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Research Reports |
CJ Winstein, PhD, PT, is Assistant Professor, Department of Biokinesiology and Physical Therapy, University of Southern California, 1540 E Alcazar St, CHP 155, Los Angeles, CA 90033 (USA) (winstein@hsc.usc.edu).
PS Pohl, PhD, PT, is Assistant Scientist, Center on Aging, and Assistant Professor, Department of Physical Therapy Education, The University of Kansas Medical Center, Kansas City, KS 66160. He was a doctoral candidate and Research Assistant, Department of Biokinesiology and Physical Therapy, University of Southern California, at the time the study was conducted.
C Cardinale, PT, is Physical Therapist II, Seton Medical Center, Dayley City, CA 94015.
A Green, PT, is Lead Physical Therapist, Oakridge Care Center, Oakland, CA 94602.
L Scholtz, PT, is Staff Physical Therapist, Fortanasce and Associates, Arcadia, CA 91007.
CS Waters, PT, is Senior Physical Therapist, Imperial Valley Therapy Centers, El Centro, CA 92243.
Ms Cardinale, Ms Green, Ms Scholtz, and Ms Waters were students in the entry-level Master of Physical Therapy degree program, Department of Biokinesiology and Physical Therapy, University of Southern California, at the time the study was conducted.
Background and Purpose. 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. Subjects. 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. Conclusion and Discussion. These results suggest that practice with concurrent feedback is beneficial for the immediate performance but not for the learning of this sensorimotor skill.
Key Words: Feedback • Learning • Posture, tests and measurements • Psychomotor performance • Sensorimotor
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