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At least 19 recordsLinked to original sources
PubMed2001

Augmented feedback reduces jump landing forces.

STUDY DESIGN: Randomized, experimental design using a 1-way ANCOVA to determine the influence of various forms of feedback on jump landing forces. OBJECTIVE: To investigate the effects of augmented feedback versus sensory feedback on the reduction of jump landing forces. BACKGROUND: Several investigators have reported an increased risk of lower extremity injury associated with landing from a jump. METHODS AND MEASURES: Nonimpaired college students (N=63) were randomly assigned to 1 of 4 feedback groups. Subjects were instructed to perform maximal vertical jumps onto a force plate for 3 testing sessions (baseline, 2-minute post-test, and 1-week post-test). Three feedback groups (augmented, sensory, and control I) were tested during all 3 testing sessions, while a fourth feedback group (control II) was evaluated at only 2 sessions (baseline and 1-week post-test). Subjects in the augmented feedback condition were provided information via video and verbal analysis of how to land softer. Subjects in the sensory feedback condition were asked to use the experience of their baseline jumps to document how they could land softer. Subjects in each of the control groups were not provided any extraneous feedback. Peak vertical ground reaction force data were collected for analysis. RESULTS: The subjects in the augmented feedback group significantly reduced their peak vertical ground reaction force in both post-test conditions (2-minute post-test reduction, 0.85+/-0.62; 1-week post-test reduction, 0.74+/-0.58) as compared to the sensory, control I, and control II feedback groups. CONCLUSIONS: High impact landing forces may be reduced by the implementation of augmented feedback information instructing individuals about how to land properly. The reduction of jump landing forces with the use of augmented feedback may prove beneficial in the creation of instructional landing programs.

Adaptation, Physiological↗
PubMed2005

Effect of augmented feedback on motor function of the affected upper extremity in rehabilitation patients: a systematic review of randomized controlled trials.

OBJECTIVE: Assessment of the available evidence regarding the effect of augmented feedback on motor function of the upper extremity in rehabilitation patients. METHODS: A systematic literature search was performed to identify randomized controlled trials that evaluated the effect of augmented feedback on motor function. Two reviewers systematically assessed the methodological quality of the trials. The reported effects were examined to evaluate the effect of therapeutic interventions using augmented feedback and to identify a possible relationship with patient characteristics, type of intervention, or methodological quality. RESULTS: Twenty-six randomized controlled trials were included, 9 of which reported a positive effect on arm function tests. Follow-up measurements were performed in 8 trials, 1 of which reported a positive effect. Different therapeutic interventions using augmented feedback, i.e. electromyographic biofeedback, kinetic feedback, kinematic feedback, or knowledge of results, show no difference in effectiveness. CONCLUSION: No firm evidence was found of effectiveness regarding the use of augmented feedback to improve motor function of the upper extremity in rehabilitation patients. Future studies should focus more on the content, form and timing of augmented feedback concerning the therapeutic intervention. It should be emphasized that motor learning effects can only be determined by re-examining the population after a follow-up period.

Arm↗
PubMed1981

The effects of auditorally augmented feedback on the eye-hand coordination of students with cerebral palsy.

To explore the question of whether auditorally augmented feedback can improve the eye-hand coordination of individuals with cerebral palsy, 59 (cerebral-palsied) students (mean chronological age 14 years, 3 months) were pretested with the Southern California Motor Accuracy Test and then randomly assigned to three groups. Group 1 performed training exercises-tracing line drawings-while simultaneously receiving auditorally augmented feedback about their efforts. Group 2 performed the same training exercises without the augmented feedback. Group 3 served as controls. All subjects were post-tested with the Southern California Motor Accuracy Test, followed by a second post-test after a 3-month interval. At the first post-test, the performance of the feedback group was significantly superior to that of the other groups. At the second post-test, the performance patterns among the groups were essentially the same as the time of the first post-test, but between-group differences were no longer significant. The results of this study are discussed in both empirical and theoretical terms.

Adolescent↗
PubMedDate not supplied

The effects of augmented feedback training in cadence acquisition.

The purposes of this study are to determine the optimal cadence of individuals and to subsequently determine the effectiveness of the augmented feedback training program on cadence technique modification. Eighteen physically active subjects, 14 males and 4 females who are aged 18 to 23, were the volunteer subjects of the study. Each subject performed three sessions of exercise in a random order at the cadences of 60, 70, and 80 revolutions per minute (rpm). Myoelectric signals from the vastus lateralis muscle were recorded during the criterion exercise to determine the optimal cadence of individual subjects. They also participated in a 10-day cadence training program, during which the augmented feedback group was provided with cadence information, while the control group trained without the feedback. The time percentage of cadence error that deviated from the optimal cadence in the augmented feedback group was reduced significantly (p < 0.05) after 10 days of training, and the same result was shown in the retention test.

Adolescent↗
PubMed2006

Learning spinal manipulation: the importance of augmented feedback relating to various kinetic parameters.

BACKGROUND CONTEXT: Spinal manipulation is a widely accepted therapeutic approach in the treatment of back pain. In standard training programs, feedback on student performances is provided by an instructor based on teaching and clinical experience. Systematic study of the type of augmented feedback provided and skill learning is lacking in the literature. PURPOSE: The goal of this investigation is to compare the performance of two groups of chiropractic students, one receiving traditional training from experienced instructors, and the other, augmented feedback on specific biomechanical aspects of spinal manipulation therapy using an instrumented manikin. STUDY DESIGN: Randomized controlled study. PATIENT SAMPLE: Thirty-one fourth-year students from the Department of Chiropractic of Université du Québec à Trois-Rivières participated in this study. OUTCOME MEASURES: Kinetic parameters (force-time curves) of spinal manipulation were evaluated. METHODS: Spinal manipulation parameters were measured before and after a 5-week training period in which one group received standard chiropractic training while a second group received augmented feedback about specific biomechanical parameters of spinal manipulation. For both groups, practice scheduling and time duration were similar and consisted of a weekly practice session of 90 minutes for five consecutive weeks. Both groups had to practice thoracic spine manipulation throughout the training period. RESULTS: Both groups showed a decrease in peak force applied, with a diminution in the number of trials where a downward incisural point was present in preload force. Participants in the feedback training group significantly reduced their peak force variability and significantly increased their preload force. No significant difference was observed for time to peak force. CONCLUSIONS: The results of this study highlight the merits of practicing with an instrumented manikin or other instrumented training aids. Such a device can provide specific feedback on specific parameters of the task during learning; it can also serve as a tool to assess the progress of students and eliminate the risks relating to repetitive spinal manipulative therapy practice on student colleagues.

Adult↗
PubMed1990

Concurrent augmented feedback and isometric force generation during familiar and unfamiliar muscle movements.

To evaluate the effect of concurrent augmented feedback on isometric force output during familiar and unfamiliar muscle movements, 18 men and 21 women, 18 to 23 years of age, completed two isometric exercises: flexion of the thumb (a familiar muscle movement) and abduction of the fifth digit (an unfamiliar movement). The exercises consisted of 10 maximum voluntary isometric contractions lasting 10 s each and separated by 10-s intertrial rest intervals. Concurrent visual feedback was provided during alternate contractions. The order of exercises and trials for feedback was randomly assigned and balanced over subjects. Peak force output during abduction of the fifth digit was significantly (p less than or equal to .01) greater with (4.4 +/- 0.29 kg) than without feedback (4.1 +/- 0.26 kg). Feedback did not influence (p greater than .05) peak force output during thumb flexion (23.2 +/- 1.09 kg vs 22.5 +/- 1.05 kg). Muscular fatigue was more pronounced during thumb flexion without feedback (18.4 +/- 1.17%) than when feedback was provided (11.8 +/- 1.36%). These data suggest that fatigue may increase the effect of feedback on force generation during familiar muscular movements. To obtain maximal isometric force measures during strength testing, augmented feedback should be provided.

Adolescent↗
PubMed2006

Effect of tutorial input in addition to augmented feedback on manual dexterity training and its retention.

Virtual reality (VR) simulators can be used as tools in manual dexterity training. The visual feedback guides the subject towards proper performance but creates, at the same time, some dependency on this feedback. To overcome this drawback, the effect of adjunct tutorial input on motor learning behaviour was examined. Novice dental students were randomly assigned to one of two training groups or to a non-training control group, given the task of preparing a geometrical class 1 cavity in phantom teeth. The feedback (FB) group trained under augmented visual feedback conditions, provided by the VR system (DentSim). The feedback-plus (FB+) group received, in addition, standardised expert input to enrich the augmented feedback information. The control group, consisting of same year students, did not participate in any training programme. All preparations were evaluated by the VR scoring system. Performance analyses revealed an overall trend towards significant improvement with practice for the training groups. Performance of the FB+ group was most accurate across training. After 1 day and 3 weeks of no practice, both training groups outperformed the control group. After 4 months, however, only the FB+ condition was significantly more accurate than the control group. The same tendency was noted for the transfer tests. Consequently, cavity preparation experience on a VR system under the condition of frequently provided feedback supplemented with expert input was most beneficial to long time learning.

Computer Simulation↗
PubMed2006

Effects of age and timing of augmented feedback on learning muscle relaxation while performing a gross motor task.

OBJECTIVE: To examine the combined effect of age and timing of augmented feedback on learning muscle relaxation. Performing a gross motor task, subjects had to lower their trapezius muscle activity using the electromyographic signal as visual myofeedback. DESIGN: Healthy subjects (16 young adults: 20-35 yrs; and 16 older adults: 55-70 yrs) were randomly assigned to one of two timing conditions of myofeedback: concurrent (feedback was provided immediately during the trial) and terminal (feedback was provided delayed after the trial) condition. RESULTS: The results indicated that young adults had a higher level of motor performance (i.e., lower muscle activity) compared with older adults when myofeedback was provided. These effects persisted during short- (after 10 mins) and long-term retention (after 1 wk) when no myofeedback was provided. In contrast to young adults, older adults did not improve their performance throughout the experiment. There were no interactions of age with the timing conditions of myofeedback during acquisition and retention. CONCLUSIONS: Either timing condition of augmented feedback was equally helpful to young adults, whereas neither was helpful for older adults in learning muscle relaxation.

Adult↗
PubMed1997

Augmented Feedback Presented in a Virtual Environment Accelerates Learning of a Difficult Motor Task.

One can use a number of techniques (e.g., from videotaping to computer enhancement of the environment) to augment the feedback that a subject usually receives during training on a motor task. Although some forms of augmented feedback have been shown to enhance performance on isolated isometric tasks during training, when the feedback has been removed subjects have sometimes not been able to perform as well in the "real-world" task as controls. Indeed, for realistic, nonisometric motor tasks, improved skill acquisition because of augmented feedback has not been demonstrated. In the present experiments, subjects (Experiment 1, N = 42; Experiment 2, N = 21) performed with a system that was designed for teaching a difficult multijoint movement in a table tennis environment. The system was a fairly realistic computer animation of the environment and included paddles for the teacher and subject, as well as a virtual ball. Each subject attempted to learn a difficult shot by matching the pattern of movements of the expert teacher. Augmented feedback focused the attention of the subject on a minimum set of movement details that were most relevant to the task; feedback was presented in a form that required the least perceptual processing. Effectiveness of training was determined by measuring their performance in the real task. Subjects who received the virtual environment training performed significantly better than subjects who received a comparable amount of real-task practice or coaching. Kinematic analysis indicated that practice with the expert's trajectory served as a basis for performance on the real-world task and that the movements executed after training were subject-specific modifications of the expert's trajectory. Practice with this trajectory alone was not sufficient for transfer to the real task, however: When a critical component of the virtual environment was removed, subjects showed no transfer to the real task.

augmented feedback↗
PubMed2003

The augmented-feedback rehabilitation technique facilitates the arm motor recovery in patients after a recent stroke.

Previous studies have shown that the motor training in a virtual-environment with the augmented feedback promotes motor learning in normal subjects and in long-term post-stroke patients. We evaluated whether this approach could be useful also for treating patients with arm motor deficits due to a recent stroke. Twenty-four patients were included in the study within 3 months from an ischemic stroke in the territory of the middle cerebral artery. Twelve subjects received virtual-environment-training (VET) therapy for the arm, and twelve patients received an equal amount of a conventional rehabilitation therapy focused to the upper limb. Before and after therapy, the autonomy of daily living activities were assessed with the Functional Independence Measure and the degree of motor impairment was measured with the Fugl-Meyer scale for the upper extremity. For both groups the therapy lasted from 5 to 7 weeks, 1 hour daily for five days a week. The VET therapy group showed 20,2% and 12,4% improvements in the Fugl-Meyer and the Functional Independence Measure scale mean scores respectively. In a comparable way, the conventional therapy determined significant, but smaller scores improvements: 11,3% and 9,1%, respectively. These data indicate that the recovery of arm motor function in patients after a recent stroke is promoted by an augmented feedback strategy applied through a virtual-environment.

Arm↗
PubMed2001

The effects of augmented feedback on students' perceptions and performance.

The effects of augmented feedback on perceptions of ability (SPA), practice behaviors, and performance during motor skill instruction of a novel task were investigated. Fourth-grade students (N = 103) were randomly assigned to one of four conditions: (a) no feedback; (b) motivational feedback; (c) task feedback; or (d) motivation and task feedback. They then practiced simple and complex cupstacking skills. On a relatively simple task, the type of feedback did not have a significant effect on children's SPA, practice behaviors, or performance; but on a more complex task, differential effects of feedback were evident. Results indicate that informational feedback is an important factor in facilitating student engagement, fostering positive perceptions of ability, and ultimately improving performance on a challenging task.

Analysis of Variance↗
PubMed2006

The influence of augmented feedback and prior learning on the acquisition of a new bimanual coordination pattern.

The present research examined two variables regarding the acquisition of a new bimanual coordination pattern: the role of previous experience and the nature of augmented feedback. Two groups of participants acquired a new coordination pattern (135 degrees relative phase) following two sessions of practice of another novel pattern (90 degrees relative phase). Transfer of learning in these groups was compared to two groups that had not previously learned a new pattern, but were nevertheless influenced by coordination patterns that are intrinsic to the task of bimanual relative timing (in-phase, 0 degrees, and anti-phase, 180 degrees). The findings revealed that new learning overshadowed the influence of the intrinsic patterns. Learning was also greatly affected by augmented feedback: dynamic, on-line pursuit tracking information was more effective in transfer than static, terminal feedback. Implications of these findings regarding theoretical constructs in motor learning are discussed.

Adult↗
PubMed2006

Effect of reducing frequency of augmented feedback on manual dexterity training and its retention.

OBJECTIVE: The study addressed the impact of the frequency of tutorial-enriched augmented visual feedback, provided by a virtual simulation system (DentSim), on the skill acquisition for a cavity preparation task in novice dental students. METHODS: Thirty-six subjects were assigned to two training groups and a control group. The task consisted of a geometrical cross preparation on the lower left first molar. All subjects performed a pre-test to assess their basic skill level. The training groups received simulation feedback, enriched with tutorial information, across acquisition. One group trained under continuous augmented feedback, while a second group trained under an intermittent (66% of the time) feedback. At both 1-day and 4-month interval, subjects performed a retention test to explore learning specific effects. Two transfer tests were added to assess the extrapolation of the learned skills to an adjacent molar. All tests were performed in the absence of feedback. A control group performed all the tests, without preceding training. All preparations were graded by the simulation system. RESULTS: The training groups performed similarly across acquisition and improved with practice (ANOVA, P<0.001). After 1 day and 4 months of no practice, the training groups outperformed the control group on a retention test (ANOVA, P<0.001) and transfer test (ANOVA, P<0.001). CONCLUSIONS: Performance and learning of a cavity preparation task on a simulation unit was independent of the frequency of tutorial-enriched augmented visual feedback within the range tested. Training sessions on a simulation unit could be alternated with training sessions in the traditional phantom head laboratory.

Adolescent↗
PubMed1990

Use of augmented feedback for the modification of the pedaling mechanics of cyclists.

On-line computer representation of forces applied to the pedals during a 90-degree sector of the pedaling cycle were used to train a group of cyclists to alter their pattern of force application while they cycled on a stationary cycle. The subjects rode for 32 min each day for ten days. During these training rides, three cyclists were given augmented feedback on only their pedaling rate, while three other cyclists were presented with augmented, visual feedback on the magnitude of force application in the sector of interest as well as cadence. At the end of the training period it was noted that the experimental group showed significantly reduced pedal forces in the sector of interest while the control group did not. It was concluded that this technique of modifying a well-practised task was an effective one and that it could be used to explore various training modalities and other pedaling styles.

Adult↗
PubMed1994

Effects of a learning model and augmented feedback on tennis skill acquisition.

This experiment investigated the effects of observing a learning model and receiving augmented verbal feedback on the acquisition and retention of the tennis volley. Female undergraduate students were randomly assigned to four groups: (a) AFB--received augmented verbal feedback from an instructor, (b) LMFB--monitored a learning model's trials and feedback, (c) LMFB+AFB--monitored a learning model's trials and feedback and received verbal feedback from an instructor, and (d) Control--received neither treatment. Subjects were pretested, given 50 acquisition trials, and then a retention test. Outcome and movement pattern dependent variables were employed. Repeated measures analyses indicated that all three experimental groups were significantly better than the Control group on movement pattern and outcome, with the greatest success experienced by the LMFB+AFB group. Findings are discussed relative to previous research findings and implications for practitioners.

Adult↗
PubMed1998

Beneficial and harmful effects of augmented feedback on physicians' clinical-teaching performances.

PURPOSE: To evaluate whether clinical-teaching skills could be improved by providing teachers with augmented student feedback. METHOD: A randomized, controlled trial in 1994 included 42 attending physicians and 39 residents from the Department of Medicine at the Indiana University School of Medicine who taught 110 students on medicine ward rotations for one-month periods. Before teaching rotations, intervention group teachers received norm-referenced, graphic summaries of their teaching performances as rated by students. At mid-month, intervention group teachers received students' ratings augmented by individualized teaching-effectiveness guidelines based on the Stanford Faculty Development Program framework. Linear models were used to analyze the students' mean ratings of teaching behaviors at mid-month and end-of-month. Independent variables included performance ratings, intervention status, teacher status, teaching experience, and interactions with baseline ratings. RESULTS: Complex interactions with baseline performance were found for most teaching categories at mid-month and end-of-month. The intervention-group teachers who had high baseline performance scores had higher student ratings than did the control group teachers with similar baseline scores; the intervention group teachers who had low baseline performance scores were rated lower than were the control group teachers with comparable baseline scores. The residents who had medium or high baseline scores were rated higher than were the attending physicians with comparable baseline scores; the performance of the residents who had low baseline scores was similar to that of the attending physicians with comparable baseline scores. CONCLUSION: Baseline performance is important for targeting those teachers most likely to benefit from augmented student feedback. Potential deterioration in teaching performance warrants a reconsideration of distributing students' ratings to teachers with low baseline performance scores.

Clinical Clerkship↗
PubMed1996

Effects of control order, augmented feedback, input device and practice on tracking performance and perceived workload.

Virtual interfaces to advanced human-machine systems will present operators with a variety of perceptual-motor challenges. To inform the virtual interface design processes, the present experiments examined the effects of track order, level of knowledge of performance, type of control device, and the extent of practice on tracking performance and associated mental workload. Tracking was assessed by root mean square error. Subjective workload was measured using both the NASA Task Load Index (TLX) and the Subjective Workload Assessment Technique (SWAT). Results indicated non-linear effects, where tracking error and subjective workload both increased non-proportionally with track order. Trackball use resulted in more accurate performance and was judged to be of lower subjective workload than input using a mouse. Augmented knowledge of performance had little effect on either performance or workload. There was a number of interactions affecting performance that were replicated in perceived workload. Over acquisition trials, second-order tracking exhibited continuous improvement. This capability was retained even after a 30-day rest interval. Decrease a workload followed performance improvement in both initial acquisition and subsequent retention phases. The two subjective workload scales were essentially equivalent in terms of their sensitivity to task manipulations. These results support the direct association between workload and performance and confirms the use of workload in helping to evaluate the influence of diverse task-related demands. The implications for the design of virtual interfaces to real-world systems are examined in the light of these findings.

Adult↗