The effects of observational feedback and verbal cues on the motor learning of an aimed reach-and-point task.
OBJECTIVE
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.
Larson
Cathy A
CA
Oakland University, School of Health Sciences, Program in Physical Therapy, Rochester, MI 48309, USA. larson@oakland.edu
Surber-Berro
Moneach R
MR
D000293:Adolescent; D000328:Adult; D001132:Arm / Q000502:physiology; D002547:Cerebral Palsy / Q000503:physiopathology / Q000534:rehabilitation; D003463:Cues; D005246:Feedback; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D026741:Physical Therapy Modalities; D011597:Psychomotor Performance / Q000502:physiology*; D014743:Videotape Recording