• Journal of Wellbeing Management and Applied Psychology
• /
• v.5 no.2
• /
• pp.15-19
• /
• 2022

Purpose: This pilot study aimed to clarify features of motor module during walking in exercise experts who experienced lately repeated training for sports skill. To identify motor modules, autoencoder machine learning algorithm was used, and modules were extracted from muscle activities of lower extremities. Research design, data and methodology: A total of 10 university students were participated. 5 students did not experience any sports training before, and 5 students did experience sports training more than 5 years. Eight muscle activities of dominant lower extremity were measured. After modules were extracted by autoencoder, the numbers of modules and spatial muscle weight values were compared between two groups. Results: There was no significant difference in the minimal number of motor modules that explain more than 90% of original data between groups. However, in similarity analysis, three motor modules were shown high similarity (r>0.8) while one module was shown low similarity (r<0.5). Conclusions: This study found not only common motor modules between exercise novice and expert during walking, but also found that a specific motor module, which would be associated with high motor control ability to distinguish the level of motor performance in the field of sports.

• The Journal of Korean Physical Therapy
• /
• v.24 no.6
• /
• pp.405-408
• /
• 2012

Purpose: We examined the effect of dual-task and single-task training on serial reaction time (SRT) task performance to determine whether SRT is based more on motor or perception in a dual-task. Methods: Forty healthy adults were divided into two groups: the dual-task group (mean age, $21.8{\pm}1.6$ years) and the single-task group (mean age, $21.7{\pm}1.6$ years). SRT task was conducted total 480 trial. The four figures were presented randomly 16 times. A unit was set as 1 block that would repeat 10 times. Thus, there were a total of 160 trials for each of the three color conditions. The dual-task group performed an SRT task while detecting the color of a specific shape. The end of the task, subjects answered the specific shape number; the single-task group only performed the SRT task. The study consisted of three parts: pre-measurement, task performance, and post-measurement. Results: Differences of pre and post reaction time between two group was higher for the dual-task group as compared to the single task group and there was a significant interaction between time and group (p<0.05). Conclusion: Our results indicate that. short term period SRT is not quiet effective under dual-task conditions, individuals need additional cognitive processes to successfully navigate a task This suggests that dual-task training might not be appropriate for motor learning enhancement, at least when the training is over a short period.

• Journal of Korean Physical Therapy Science
• /
• v.28 no.1
• /
• pp.33-45
• /
• 2021

Background: Children with cerebral palsy have difficulty acquiring motor skills through motor learning due to lack of motor planning of the central nervous system and musculoskeletal dysfunction. Motor learning is the acquisition or modification of movements with the aim of developing skilled movements and behaviors. Cerebral palsy improve motor function through motor learning, and effective motor learning mainly depends on practice parameters such as learning feedback. Therefore, we investigate the effect of motor learning in children with cerebral palsy and try to present the possibility of clinical application. Design: A systemic review. Methods: Research papers were published from Jan, 2010 to Dec, 2020 and were searched using PubMed and Medline. The search terms are 'task specific training' OR 'motor learning' OR 'feedback(Mesh term)' OR 'goal activity' AND 'cerebral palsy(Mesh term)'. A total of eight papers were analyzed in this study. The paper presented the quality level based on the research evidence, and also presented PEDro (Physiotherapy Evidence Database) scores to evaluate the quality of design studies in randomized clinical trials. Results: The results showed that motor learning coaching in children with cerebral palsy improved motor function in post and follow up tests. Also, self-control feedback of motor learning is more effective than external control feedback. 100% external control feedback of motor learning is effective in the acquisition phase and 50% external feedback of motor learning is effective in the retain phase. Conclusion: These results suggest that it will be an important data for establishing evidence on the effect of motor learning arbitration methods in children with cerebral palsy to develop clinical applicability and protocols.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.14 no.2
• /
• pp.804-810
• /
• 2013

The purpose of this study was to apply treadmill training through motor learning to cerebral palsy children and examine its effects on their motor Functions and balance. The subjects of this study were 16 spastic diplegia children who had difficulty in independent gait, and GMFCS level III, IV. The participant's were allocated randomy to 2 groups: a motor learning group(n=8) and the control group(n=8), Both groups received muscle strengthening exercise for 3 session, 30 minutes per week over 7 weeks period. Data collected from the 16 spastic diplegia children the results were as follows. The motor learning group showed significant increase in motor function(p<.05). The motor learning group showed significant increase in balance(p<.05). Between motor learning group and control group, motor functions and balance was a statistically significant difference(p<.05).

• The Journal of Korean Physical Therapy
• /
• v.31 no.4
• /
• pp.212-215
• /
• 2019

Purpose: This study examined whether there is a difference in motor learning through short-term repetitive movement practice in stroke survivors with a unilateral brain injury compared to normal elderly participants. Methods: Twenty-six subjects who were divided into a stroke group (n=13) or sex-aged matched normal elder group (n=13) participated in this study. To evaluate the effects of motor learning, the participants conducted a tracking task for visuomotor coordination. The accuracy index was calculated for each trial. Both groups received repetitive tracking task training of metacarpophalangeal joint for 50 trials. The stroke group performed a tracking task in the upper extremity insi-lesional to the damaged hemisphere, and the normal elder group performed the upper extremity matched for the same side. Results: Two-way repetitive ANOVA revealed a significant difference in the interactions ($time{\times}group$) and time effects. These results indicated that the motor skill improved in both the stroke and normal elder group with a tracking task. On the other hand, the stroke group showed lesser motor learning skill than the normal elder group, in comparison with the amount of motor learning improvement. Conclusion: These results provide novel evidence that stroke survivors with unilateral brain damage might have difficulty in performing ipsilateral movement as well as in motor learning with the ipsilateral upper limb, compared to normal elderly participants.

• PNF and Movement
• /
• v.12 no.2
• /
• pp.97-106
• /
• 2014

Purpose: The purpose of this study was to investigate changes in EEG through attention. Concentration training and performing tasks are important factors in the improvement of motor learning ability. Methods: In the experiment, 22 healthy people were divided into two groups: the trail making test (TMT) group and the computerized neurocognitive function test (CNT) group. A one-way Neuro Harmony M test to see whether there was a significant difference among the groups. Results: The TMT group showed a significant increase in ${\alpha}$ wave, ${\alpha}$ wave sequence, and ${\beta}$ wave sequence; however, there were no significant differences in SMR wave, SMR wave sequence, and ${\beta}$ wave. The CNT group showed increases in ${\alpha}$ wave, ${\alpha}$ wave sequence, SMR wave, SMR wave sequence, and ${\beta}$ wave sequence; however, there was no significant difference in ${\beta}$ wave. In EEGs before and after two performance tasks were changed, there were significant differences in ${\beta}$ wave, SMR wave, SMR wave sequence; however, there were no significant differences in ${\alpha}$ wave sequence, ${\beta}$ wave, and ${\beta}$ wave sequence. Conclusion: Attention training and concentration training offer feedback and repetition for constant stimulus and response. Moreover, attention training and concentration training can contribute to new studies and motivation by developing fast sensory and motor skills through acceptable visual and auditory stimulation.

• Physical Therapy Korea
• /
• v.9 no.3
• /
• pp.101-111
• /
• 2002

The purpose of this study was to determine EMG biofeedback training effect on the muscle activities in 3 unilateral facial palsy patients along with multiple baseline design across subjects. The auditory feedback about facial muscles (orbicularis oris, orbicularis oculi, frontalis) was provided with each patient during facial exercise training. Electromyographic (EMG) activity during maximal voluntary contraction and maximal compound muscle action potential (CMAP) amplitude elected by supramaximal electrical stimulation on facial nerve of facial muscles were measured pre- and post- EMG biofeedback training to evaluate motor learning. EMG activity during maximal voluntary contraction was increased after EMG biofeedback training and CMAP amplitude elected by supramaximal electrical stimulation was not changed in all subjects. The results indicate that EMG biofeedback training is useful method to improve motor learning of facial excercise training in unilateral facial palsy patients.

• Journal of the Korean Society of Physical Medicine
• /
• v.5 no.3
• /
• pp.395-404
• /
• 2010

Purpose : The object of this study was to examine the effect of motor learning on brain activation depending on the method of motor learning. Methods : The brain activation was measured in 9 men by fMRI. The subjects were divided into the following groups depending on the method of motor learning: actually practice (AP, n=3) group, action observation (AO, n=3) group and motor imagery (MI, n=3) group. In order to examine the effect of motor learning depending on the method of motor learning, the brain activation data were measured during learning. For the investigation of brain activation, fMRI was conducted. Results : The results of brain activation measured before and during learning were as follows; (1) During learning, the AP group showed the activation in the following areas: primary motor area located in precentral gyrus, somatosensory area located in postcentral gyrus, supplemental motor area and prefrontal association area located in precentral gyrus, middle frontal gyrus and superior frontal gyrus, speech area located in superior temporal gyrus and middle temporal gyrus, Broca's area located in inferior parietal lobe and somatosensory association area of precuneus; (2) During learning, the AD groups showed the activation in the following areas: primary motor area located in precentral gyrus, prefrontal association area located in middle frontal gyrus and superior frontal gyrus, speech area and supplemental motor area located in superior temporal gyrus and middle temporal gyrus, Broca's area located in inferior parietal lobe, somatosensory area and primary motor area located in precentral gyrus of right cerebrum and left cerebrum, and somatosensory association area located in precuneus; and (3) During learning, the MI group showed activation in the following areas: speech area located in superior temporal gyrus, supplemental area, and somatosensory association area located in precuneus. Conclusion : Given the results above, in this study, the action observation was suggested as an alternative to motor learning through actual practice in serial reaction time task of motor learning. It showed the similar results to the actual practice in brain activation which were obtained using activation of mirror neuron. This result suggests that the brain activation occurred by the activation of mirror neuron, which was observed during action observation. The mirror neurons are located in primary motor area, somatosensory area, premotor area, supplemental motor area and somatosensory association area. In sum, when we plan a training program through physiotherapy to increase the effect during reeducation of movement, the action observation as well as best resting is necessary in increasing the effect of motor learning with the patients who cannot be engaged in actual practice.

• The Journal of Korean Physical Therapy
• /
• v.35 no.6
• /
• pp.213-219
• /
• 2023

Purpose: In this study, based on the error augmentation, we performed walking training with increased rhythmic auditory stimulation speed on the affected side (IRAS) and walking training with decreased rhythmic auditory stimulation speed on the unaffected side (DRAS). The purpose of this study was to verify whether motor learning was effective in improving balance ability. Methods: Twenty-eight subjects with chronic stroke were recruited from a rehabilitation center. The subjects were divided into three groups: an IRAS group (10 subjects), a DRAS group (9 subjects), and control group (9 subjects). They received 30minutes of neuro-developmental therapy and walking training for 30minutes, five times a week for three weeks. Static and functional balance ability were measured before and after the training period. Static balance was measured by balancia software. Functional balance was measured by the timed up and go test (TUG) and the berg balance scale (BBS). Results: After the training periods, the IRAS group showed a significant improvement in TUG, BBS, area 95% COP, and weight distribution on the affected side when compared to both the DRAS group and control group (p<0.05). Conclusion: Based on the results of this study, it is possible to consider error augmentation methods of motor learning if rhythmic auditory stimulation is applied to stroke patients in clinical practice. If the affected side is shorter than the unaffected side, the affected side should be adjusted to the increased rhythmic auditory stimulation speed, which is considered to be an effective intervention to improve balance ability.

• The Journal of Korean Physical Therapy
• /
• v.26 no.3
• /
• pp.191-195
• /
• 2014

Purpose: The purpose of this study is to investigate whether types of sensory-stimuli cues in terms of visual, auditory, and visuoauditory cues can be affected to motor sequential learning in healthy adults, using serial reaction time task. Methods: Twenty four healthy subjects participated in this study, who were randomly allocated into three groups, in terms of visual-stimuli (VS) group, auditory-stimuli (AS) group, and visuoauditory-stimuli (VAS) group. In SRT task, eight Arabic numbers were adopted as presentational stimulus, which were composed of three different types of presentational modules, in terms of visual, auditory, and visuoauditory stimuli. On an experiment, all subjects performed total 3 sessions relevant to each stimulus module with a pause of 10 minutes for training and pre-/post-tests. At the pre- and post-tests, reaction time and accuracy were calculated. Results: In reaction time, significant differences were founded in terms of between-subjects, within-subjects, and interaction effect for group ${\times}$ repeated factor. In accuracy, no significant differences were observed in between-group and interaction effect for groups ${\times}$ repeated factor. However, a significant main effect of within-subjects was observed. In addition, a significant difference was showed in comparison of differences of changes between the pre- and post-test only in the reaction time among three groups. Conclusion: This study suggest that short-term sequential motor training on one day induced behavioral modification, such as speed and accuracy of motor response. In addition, we found that motor training using visual-stimuli cue showed better effect of motor skill acquisition, compared to auditory and visuoauditory-stimuli cues.