has played an essential role in minimizing the challenges facing traditional surgical training and providing feasible training opportunities. Simulation and virtual reality (VR) offer an important innovative training approach to enhance and supplement both technical and non-technical skills acquisition and overcome the many training challenges facing surgical training programs. To maximize the effectiveness of simulation modalities, an in-depth understanding of the cognitive learning theory is necessary. Knowing the stages and mental processes of skills acquisition when integrated with simulation applications can help trainees achieve maximal learning outcomes. This article aims to review important literature related to VR effectiveness and discuss the leading theories of technical skills acquisition related to VR simulation technologies.

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VR simulation offers an innovative training approach to supplement both technical and non-technical skills acquisition.

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VR simulation with haptic feedback is a promising modality for safe, repetitive, and learner-oriented operative training.

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VR simulation facilitates deliberate practice with built-in auto feedback to address limited staff resources.

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To maximize the effectiveness of simulation, an in-depth understanding of the cognitive learning theory is necessary.

Effects of Different Forms of Extrinsic Feedback on the Accuracy of Force Production and to Differentiate this Force in the Simple Cyclic Movements of the Upper and Lower Limb

Background: This study aimed to assess the accuracy of force production by the limbs and to identify the ability to differentiate this force during a progressively increasing value, in response to different types of extrinsic feedback.

Material and methods: The study involved nineteen healthy and physically active boys and girls aged 12.82±0.34 years, body height 157.05±9.02 cm, and body mass 44.89±7.89 kg. The tasks were to perform a series of right and left upper limb pulls and pushes with increasing force using the levers of the kinesthesiometer and a series of lower limb presses on the pedal of the kinesthesiometer. The tasks were completed in three feedback conditions: no feedback, sound feedback, verbal feedback, and the retention test was used. To assess the level of accuracy of force production, the novel index of force production accuracy (FPAIndex) was used.

Results: The outcomes expressing the value of FPAIndex on the point scale indicated that the highest level of kinesthetic differentiation was observed when no feedback was provided (1.17 points), and the lowest kinesthetic differentiation was recorded when verbal feedback was provided (3.33 points). However, they were devoid of statistical value. The repeated-measures analysis of variance ANOVA with the Tukey post-hoc test (HSD) indicated a significant lowest (p=0.0402) level of accuracy of FPA (x̄ 36.12±18.29 [N]) only for the act of left lower limb press (LL PRESS) in the retention test, while no feedback was provided to the subjects.

Conclusions: The results of this study showed that verbal and sound extrinsic feedback did not affect the accuracy of force production by the upper and lower limbs and the ability to differentiate this force in simple movements among children.

Measuring Movement Quality of the Stroke-Impaired Upper Extremity with a Wearable Sensor: Toward a Smoothness Metric for Home Rehabilitation Exercise Programs

Remote patient monitoring systems show promise for assisting stroke patients in home exercise programs. While these systems typically measure exercise repetitions in order to monitor compliance, a key goal of therapists is to also monitor movement quality. Here we develop a measure of movement quality - Peak Intensity - that is a measure of movement smoothness that is implementable with a wrist-worn inertial measurement unit (IMU) in the context of performing repetitions of an upper extremity exercise. To calculate Peak Intensity, we assume we have an accurate count of the number of exercise repetitions in an exercise set, then calculate Peak Intensity as the total number of movement peaks from the continuous stream of IMU data generated across the set, divided by the number of repetitions. Using wrist-worn IMU measurements from 19 participants with chronic stroke performing a sample exercise in which they picked up and moved blocks across a divider (i.e. the Box and Blocks Test) we show that Peak Intensity is moderately correlated with a widely used measure of movement quality, the Quality of Movement score of the Motor Activity Log. Peak Intensity is also strongly correlated with a measure of hand function (the BBT score itself), but is more sensitive at greater levels of impairment. Finally, we show Peak Intensity can be validly derived from either wrist acceleration or angular velocity. These results suggest Peak Intensity could serve as an indicator of movement exercise quality for therapists monitoring home rehabilitation, and, potentially, as a means to provide augmented feedback to patients about their exercise quality.

Versatile GCH Control Software for Correction of Loads Applied to Forearm Crutches During Gait Recovery Through Technological Feedback: Development and Implementation Study

Background

Measuring weight bearing is an essential aspect of clinical care for lower limb injuries such as sprains or meniscopathy surgeries. This care often involves the use of forearm crutches for partial loads progressing to full loads. Therefore, feasible methods of load monitoring for daily clinical use are needed.

Objective

The main objective of this study was to design an innovative multifunctional desktop load-measuring software that complements GCH System 2.0–instrumented forearm crutches and monitors the applied loads, displaying real-time graphical and numerical information, and enabling the correction of inaccuracies through feedback technology during assisted gait. The secondary objective was to perform a preliminary implementation trial.

Methods

The software was designed for indoor use (clinics/laboratories). This software translates the crutch sensor signal in millivolts into force units, records and analyzes data (10-80 Hz), and provides real-time effective curves of the loads exerted on crutches. It covers numerous types of extrinsic feedback, including visual, acoustic (verbal/beeps), concurrent, terminal, and descriptive feedback, and includes a clinical and research use database. An observational descriptive pilot study was performed with 10 healthy subjects experienced in bilateral assisted gait. The Wilcoxon matched-pairs signed-rank test was used to evaluate the load accuracy evolution of each subject (ie, changes in the loads exerted on crutches for each support) among various walks, which was interpreted at the 95% confidence level.

Results

GCH Control Software was developed as a multifunctional desktop tool complementing GCH System 2.0–instrumented forearm crutches. The pilot implementation of the feedback mechanism observed 96/100 load errors at baseline (walk 0, no feedback) with 7/10 subjects exhibiting crutch overloading. Errors ranged from 61.09% to 203.98%, demonstrating heterogeneity. The double-bar feedback found 54/100 errors in walk 1, 28/100 in walk 2, and 14/100 in walk 3. The first walk with double-bar feedback (walk 1) began with errors similar to the baseline walk, generally followed by attempts at correction. The Wilcoxon matched-pairs signed-rank test used to evaluate each subject’s progress showed that all participants steadily improved the accuracy of the loads applied to the crutches. In particular, Subject 9 required extra feedback with two single-bar walks to focus on the total load. The participants also corrected the load balance between crutches and fluency errors. Three subjects made one error of load balance and one subject made six fluctuation errors during the three double-bar walks. The latter subject performed additional feedback with two balance-bar walks to focus on the load balance.

Conclusions

GCH Control Software proved to be useful for monitoring the loads exerted on forearm crutches, providing a variety of feedback for correcting load accuracy, load balance between crutches, and fluency. The findings of the complementary implementation were satisfactory, although clinical trials with larger samples are needed to assess the efficacy of the different feedback mechanisms and to select the best alternatives in each case.

Tactowel: A Subtle Sports Performance Display for Giving Real-Time Performance Feedback in Tennis

Sports technology enhances athletes' performance by providing feedback. However, interaction techniques of current devices may overwhelm athletes with excessive information or distract them from their performance. Despite previous research, design knowledge on how to interact with these devices to prevent such occasions are scarce. To address this gap, we introduce subtle displays as real-time sports performance feedback output devices that unobtrusively present low-resolution information. In this paper, we conceptualize and apply subtle displays to tennis by designing Tactowel, a texture changing sports towel. We evaluate Tactowel through a remote user study with 8 professional tennis players, in which they experience, compare and discuss Tactowel. Our results suggest subtle displays could prevent overwhelming and distracting athletes through three distinct design strategies: (1) Restricting the use excluding duration of performance, (2) using the available routines and interactions, and (3) giving an overall abstraction through tangible interaction. We discuss these results to present design implications and future considerations for designing subtle displays.

Repurposing an EMG Biofeedback Device for Gait Rehabilitation: Development, Validity and Reliability

Gait impairment often limits physical activity and negatively impacts quality of life. EMG-Biofeedback (EMG-BFB), one of the more effective interventions for improving gait impairment, has been limited to laboratory use due to system costs and technical requirements, and has therefore not been tested on a larger scale. In our research, we aimed to develop and validate a cost-effective, commercially available EMG-BFB device for home- and community-based use. We began by repurposing mTrigger® (mTrigger LLC, Newark, DE, USA), a cost-effective, portable EMG-BFB device, for gait application. This included developing features in the cellphone app such as step feedback, success rate, muscle activity calibration, and cloud integration. Next, we tested the validity and reliability of the mTrigger device in healthy adults by comparing it to a laboratory-grade EMG system. While wearing both devices, 32 adults walked overground and on a treadmill at four speeds (0.3, 0.6, 0.9, and 1.2 m/s). Statistical analysis revealed good to excellent test-retest reliability (r > 0.89) and good to excellent agreement in the detection of steps (ICC > 0.85) at all speeds between two systems for treadmill walking. Our results indicated that mTrigger compared favorably to a laboratory-grade EMG system in the ability to assess muscular activity and to provide biofeedback during walking in healthy adults.

Impaired motor control after sport-related concussion could increase risk for musculoskeletal injury: Implications for clinical management and rehabilitation

This review presents a conceptual framework and supporting evidence that links impaired motor control after sport-related concussion (SRC) to increased risk for musculoskeletal injury. Multiple studies have found that athletes who are post-SRC have higher risk for musculoskeletal injury compared to their counterparts. A small body of research suggests that impairments in motor control are associated with musculoskeletal injury risk. Motor control involves the perception and processing of sensory information and subsequent coordination of motor output within the central nervous system to perform a motor task. Motor control is inclusive of motor planning and motor learning. If sensory information is not accurately perceived or there is interference with sensory information processing and cognition, motor function will be altered, and an athlete may become vulnerable to injury during sport participation. Athletes with SRC show neuroanatomic and neurophysiological changes relevant to motor control even after meeting return to sport criteria, including a normal neurological examination, resolution of symptoms, and return to baseline function on traditional concussion testing. In conjunction, altered motor function is demonstrated after SRC in muscle activation and force production, movement patterns, balance/postural stability, and motor task performance, especially performance of a motor task paired with a cognitive task (i.e., dual-task condition). The clinical implications of this conceptual framework include a need to intentionally address motor control impairments after SRC to mitigate musculoskeletal injury risk and to monitor motor control as the athlete progresses through the return to sport continuum.

A Comparative Study on the Effect of Task Specific Training on Right Versus Left Chronic Stroke Patients

Functional impairment of the upper limb (UL) after stroke is a great problem. Finding methods that can improve UL function after stroke is a major concern to all medical service providers. This study was intended to compare the effect of upper limb task specific training (TST) on brain excitability of the affected hemisphere and motor function improvements in patients with left and right stroke. Forty male patients with mild impairment of UL functions were divided into two equal groups; G1 consisted of patients with left hemisphere affection (right side stroke) while G2 consisted of patients with right hemisphere affection (left side stroke). All patients received TST for the affected UL for one hour, three sessions per week for six consecutive weeks. Evaluation was performed twice, pre-, and post-treatment. Outcome measures used were Wolf Motor Function Test (WMFT) and Box and Block Test (BBT) as measures of UL motor function and Quantitative Electroencephalogram (QEEG) of motor and sensory areas of the affected hemisphere as a measure of brain reorganization post-stroke. Both groups showed improvement in motor function of the affected UL measured by WMFT and BBT with reported significant difference between them. G1 showed greater improvement in motor function of the affected UL post-treatment compared to G2. Additionally, there was a significant increase in peak frequency of motor and sensory areas with higher and significant excitability in G1 only. These findings imply that brain reorganization in the left hemisphere responded more to TST compared to the right hemisphere. Based on findings of the current study, we can recommend adding TST to the physical therapy program in stroke patients with left hemisphere lesions.

Effect of Self-Controlled and Regulated Feedback on Motor Skill Performance and Learning: A Meta-Analytic Study

The purpose of this study was to use the meta-analytic approach to assess the effectiveness of self-controlled (SC) and regulated (R) feedback on motor skill performance (MSP). Random effects model using the standardized mean difference effect size (ES) was used to pool results. A total of 86 ES, retrieved from 18 studies, were calculated and separated into three types of feedback: SC, R, and yoked group (YG). In acquisition phase, SC (ES = 1.872; CI_95% = 1.014, 2.730), R (ES = 0.852; CI_95% = 0.614, 1.090), and YG (ES = 1.492; CI_95% = 0.266, 2.718) significantly improved MSP. In retention phase, SC and YG had a nonsignificant decrease in MSP, R (ES = -0.819; CI_95% = -1.207, -0.430) significantly decrease MSP. Several factors were analyzed as moderator variables. Results suggest that SC feedback enhances learning.

Skill acquisition is enhanced by reducing trial-to-trial repetition

Developing approaches to improve motor skill learning is of considerable interest across multiple disciplines. Previous research has typically shown that repeating the same action on consecutive trials enhances short-term performance but has detrimental effects on longer term skill acquisition. However, most prior research has contrasted the effects of repetition only at the block level; in the current study we examined the effects of repeating individual trials embedded in a larger randomized block, a feature that is often overlooked when random trial orders are generated in learning tasks. With 4 days of practice, a "Minimal Repeats" group, who rarely experienced repeating stimuli on consecutive trials during training, improved to a greater extent than a "Frequent Repeats" group, who were frequently presented with repeating stimuli on consecutive trials during training. Our results extend the previous finding of the beneficial effects of random compared with blocked practice on performance, showing that reduced trial-to-trial repetition during training is favorable with regard to skill learning. This research highlights that limiting the number of repeats on consecutive trials is a simple behavioral manipulation that can enhance the process of skill learning. Data/analysis code and Supplemental Material are available at https://osf.io/p3278/.NEW & NOTEWORTHY Numerous studies have shown that performing different subtasks across consecutive blocks of trials enhances learning. We examined whether the same effect would occur on a trial-to-trial level. Our Minimal Repeats group, who primarily responded to different stimuli on consecutive trials, learned more than our Frequent Repeats group, who frequently responded to the same stimulus on consecutive trials. This shows that minimizing trial-to-trial repetition is a simple and easily applicable manipulation that can enhance learning.

A survey of speech-language pathology treatment for non-progressive dysarthria in Australia

Aim:

To identify management practices of Australian speech-language pathologists (SLPs) in the treatment of non-progressive dysarthria using a subsystem approach, and to explore SLPs’ consideration and implementation of the theoretical underpinnings of non-progressive dysarthria management.

Method:

A 39-item online survey was distributed to Australian SLPs, with 80 responses suitable for data analysis.

Results:

Practices of SLPs were variable for the management of the speech subsystems. The Lee Silverman Voice Treatment (LSVT®) was the most commonly used manualised treatment program, and was employed by 63.77% of respondents. Almost all SLPs (>88%) provided strategies to improve functional communication. There was no clear preference for low tech alternative and augmentative communication (AAC) devices. Speech generating devices were the most commonly employed high tech device. Almost two-thirds of respondents used non-speech oral motor exercises (NSOMEs) in treatment. SLPs had varied frequencies and models of service delivery for intervention. SLPs valued interventions targeting the activity and participation domains of the ICF, however this was restricted by the treatment context and resources available. The majority of SLPs (92.06%) were aware of the principles of motor learning, however many were unsure regarding the specifics of implementation.

Conclusion:

There is a clear need for further research into the efficacy of treatment techniques to guide decision-making.

Feedback Design in Targeted Exercise Digital Biofeedback Systems for Home Rehabilitation: A Scoping Review

Digital biofeedback systems (DBSs) are used in physical rehabilitation to improve outcomes by engaging and educating patients and have the potential to support patients while doing targeted exercises during home rehabilitation. The components of feedback (mode, content, frequency and timing) can influence motor learning and engagement in various ways. The feedback design used in DBSs for targeted exercise home rehabilitation, as well as the evidence underpinning the feedback and how it is evaluated, is not clearly known. To explore these concepts, we conducted a scoping review where an electronic search of PUBMED, PEDro and ACM digital libraries was conducted from January 2000 to July 2019. The main inclusion criteria included DBSs for targeted exercises, in a home rehabilitation setting, which have been tested on a clinical population. Nineteen papers were reviewed, detailing thirteen different DBSs. Feedback was mainly visual, concurrent and descriptive, frequently providing knowledge of results. Three systems provided clear rationale for the use of feedback. Four studies conducted specific evaluations of the feedback, and seven studies evaluated feedback in a less detailed or indirect manner. Future studies should describe in detail the feedback design in DBSs and consider a robust evaluation of the feedback element of the intervention to determine its efficacy.

Real-Time Auditory Feedback-Induced Adaptation to Walking Among Seniors Using the Heel2Toe Sensor: Proof-of-Concept Study

Background

Evidence shows that gait training in older adults is effective in improving the gait pattern, but the effects abate with cessation of training. During gait training, therapists use a number of verbal and visual cues to place the heel first when stepping. This simple strategy changes posture from stooped to upright, lengthens the stride, stimulates pelvic and trunk rotation, and facilitates arm swing. These principles guided the development of the Heel2Toe sensor that provides real-time auditory feedback for each good step, in which the heel strikes first.

Objective

This feasibility study aimed (1) to contribute evidence toward the feasibility and efficacy potential for home use of the Heel2Toe sensor that provides real-time feedback and (2) to estimate changes in gait parameters after five training sessions using the sensor.

Methods

A pre-post study included 5 training sessions over 2 weeks in the community on a purposive sample of six seniors. Proportion of good steps, angular velocity (AV) at each step, and cadence over a 2- minute period were assessed as was usability and experience.

Results

All gait parameters, proportion of good steps, AV, and duration of walking bouts improved. The coefficient of variation of AV decreased, indicating consistency of stepping.

Conclusions

Efficacy potential and feasibility of the Heel2Toe sensor were demonstrated.

Assessment of nursing students perceptions of their training hospital's infection prevention climate: A multi-university study in Saudi Arabia

BACKGROUND

The risk of acquiring and spreading infection must be minimized in nursing students because they are exposed to healthcare-associated infections during clinical training. To achieve this goal, students should be knowledgeable and competent in infection control practice before proceeding to their training hospitals.

OBJECTIVES

This study assessed the nursing students' perception of the infection prevention climate in training hospitals in Saudi Arabia. It also examined the predictors of the students' perceptions.

DESIGN

A quantitative, cross-sectional design was used.

METHODS

This investigation was part of a large study conducted in six Saudi universities. A total of 829 Saudi nursing students were included in this study. Data were collected using the Leading Culture of Quality in Infection Prevention scale and analyzed using descriptive and inferential statistics. Ethical approval was obtained from the King Saud University, and permission was given by the administration of each participating university.

RESULTS

The overall perception of nursing students indicated a modest infection prevention climate. Prioritization of quality and improvement orientation was rated as the highest dimensions, whereas psychological safety and supportive environment were the lowest. The nursing students in University F had the poorest perceptions among the six universities. The predictors of nursing student perception of their training hospitals' infection prevention climates were the university where they studied, their age, and participation in infection prevention seminars.

CONCLUSIONS

This article describes nursing students' perception of the infection prevention climate of their training hospitals in Saudi Arabia. Results may provide a unique theoretical underpinning on the perception and factors that effect an infection prevention climate. Thereby, previous knowledge and literature may be expanded. Results can be used as a guide in establishing clinical policies in efforts toward improving the infection prevention climate.

Adolescents’ Postural Control Learning According to the Frequency of Knowledge of Process

Feedback is one of the most influential factors for motor skills learning. Physical Education teachers commonly use verbal cues to provide knowledge of process (KP) when teaching motor skills, but the ideal presentation frequency for KP in adolescents is unclear. The aim of this study was to compare the effectiveness of the frequency of KP (i.e., 100%, 67%, 0%) on dynamic balance. Thirty adolescents, age 14–15 years, participated in the study. Performance on a stabilometer platform was used to assess dynamic balance. Participants received feedback after each trial (100%), in two out of three trials (67%), or no feedback during 12 30-s trials of practice. Adolescents who received feedback (67% or 100%) required lower mean velocity to maintain similar dynamic balance performance (i.e., root mean square). Moreover, adolescents receiving 100% feedback had a higher α-scaling than those who did not received it. During the post-test and the retention, both 67% and 100% KP frequencies were effective at improving postural control, compared to the no feedback control.

Walking through the looking glass: Adapting gait patterns with mirror feedback

Clinical locomotor research seeks to facilitate adaptation or retention of new walking patterns by providing feedback. Within a split-belt treadmill paradigm, sagittal plane feedback improves adaptation but does not affect retention. Representation of error in this manner is cognitively demanding. However, it is unknown in this paradigm how frontal plane feedback, which may utilize a unique learning process, impacts locomotor adaptation. Frontal plane movement feedback has been shown to impact retention of novel running mechanics but has yet to be evaluated in gait conditions widely applicable within neurorehabilitation, such as walking. The purpose of this study was to investigate the effects of frontal plane mirror feedback on gait adaptation and retention during split-belt treadmill walking. Forty healthy young adults were divided into two groups: one group received mirror feedback during the first split-belt exposure and the other received no mirror feedback. Individuals in the mirror feedback group were asked to look at their legs in the mirror, but no further instructions were given. Individuals with mirror feedback displayed more symmetric stance time during the first strides of adaptation and maintained this pattern into the second split-belt exposure when no feedback was provided. Individuals with mirror feedback also demonstrated more symmetric double support time upon returning to normal walking. Lastly, the mirror feedback also allowed individuals to walk with smaller gait variability during the final steps of both split-belt exposures. Overall, mirror feedback allowed individuals to reduce their stance time asymmetry and led to a more consistent adapted pattern, suggesting this type of feedback may have utility in gait training that targets symmetry and consistency in movement.

Does Narrative Feedback Enhance Children's Motor Learning in a Virtual Environment?

Augmented feedback has motivational and informational functions in motor learning, and is a key feature of practice in a virtual environment (VE). This study evaluated the impact of narrative (story-based) feedback as compared to standard feedback during practice of a novel task in a VE on typically developing children's motor learning, motivation and engagement. Thirty-eight children practiced navigating through a virtual path, receiving narrative or non-narrative feedback following each trial. All participants improved their performance on retention but not transfer, with no significant differences between groups. Self-reported engagement was associated with acquisition, retention and transfer for both groups. A narrative approach to feedback delivery did not offer an additive benefit; additional affective advantages of augmented feedback for motor learning in VEs should be explored.

Effect- and Performance-Based Auditory Feedback on Interpersonal Coordination

When two individuals interact in a collaborative task, such as carrying a sofa or a table, usually spatiotemporal coordination of individual motor behavior will emerge. In many cases, interpersonal coordination can arise independently of verbal communication, based on the observation of the partners' movements and/or the object's movements. In this study, we investigate how social coupling between two individuals can emerge in a collaborative task under different modes of perceptual information. A visual reference condition was compared with three different conditions with new types of additional auditory feedback provided in real time: effect-based auditory feedback, performance-based auditory feedback, and combined effect/performance-based auditory feedback. We have developed a new paradigm in which the actions of both participants continuously result in a seamlessly merged effect on an object simulated by a tablet computer application. Here, participants should temporally synchronize their movements with a 90° phase difference and precisely adjust the finger dynamics in order to keep the object (a ball) accurately rotating on a given circular trajectory on the tablet. Results demonstrate that interpersonal coordination in a joint task can be altered by different kinds of additional auditory information in various ways.

Augmented visual feedback-aided interventions for motor rehabilitation in Parkinson's disease: a systematic review

PURPOSE

A systematic review was performed to (1) evaluate the effectiveness of augmented visual feedback-based treatments for motor rehabilitation in Parkinson's disease, and (2) examine treatment design factors associated with enhanced outcomes following these treatments.

METHODS

Eight databases were searched from their start-date up to January 2017 using the key terms Parkinson's Disease and augmented visual feedback. Two independent raters screened the abstracts and full articles for inclusion. Relevant data were extracted and summarized, and methodological quality of accepted articles was assessed.

RESULTS

Eight single-group studies and 10 randomized control trials were included in the review. Augmented visual feedback-based treatments resulted in improved outcomes with small to large effect sizes post-treatment for the majority of impairment, activity, participation, and global motor function measures, and these improvements were often superior to traditional rehabilitation/education programs. Enhanced treatment outcomes were observed in studies that provided large amounts and high intensities of treatment; gamified feedback; and provided knowledge of performance feedback in real-time on 100% of practice trials.

CONCLUSION

Augmented visual feedback appears to be a useful motor rehabilitation tool in Parkinson's disease; however, high-quality, rigorous studies remain limited. Future studies should consider factors that enhance rehabilitation outcomes when designing augmented visual feedback-based interventions. Implications for rehabilitation Augmented visual feedback is a useful tool for motor rehabilitation in Parkinson's disease; augmented visual feedback-based treatments are often superior to traditional programs. These treatments are associated with improved outcomes in impairment, activity, participation, and global motor function domains. Rehabilitation professionals can optimize their use of augmented visual feedback-based treatments by providing large amounts and a high intensity of treatment, gamifying feedback, and providing knowledge of performance feedback in real-time and at a high frequency.

Technology-Based Feedback and Its Efficacy in Improving Gait Parameters in Patients with Abnormal Gait: A Systematic Review

This systematic review synthesized and analyzed clinical findings related to the effectiveness of innovative technological feedback for tackling functional gait recovery. An electronic search of PUBMED, PEDro, WOS, CINAHL, and DIALNET was conducted from January 2011 to December 2016. The main inclusion criteria were: patients with modified or abnormal gait; application of technology-based feedback to deal with functional recovery of gait; any comparison between different kinds of feedback applied by means of technology, or any comparison between technological and non-technological feedback; and randomized controlled trials. Twenty papers were included. The populations were neurological patients (75%), orthopedic and healthy subjects. All participants were adults, bar one. Four studies used exoskeletons, 6 load platforms and 5 pressure sensors. The breakdown of the type of feedback used was as follows: 60% visual, 40% acoustic and 15% haptic. 55% used terminal feedback versus 65% simultaneous feedback. Prescriptive feedback was used in 60% of cases, while 50% used descriptive feedback. 62.5% and 58.33% of the trials showed a significant effect in improving step length and speed, respectively. Efficacy in improving other gait parameters such as balance or range of movement is observed in more than 75% of the studies with significant outcomes.

CONCLUSION

Treatments based on feedback using innovative technology in patients with abnormal gait are mostly effective in improving gait parameters and therefore useful for the functional recovery of patients. The most frequently highlighted types of feedback were immediate visual feedback followed by terminal and immediate acoustic feedback.