著者

Ryohei Yamamoto Kazunori Akizuki Yoshihide Kanai Wataru Nakano Yasuto Kobayashi Yukari Ohashi

出版者

The Society of Physical Therapy Science

雑誌

Journal of Physical Therapy Science (ISSN:09155287)

巻号頁・発行日

vol.31, no.11, pp.939-945, 2019 (Released:2019-11-26)

参考文献数

29

被引用文献数

9

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[Purpose] No previous studies have confirmed whether the effects of visual feedback on motor learning vary according to learner skill level for a learning task. The purpose of this study was to clarify whether differences in skill influence the effects of visual feedback on motor learning. [Participants and Methods] Sixty-four participants were assigned to one of four different feedback groups (concurrent-100%, concurrent-50%, terminal-100%, or terminal-50%). The learning task was to adjust the load amount continuously to the left lower limb in accordance with sound stimulation at intervals of 1 Hz. The four groups performed a pretest, practice sessions, and a retention test 24 hours after practice. After completing these measurements, the participants were classified as either high- or low-skilled based on the results of the pretest. [Results] Only the groups of low-skilled participants who used concurrent feedback showed lower root mean square errors in the retention test compared to in the pretest. [Conclusion] Differences in skill level for the same task influenced the effects of visual feedback on motor learning. Furthermore, concurrent visual feedback can help improve motor learning in low-skilled learners for the same task.

著者

Jun Yabuki Kazuto Yamaguchi Takashi Ito Kazunori Akizuki Yukari Ohashi

出版者

The Society of Physical Therapy Science

雑誌

Journal of Physical Therapy Science (ISSN:09155287)

巻号頁・発行日

vol.32, no.10, pp.691-697, 2020 (Released:2020-10-03)

参考文献数

30

被引用文献数

1

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[Purpose] Improvement in the smoothness of movement is a motor learning outcome. This study sought to clarify the relationship between motor skills and smoothness of movement in motor learning. [Participants and Methods] We subjected 12 healthy adults to a task in which they had to learn the sensation of a load while standing up and sitting down. We attached triaxial accelerometers to the seventh cervical spine and the third lumbar spinous process of the participants prior to measurement. We took the measurements over two successive days and used absolute error and variable error as indicators of motor learning outcomes. In addition, we used entropy, calculated from the results of the power spectrum analysis of acceleration changes, as an indicator of the smoothness of the movement. [Results] In the test sessions, absolute and variable errors showed a significant reduction. Entropy also showed a similarly significant decrease, although the change in errors and entropy showed different transitions. [Conclusion] Qualitative indicators of motor learning captured an aspect of motor learning that one cannot capture by quantitative indicators. In the future, qualitative indicators will be necessary to judge the outcomes of motor learning.