The Role of Augmented Feedback on Motor Learning: A Systematic Review

Moinuddin, Arsalan; Goel, Ashish; Sethi, Yashendra

doi:10.7759/cureus.19695

Cited by 18 publications

(11 citation statements)

References 9 publications

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“…Visual feedback was used in studies by Biénkiewicz et al ( 82 ), Butki and Hoffmann ( 34 ), An et al ( 33 ), and Smith et al ( 42 ). Many studies have shown that multimodal feedback in particular, i.e., the combination of two or more forms of feedback, can help to improve performance and can be superior to a single form of feedback [for reviews see ( 81 , 102 )]. However, multimodal augmented feedback has not yet been investigated in golf so far.…”

Section: Discussionmentioning

confidence: 99%

Motor learning in golf—a systematic review

Barzyk,

Gruber

2024

Front. Sports Act. Living

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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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Section: Discussionmentioning

confidence: 99%

Motor learning in golf—a systematic review

Barzyk,

Gruber

2024

Front. Sports Act. Living

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“…Given the multiple facets of exergaming and rehabilitation, future refinements of the TARPP-Q may consider extending the number of items dedicated to the theme (including a more structured reference to Virtual Reality and Augmented Reality), to provide a fine-grained analysis of the phenomenon [60,61].…”

Section: Limitations and Future Developmentsmentioning

confidence: 99%

Technology Assisted Rehabilitation Patient Perception Questionnaire (TARPP-Q): development and implementation of an instrument to evaluate patients’ perception during training

Fundarò

Casale²,

Maestri

et al. 2023

J NeuroEngineering Rehabil

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Background The introduction of technology-assisted rehabilitation (TAR) uncovers promising challenges for the treatment of motor disorders, particularly if combined with exergaming. Patients with neurological diseases have proved to benefit from TAR, improving their performance in several activities. However, the subjective perception of the device has never been fully addressed, being a conditioning factor for its use. The aims of the study were: (a) to develop a questionnaire on patients’ personal experience with TAR and exergames in a real-world clinical setting; (b) to administer the questionnaire to a pilot group of neurologic patients to assess its feasibility and statistical properties. Methods A self-administrable and close-ended questionnaire, Technology Assisted Rehabilitation Patient Perception Questionnaire (TARPP-Q), designed by a multidisciplinary team, was developed in Italian through a Delphi procedure. An English translation has been developed with consensus, for understandability purposes. The ultimate version of the questionnaire was constituted of 10 questions (5 with multiple answers), totalling 29 items, exploring the patient’s performance and personal experience with TAR with Augmented Performance Feedback. TARPP-Q was then administered pre-post training in an observational, feasible, multi-centric study. The study involved in-patients aged between 18 and 85 with neurological diseases, admitted for rehabilitation with TAR (upper limb or gait). FIM scale was run to control functional performance. Results Forty-four patients were included in the study. All patients answered the TARPP-Q autonomously. There were no unaccounted answers. Exploratory factor analyses identified 4 factors: Positive attitude, Usability, Hindrance perception, and Distress. Internal consistency was measured at T0. The values of Cronbach’s alpha ranged from 0.72 (Distress) to 0.92 (Positive attitude). Functional Independence Measure (FIM®) scores and all TARPP-Q factors (Positive attitude, Usability, Hindrance perception, except for Distress (p = 0.11), significantly improved at the end of the treatment. A significant positive correlation between Positive attitude and Usability was also recorded. Conclusions The TARPP-Q highlights the importance of patients’ personal experience with TAR and exergaming. Large-scale applications of this questionnaire may clarify the role of patients’ perception of training effectiveness, helping to customize devices and interventions.

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“…Feedback is used to optimize motor learning in different age groups [ 1 , 2 , 3 ]. In essence, motor learning feedback is based on providing information about the performance of an action or task to the practitioner (i.e., the person who performs the action/task), which is used as a basis for improvement [ 4 ].…”

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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The Role of Augmented Feedback on Motor Learning: A Systematic Review

Cited by 18 publications

References 9 publications

Motor learning in golf—a systematic review

Motor learning in golf—a systematic review

Technology Assisted Rehabilitation Patient Perception Questionnaire (TARPP-Q): development and implementation of an instrument to evaluate patients’ perception during training

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

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