The influence of stress and energy level on learning muscle relaxation during gross-motor task performance using electromyographic feedback.
The aim was to investigate the influence of mood on learning muscle relaxation. Self-reported mood (assessed by the Stress-Energy Checklist) at baseline was related to learning muscle relaxation induced by electromyographic feedback training during performance of a gross-motor task. Feedback training was provided either intermittently (Intermittent Feedback Task, IF, n=12) or continuously (Continuous Feedback Task, CF, n=9). Results reveal a negative correlation between the learning effect at short-term and energy dimension for the IF Task. It can be concluded that mood experienced prior to a learning task is relevant for the learning effect and this effect may be dependent on the schedule of feedback used.
van Dijk
H
H
Roessingh Research and Development, Enschede, The Netherlands. h.vandijk@rrd.nl
Voerman
G E
GE
Hermens
H J
HJ
D000328:Adult; D000339:Affect / Q000502:physiology; D001676:Biofeedback, Psychology / Q000295:instrumentation / Q000379:methods*; D003430:Cross-Sectional Studies; D003627:Data Interpretation, Statistical; D004576:Electromyography; D004734:Energy Metabolism / Q000502:physiology*; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D008568:Memory / Q000502:physiology; D009126:Muscle Relaxation / Q000502:physiology*; D011594:Psychometrics; D011597:Psychomotor Performance / Q000502:physiology*; D012055:Reinforcement Schedule; D013315:Stress, Psychological / Q000503:physiopathology*