한국전문물리치료학회지 (Physical Therapy Korea)
- 제7권1호
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- Pages.55-63
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- 2000
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- 1225-8962(pISSN)
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- 2287-982X(eISSN)
체중이동 과제 학습시 효과적인 운동학적 되먹임 유형과 상대적 빈도
Kinetic Feedback Frequency Effects on Learning Weight Shifting Skills in Nondisabled Subjects
- 차승규 (연세대학교 원주의과대학 생리학교실) ;
- 박소연 (연세대학교 원주의과대학 원주기독병원 재활의학과) ;
- 정진호 (연세대학교 보건과학대학 의공학과 및 의공학연구소) ;
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김영호
(연세대학교 보건과학대학 의공학과 및 의공학연구소)
- Cha, Seung-Kyu (Dept. of Physiology, Wonju College of Medicine, Yonsei University) ;
- Park, So-Yeon (Dept. of Rehabilitation Medicine, Wonju Christian Hospital, Wonju College of Medicine, Yonsei University) ;
- Chung, Jin-Ho (Dept. of Biomedical Engineering, College of Health Science, Yonsei University Institute of Biomedical Engineering, Yonsei University) ;
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Kim, Young-Ho
(Dept. of Biomedical Engineering, College of Health Science, Yonsei University Institute of Biomedical Engineering, Yonsei University)
- 발행 : 2000.02.19
초록
Physical therapists have been using balance and weight shifting training to induce improvements in standing and walking. This study compared the effects of kinetic feedback frequency and concurrent kinetic feedback on the performance and learning of a weight shifting skill in young, nondisabled adults. Sixteen young adults without known impairment of the neuromusculoskeletal system volunteered for the study. Subjects in each of three kinetic feedback groups performed a weight shifting task in an attempt to minimize error between their effort and a center of pressure (COP) template for a 12 second period. Feedback was provided: 1) concurrently (concurrent feedback), 2) after each trial (100% feedback), 3) after every other trial (50% feedback). Immediate and delayed (24 hour) retention tests were performed without feedback. During acquisition phase, the concurrent feedback group exhibited less error than either of the post response feedback group. For the immediate retention test, the 50% feedback group exhibited less error than did the 100% feedback and concurrent feedback. During the delayed retention, 50% feedback group displayed less error than did the other groups. But no significant differences were found between groups. These results suggest that practice with concurrent feedback is beneficial for the immediate performance, but not for the learning of this weight shifting skill. Lower frequency of feedback resulted in more permanent changes in the subject's ability to complete the task.