%0 Journal Article %1 Larson2006 %A Larson, Cathy A %A Surber-Berro, Moneach R %D 2006 %J Pediatr Phys Ther %K Adolescent; Adult; Arm; Cerebral Palsy; Cues; Feedback; Female; Humans; Learning; Male; Physical Therapy Modalities; Psychomotor Performance; Videotape Recording %N 3 %P 214--225 %R 745.72669.fe %T The effects of observational feedback and verbal cues on the motor learning of an aimed reach-and-point task. %U http://dx.doi.org/745.72669.fe %V 18 %X PURPOSE: Current technology allows the recording of movement for both motion analysis and providing observational feedback. The most effective type of observational feedback is under debate. We compared a child's reach-and-point performance after viewing a videotaped playback of a model's performance and after viewing a split-screen comparison of the model's and child's performances while simultaneously receiving verbal cues. METHODS: A PTVision system provided observational feedback and recorded spatial trajectory, target accuracy, movement time, and joint angles while a 13 year-old boy with cerebral palsy reached for three targets. RESULTS: The split-screen comparison had the largest effect on reach performance, including slower-yet-more-accurate movements and a more extended wrist, curved spatial trajectories, and an ulnar-deviated wrist. CONCLUSIONS: Feedback using split-screen comparison between a model's and the child's performance with verbal cues appears to promote motor learning. When using technology to augment therapy, the intervention should be designed considering current motor learning principles.

@article{Larson2006, abstract = {PURPOSE: Current technology allows the recording of movement for both motion analysis and providing observational feedback. The most effective type of observational feedback is under debate. We compared a child's reach-and-point performance after viewing a videotaped playback of a model's performance and after viewing a split-screen comparison of the model's and child's performances while simultaneously receiving verbal cues. METHODS: A PTVision system provided observational feedback and recorded spatial trajectory, target accuracy, movement time, and joint angles while a 13 year-old boy with cerebral palsy reached for three targets. RESULTS: The split-screen comparison had the largest effect on reach performance, including slower-yet-more-accurate movements and a more extended wrist, curved spatial trajectories, and an ulnar-deviated wrist. CONCLUSIONS: Feedback using split-screen comparison between a model's and the child's performance with verbal cues appears to promote motor learning. When using technology to augment therapy, the intervention should be designed considering current motor learning principles.}, added-at = {2014-07-19T20:41:06.000+0200}, author = {Larson, Cathy A and Surber-Berro, Moneach R}, biburl = {https://www.bibsonomy.org/bibtex/21de1ed38c478a993b78c2b9e72aa3dad/ar0berts}, doi = {745.72669.fe}, groups = {public}, interhash = {ba4a6a19e97f3fba3a1b6b4e2e654d5b}, intrahash = {1de1ed38c478a993b78c2b9e72aa3dad}, journal = {Pediatr Phys Ther}, keywords = {Adolescent; Adult; Arm; Cerebral Palsy; Cues; Feedback; Female; Humans; Learning; Male; Physical Therapy Modalities; Psychomotor Performance; Videotape Recording}, number = 3, pages = {214--225}, pii = {00001577-200601830-00006}, pmid = {16912642}, timestamp = {2014-07-19T20:41:06.000+0200}, title = {The effects of observational feedback and verbal cues on the motor learning of an aimed reach-and-point task.}, url = {http://dx.doi.org/745.72669.fe}, username = {ar0berts}, volume = 18, year = 2006 }