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

Gandía, Julián; García‐Massó, Xavier; Marco-Ahulló, Adrià; Estevan, Isaac

doi:10.1123/jmld.2017-0042

Cited by 4 publications

(5 citation statements)

References 33 publications

(48 reference statements)

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“…Performance features calculated from the IMU data included the RMS of the sway angle from vertical (Phi RMS, degrees; Phi_Angle 2 = AP_Angle 2 + ML_Angle 2 ), RMS in the AP direction (AP RMS, degrees), RMS in the ML direction (ML RMS, degrees), mean sway velocity (MV, degrees/s), path length as computed by the sum of the magnitude of the differences between sway Each block consisted of four baseline trials with no feedback followed by five sets of three 30-s training trials, with feedback provided during the first and second trials and no feedback provided during the third trial (i.e., feedback provided 2/3 or 67% of the time). While the optimal ratio of trials with feedback to trials without feedback is unknown, providing feedback on fewer than 100% of trials (i.e., including some trials without feedback) has been shown to encourage integration and motor learning [16,[49][50][51][52][53]. Participants took a short break of approximately 5 min between blocks.…”

Section: Discussionmentioning

confidence: 99%

“…Each block consisted of four baseline trials with no feedback followed by five sets of three 30-s training trials, with feedback provided during the first and second trials and no feedback provided during the third trial (i.e., feedback provided 2/3 or 67% of the time). While the optimal ratio of trials with feedback to trials without feedback is unknown, providing feedback on fewer than 100% of trials (i.e., including some trials without feedback) has been shown to encourage integration and motor learning [16,[49][50][51][52][53]. Participants took a short break of approximately 5 min between blocks.…”

Section: Protocolmentioning

confidence: 99%

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A Pilot Study Comparing the Effects of Concurrent and Terminal Visual Feedback on Standing Balance in Older Adults

Ferris

Barone

Perkins

et al. 2022

Sensors

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While balance training with concurrent feedback has been shown to improve real-time balance in older adults, terminal feedback may simplify implementation outside of clinical settings. Similarly, visual feedback is particularly well-suited for use outside the clinic as it is relatively easily understood and accessible via ubiquitous mobile devices (e.g., smartphones) with little additional peripheral equipment. However, differences in the effects of concurrent and terminal visual feedback are not yet well understood. We therefore performed a pilot study that directly compared the immediate effects of concurrent and terminal visual feedback as a first and necessary step in the future design of visual feedback technologies for balance training outside of clinical settings. Nineteen healthy older adults participated in a single balance training session during which they performed 38 trials of a single balance exercise including trials with concurrent, terminal or no visual feedback. Analysis of trunk angular position and velocity features recorded via an inertial measurement unit indicated that sway angles decreased with training regardless of feedback type, but sway velocity increased with concurrent feedback and decreased with terminal feedback. After removing feedback, training with either feedback type yielded decreased mean velocity, but only terminal feedback yielded decreased sway angles. Consequently, this study suggests that, for older adults, terminal visual feedback may be a viable alternative to concurrent visual feedback for short duration single-task balance training. Terminal feedback provided using ubiquitous devices should be further explored for balance training outside of clinical settings.

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Section: Discussionmentioning

confidence: 99%

Section: Protocolmentioning

confidence: 99%

A Pilot Study Comparing the Effects of Concurrent and Terminal Visual Feedback on Standing Balance in Older Adults

Ferris

Barone

Perkins

et al. 2022

Sensors

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“…Cuanto más pequeña era la media de la desviación (cerca del 0), más se aproximaba al mantenimiento de la tabla lo más horizontal posible. El feedback sobre el procedimiento se caracterizaba por ofrecer indicaciones sobre diferentes estrategias que debían seguirse para realizar la tarea correctamente (Gandía, García-Massó, Marco-Ahulló & Estevan, 2019). Estas indicaciones se clasificaron en cinco categorías basadas en la literatura publicada al respecto (Condon & Cremin, 2014;Gandía et al, 2019).…”

Section: Protocolounclassified

“…El feedback sobre el procedimiento se caracterizaba por ofrecer indicaciones sobre diferentes estrategias que debían seguirse para realizar la tarea correctamente (Gandía, García-Massó, Marco-Ahulló & Estevan, 2019). Estas indicaciones se clasificaron en cinco categorías basadas en la literatura publicada al respecto (Condon & Cremin, 2014;Gandía et al, 2019). La primera categoría se corresponde con premisas relacionadas con la atención de la mirada durante la tarea; la segunda categoría corresponde a estrategias de compensación de las extremidades superiores y hombros; la tercera se corresponde a estrategias de compensación de las extremidades inferiores y cadera; la cuarta categoría corresponde con la presión ejercida por los pies en relación al contacto con la plataforma y la última categoría hace referencia a la actitud de los participantes frente a la tarea a realizar.…”

Section: Protocolounclassified

Influencia del tipo de feedback utilizado en el aprendizaje de una tarea motriz de equilibrio (Influence of the type of feedback on balance motor tasks learning)

Ahulló

García‐Massó²,

Osa³

et al. 2019

Retos

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El feedback que aportan los docentes de Educación Física puede favorecer el aprendizaje de los estudiantes en tareas motrices. La importancia de conocer la influencia del tipo de feedback a utilizar parece clave para programar con éxito las tareas a realizar. Sin embargo, actualmente la literatura existente no es capaz de advertir qué tipo de feedback es el más efectivo para el aprendizaje de una tarea motriz en adolescentes. El objetivo del presente estudio fue analizar la influencia de tres tipos de feedback terminal-verbal: i) sobre el resultado, ii) sobre el procedimiento o iii) sobre ambos (procedimiento-resultado) en el aprendizaje de una tarea motriz. La muestra estuvo compuesta por 30 alumnos/as de primer ciclo de la Educación Secundaria Obligatoria con edades comprendidas entre los 13 y 14 años (divididos aleatoriamente en los 3 grupos). Las mediciones de los datos se realizaron durante el pretest, postest y prueba de retención. Los resultados mostraron que los adolescentes que recibieron feedback sobre el procedimiento, obtuvieron unas puntuaciones más bajas en Raíz Media Cuadrática (p < ,05), lo que se relaciona con un mayor rendimiento en la tarea, que quienes lo recibieron sobre el resultado o ambos. Los hallazgos obtenidos sugieren que, para favorecer el aprendizaje de una tarea motriz de equilibrio, se recomienda que el profesorado de Educación Física aporte feedback terminal–verbal sobre el procedimiento.Abstract. Depending on the type of feedback provided by physical education teachers, students’ motor learning might be enhanced or not. The importance of understanding the influence of types of feedback seems to be essential to organize any motor learning process appropriately. Currently, it is not clear which type of feedback is the most effective for adolescents’ motor learning. The purpose of this study was to examine students’ balance motor learning according to the type of terminal-verbal feedback provided (i.e., feedback on result, feedback on process, or both). Thirty secondary school students aged between 13 and 14 years old (randomly distributed into 3 groups) participated in the study. Data collection was carried out using a balance motor task involving postural control on an unstable Wii Balance platform. Measurements were conducted at pretest, posttest, and follow-up. The results showed that students who received the terminal-verbal feedback on the process presented lower Root Mean Squared (p < ,05), considered as a better performance, than those who received feedback on result or both types of feedback. Accordingly, to favor students’ balance motor learning it is recommended that physical education teachers provide terminal-verbal feedback on process.

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“…During the last three decades, although the argument for the guidance hypothesis appears to be well supported, it seems that not all research results related to feedback frequencies are in the same direction. While some articles obtained results in line with the guidance hypothesis, indicating that the use of a reduced frequency is more appropriate for adaptation or motor learning [ 20 , 21 , 22 ], other studies reported findings indicating no difference between the use of different feedback frequencies [ 23 , 24 , 25 , 26 ]. A recent meta-analysis addressed the issue of the effect of reduced feedback frequency on motor learning and concluded that additional research is needed in this area to confirm the guidance hypothesis, as most of the studies conducted to date have too little statistical power (three out of four studies) and may be biased towards more conclusive results [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

Effect of Reduced Feedback Frequencies on Motor Learning in a Postural Control Task in Young Adults

Marco-Ahulló,

Villarrasa-Sapiña,

Romero-Martínez

et al. 2024

Sensors

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

Cited by 4 publications

References 33 publications

A Pilot Study Comparing the Effects of Concurrent and Terminal Visual Feedback on Standing Balance in Older Adults

A Pilot Study Comparing the Effects of Concurrent and Terminal Visual Feedback on Standing Balance in Older Adults

Influencia del tipo de feedback utilizado en el aprendizaje de una tarea motriz de equilibrio (Influence of the type of feedback on balance motor tasks learning)

Effect of Reduced Feedback Frequencies on Motor Learning in a Postural Control Task in Young Adults

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