Effects of physical guidance on short-term learning of walking on a narrow beam
Identifieur interne : 004227 ( Main/Curation ); précédent : 004226; suivant : 004228Effects of physical guidance on short-term learning of walking on a narrow beam
Auteurs : Antoinette Domingo [États-Unis] ; Daniel P. Ferris [États-Unis]Source :
- Gait & posture [ 0966-6362 ] ; 2009.
Abstract
Physical guidance is often used in rehabilitation when teaching patients to re-learn movements. However, the effects of guidance on motor learning of complex skills, such as walking balance, are not clear. We tested four groups of healthy subjects that practiced walking on a narrow (1.27 cm) or wide (2.5 cm) treadmill-mounted balance beam, with or without physical guidance. Assistance was given by springs attached to a hip belt that applied restoring forces towards beam center. Subjects were evaluated while walking
Url:
DOI: 10.1016/j.gaitpost.2009.07.114
PubMed: 19674900
PubMed Central: 2753682
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PMC:2753682Le document en format XML
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<author><name sortKey="Domingo, Antoinette" sort="Domingo, Antoinette" uniqKey="Domingo A" first="Antoinette" last="Domingo">Antoinette Domingo</name>
<affiliation wicri:level="2"><nlm:aff id="A1"> School of Kinesiology, University of Michigan, Ann Arbor, MI USA</nlm:aff>
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<affiliation wicri:level="2"><nlm:aff id="A2"> Department of Biomedical Engineering, University of Michigan, Ann Arbor, MI USA</nlm:aff>
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<front><div type="abstract" xml:lang="en"><p id="P2">Physical guidance is often used in rehabilitation when teaching patients to re-learn movements. However, the effects of guidance on motor learning of complex skills, such as walking balance, are not clear. We tested four groups of healthy subjects that practiced walking on a narrow (1.27 cm) or wide (2.5 cm) treadmill-mounted balance beam, with or without physical guidance. Assistance was given by springs attached to a hip belt that applied restoring forces towards beam center. Subjects were evaluated while walking <italic>unassisted</italic>
before and after training by calculating the number of times subjects stepped off of the beam per minute of successful walking on the beam (Failures per Minute). Subjects in Unassisted groups had greater performance improvements in walking balance from pre to post compared to subjects in Assisted groups. During training, Unassisted groups had more Failures per Minute than Assisted groups. Performance improvements were smaller in Narrow Beam groups than in Wide Beam groups. The Unassisted-Wide and Assisted-Narrow groups had similar Failures per Minute during training, but the Unassisted-Wide group had much greater performance gains after training. These results suggest that physical assistance can hinder motor learning of walking balance, assistance appears less detrimental for more difficult tasks, and task-specific dynamics are important to learning independent of error experience.</p>
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