Effects of Combined Versus Singular Verbal or Haptic Feedback on Acquisition, Retention, Difficulty, and Competence Perceptions in Motor Learning

Abstract

While augmented feedback (AF) is widely acknowledged to affect motor learning, the effects of mode of feedback on motor learning acquisition, retention, and perceived competence has rarely been studied. The present investigation analyzes the effects of verbal, haptic, and combined (verbal and haptic) feedback when learning a novel gymnastic parallel bars task. Forty-eight physical education students and four expert gymnastics teachers participated in the study. We divided the students into three AF groups (verbal, haptic, and combined) and a no-feedback control group (CG). One gymnastics teacher led the learning sessions, while the others evaluated student performances following familiarization, acquisition, and retention learning phases. All sessions were video recoded, and the experts gave blind assessments according to an adapted gymnastic point code. We recorded task perceived difficulty (PD) and students' perceived self-competency throughout the sessions. A repeated measures analysis of variance revealed a significant effect of AF mode on acquisition and retention such that combined AF was best for learning stability and retention (19.1% improvement for combined vs. 9.9% for haptic and 6.9% for verbal). Similarly, participants in the combined AF group, relative to the verbal and haptic AF groups, also reported lower perceived difficulty and higher perceived self-competency after the retention phase. PE teachers are encouraged to combine verbal and haptic AF when teaching new motor skills.

Motor control integrated into muscle strengthening exercises has more effects on scapular muscle activities and joint range of motion before initiation of radiotherapy in oral cancer survivors with neck dissection: A randomized controlled trial

“…In the present study, the physical therapist used manual contact and verbal cues to instruct and correct scapular movement for the motor-control group. Combined verbal and hepatic feedbacks allow participants to enhance motor learning by improving temporal muscle activation of motor tasks [ 49 ]. Because the control of scapular alignment (e.g., scapular upward rotation and posterior tilt) is critical for the movement of arm elevation such as shoulder abduction [ 50 , 51 ], motor control training with manual contact and verbal cues from a physical therapist could help the patients to learn how to control the alignment of the scapula during arm movement.…”

“…In the present study, the physical therapist used manual contact and verbal cues to instruct and correct scapular movement for the motor-control group. Combined verbal and hepatic feedbacks allow participants to enhance motor learning by improving temporal muscle activation of motor tasks [49]. Because the control of scapular alignment https://doi.org/10.1371/journal.pone.0237133.g005…”

Difficulty Manipulation and Feedback Strategies on Performance During a Novel Fine Motor Coordination Task

“…Although numerous studies have investigated how different sources of feedback optimize learning [13], there remains a paucity of evidence in the area of motor learning in children [14]. Previous studies demonstrate that providing augmented feedback, information related to the achievement of a motor skill, improves performance during motor learning [15,16]. The knowledge of results (KR), provided by extrinsic augmented feedback, is effective in facilitating student engagement, promoting a positive ability perception, and improving performance in challenging tasks [17].…”

Comparação dos efeitos de um treinamento motor em realidade virtual realizado com e sem intervenção do fisioterapeuta sobre a função motora, o equilíbrio e a marcha de indivíduos com sequelas crônicas de AVE: um ensaio clínico randomizado

“…Além do feedback visual, o feedback tátil também fornece informações adicionais de forma a favorecer a performance motora. Oferecido sob a forma de orientação física ou assistência física (Sigrist et al, 2013b), como o toque do terapeuta, pode ser chamado de feedback "tátil" ou "cinestésico" (Frikha et al, 2019), e refere-se a orientar ou guiar fisicamente o sujeito por uma interface tátil, incluindo qualquer tipo de percepção tátil que demonstre os recursos necessários e oriente o indivíduo em direção ao movimento ideal (Sigrist et al, 2013b). Por meio do toque e aplicação de forças, vibrações ou movimentos, esse estímulo fornece informações adicionais ao indivíduo em questão sobre a necessidade de eventual correção na parte do corpo tocada; isto é, correções no alinhamento, força aplicada, ângulos de diferentes segmentos etc.…”

“…Por meio do toque e aplicação de forças, vibrações ou movimentos, esse estímulo fornece informações adicionais ao indivíduo em questão sobre a necessidade de eventual correção na parte do corpo tocada; isto é, correções no alinhamento, força aplicada, ângulos de diferentes segmentos etc. (Frikha et al, 2019), sendo adequado para ensinar aspectos temporais de um movimento (Frikha et al, 2019;Sigrist et al, 2013a). Segundo Zhong (2011), a orientação ou assistência física, guiada por meio do toque humano em terapias tradicionais garantindo feedback cinestésico aumentado, encoraja que o indivíduo realize a tarefa da maneira mais adequada, e seria considerado o fator mais importante na reabilitação pós-AVE. Acreditase, portanto, que o feedback aumentado pode ser uma ferramenta poderosa para ajudar a reconhecer e avaliar a melhor experiência dentre performances, sendo benéfico na melhora do desempenho e no processo de aprendizagem motora, podendo assim ser aplicado em treinamento esportivo, prevenção e reabilitação, de diferentes formas (Lauber e Keller, 2014).…”