Learning a partial-weight-bearing skill: effectiveness of two forms of feedback.
OBJECTIVE
Partial weight bearing (PWB) is a skill commonly taught by physical therapists. This study compared the effects of practice with either augmented feedback provided during the task (concurrent feedback) or augmented feedback provided after the task (postresponse feedback) for the learning of PWB with crutches.


METHODS
Sixty young adults without known impairment of the neuromusculoskeletal system volunteered for the study.


METHODS
Subjects practiced supporting 30% of body weight while stepping onto a floor scale. Augmented feedback was provided during each trial for the concurrent feedback group and either following each trial or after every five trials for the postresponse feedback groups. Subjects returned 2 days later for a no-feedback retention test.


RESULTS
During practice, the concurrent feedback group was more accurate and consistent than either of the postresponse feedback groups. During retention, however, the postresponse feedback groups were the most accurate; all groups were equally consistent during retention.


CONCLUSIONS
These results suggest that practice with concurrent feedback is beneficial for the immediate performance but not for the learning of this sensorimotor skill.
Winstein
C J
CJ
Department of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles 90033, USA. winstein@hsc.usc.edu
Pohl
P S
PS
Cardinale
C
C
Green
A
A
Scholtz
L
L
Waters
C S
CS
D000328:Adult; D003446:Crutches; D005246:Feedback / Q000502:physiology*; D005260:Female; D006801:Humans; D008297:Male; D010353:Patient Education as Topic / Q000379:methods; D012153:Retention, Psychology; D016474:Weight-Bearing