Extrinsic feedback and upper limb motor skill learning in typically-developing children and children with cerebral palsy: Review

Robert, Maxime; Sambasivan, Krithika; Levin, Mindy F.

doi:10.3233/rnn-160688

Cited by 15 publications

(26 citation statements)

References 29 publications

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“…Providing augmented feedback during or after practice can enhance the rate and extent of motor learning in healthy individuals (Schmidt & Lee, 2013;Fuiji, Lulic, & Chen, 2016;Sharma, Chevidikunnan, Khan, & Gaowqzeh, 2016;Sullivan, Kantak, & Burtner, 2008) and those with neuromotor impairments van Dijk, Jannink, & Hermens, 2005;van Vliet & Wulf, 2006;Ezekiel, Lehto, Marley, Wishart, & Lee, 2001). In typically developing children and children with cerebral palsy for whom motor learning processes differ from adults, more research to determine optimal feedback delivery is required, as a recent review of modality (visual or auditory) and frequency (concurrent or terminal) of feedback to enhance upper limb motor learning could not make recommendations for most effective feedback parameters (Robert, Sambasivan, & Levin, 2017). In particular, the potential for feedback and other practice conditions to influence learner motivation and/and engagement in ways that directly or indirectly facilitate learning is an area of growing research focus (e.g., Wulf & Lewthaite, 2016;Badami, Vaez Mousavi, Wulf, & Namazizadeh, 2011;Hoffman & Nadelson, 2010).…”

Section: Introductionmentioning

confidence: 99%

Does Narrative Feedback Enhance Children's Motor Learning in a Virtual Environment?

Levac

2018

Journal of Motor Behavior

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Augmented feedback has motivational and informational functions in motor learning, and is a key feature of practice in a virtual environment (VE). This study evaluated the impact of narrative (story-based) feedback as compared to standard feedback during practice of a novel task in a VE on typically developing children's motor learning, motivation and engagement. Thirty-eight children practiced navigating through a virtual path, receiving narrative or non-narrative feedback following each trial. All participants improved their performance on retention but not transfer, with no significant differences between groups. Self-reported engagement was associated with acquisition, retention and transfer for both groups. A narrative approach to feedback delivery did not offer an additive benefit; additional affective advantages of augmented feedback for motor learning in VEs should be explored.

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Section: Introductionmentioning

confidence: 99%

Does Narrative Feedback Enhance Children's Motor Learning in a Virtual Environment?

Levac

2018

Journal of Motor Behavior

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“…AVG/VR provides the opportunity to customize progressions in task difficulty by incorporating spatial and temporal constraints (40) and to encourage sufficient movement repetitions to drive positive experience-dependent neuroplastic changes (36,44,45). Furthermore, meaningful performance feedback can be provided in the form of augmented information about the outcome of the movement and/or the elements of motor performance (17). Feedback type and delivery schedule can be manipulated with AVG/VR.…”

Section: How Can Active Video Games and Low-cost Virtual Reality Applmentioning

confidence: 99%

“…Among children with physical disabilities typically followed by rehabilitation specialists, cerebral palsy (CP) is the most common neuromotor disorder in children (10) with a prevalence ranging from 1.5 to 2.5 per 1,000 live births (11)(12)(13) and an estimated lifetime cost of 1 million dollars (14). Children with CP and other pediatric populations with physical disabilities have a wide range of impairments, including muscle tone disorders (15), reduced sensation (16,17), reduced aerobic capacities (18), and cognitive deficits (19,20). Ultimately, these physical and mental impairments negatively affect most activities of daily living; this inevitably leads to reduced levels of participation in both leisure and physical activities (21,22).…”

Section: Introductionmentioning

confidence: 99%

Active Video Games and Low-Cost Virtual Reality: An Ideal Therapeutic Modality for Children With Physical Disabilities During a Global Pandemic

et al. 2020

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Current guidelines against spread of coronavirus (COVID-19) interrupt non-essential rehabilitation services. Thus, individuals with physical disabilities such as children with cerebral palsy can no longer benefit from physical rehabilitation during this undetermined period. Using either a synchronous or asynchronous format, in collaboration with a therapist via telerehabilitation, we suggest that active video games and low-cost virtual reality are a promising delivery mode for at-home rehabilitation in the context of a global pandemic. This therapeutic modality, incorporated into an at-home individualized treatment plan, provides a means to lessen the impact of an interruption in rehabilitation services while not loosing the pre-pandemic, in-person physical activity gains. Growing evidence supports active video games and low-cost virtual reality as viable therapeutic interventions for children with physical disabilities. These technologies are especially well-accepted by pediatric populations for the ludic and motivating features that lend themselves to nearly seamless incorporation into telerehabilitation. Advantages for rehabilitation of active video games and low-cost virtual reality include a rich, challenging, multi-modal training environment in which high numbers of movement repetitions can be accomplished, and a unique opportunity to foster engaged practice actions that go beyond household activities. We offer suggestions for the clinician about how to adopt active video games and low-cost virtual reality into your practice during a global pandemic.

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“…It has been reported that the sensorimotor impairments, visual perception, and motor planning deficits may affect motor learning in this population [ 6 ]. Previous studies showed that motor ability and performance in children with CP could be improved with physical practice [ 2 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

Effect of Physical Guidance on Learning a Tracking Task in Children with Cerebral Palsy

Nobari

Azimzadeh

Hassanlouei

et al. 2021

IJERPH

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The purpose of this study was to investigate the effect of physical guidance (PG) frequency on learning a tracking task in children with hemiplegic spastic cerebral palsy (CP). For this purpose, 25 children, aged 7–15 years with CP affecting the left side of the body, who were classified in levels II–III of Manual Abilities Classification System (MACS) and levels III–IV of Gross Motor Function Classification System (GMFCS), were recruited from 10 clinical centers. A pre-test including two blocks of 12 trials of the tracking task without any PG was performed by all participants, after that they were assigned into five homogenous groups (with 100%, 75%, 50%, 25%, and 0% of PG) through blocked randomization according to their age. All participants involved in an intervention consisted of eight sessions (four blocks of 12 trials in each session) practicing a tracking task. The 0% PG group received no PG, the 25% PG group received PG for three trials, the 50% PG group received PG for six trials, the 75% PG group received PG for nine trials, and the 100% PG group received PG for all twelve trials. PG consisted of placing the experimenter’s hand around the child’s less-involved hand guiding to stay on the track and complete the task. Learning was inferred by acquisition and delayed retention tests. The results showed that the higher frequency of PG led to more accurate performance during practice phase. However, the group that received 75% PG had significantly better performance compared to the other groups in the retention phase. It is concluded that optimum level of PG, about 75% of trials, can be helpful for learning a tracking task in children with spastic hemiplegic CP, supporting the challenge point framework.

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Extrinsic feedback and upper limb motor skill learning in typically-developing children and children with cerebral palsy: Review

Abstract: A better understanding of the influence of feedback on motor learning is needed to optimize motor skill acquisition in children with CP.

Cited by 15 publications

References 29 publications

Does Narrative Feedback Enhance Children's Motor Learning in a Virtual Environment?

Does Narrative Feedback Enhance Children's Motor Learning in a Virtual Environment?

Active Video Games and Low-Cost Virtual Reality: An Ideal Therapeutic Modality for Children With Physical Disabilities During a Global Pandemic

Effect of Physical Guidance on Learning a Tracking Task in Children with Cerebral Palsy

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