• PNF and Movement
• /
• v.17 no.2
• /
• pp.245-252
• /
• 2019

Purpose: The purpose of this study was to determine the effects of action observation training on lower limb muscle activity and dynamic balance in chronic stroke patients. Methods: This study evaluated 20 chronic stroke patients who were divided randomly into a control and an experimental group comprising 10 patients each. Both the experimental group and the control group performed the general exercise therapy provided by the hospital, but the experimental group also performed action observation training. Lower limb muscle activity was measured with a surface electromyograph, and dynamic balance was measured with the Timed Up and Go test and the 10-meter walk test. The paired t-test was used to compare the groups before and after the experiment. Furthermore, the independent t-test was used to assess differences in the degree of change between the two groups before and after the experiment. Results: The within-group comparisons for both the experimental group and the control group showed significant differences in muscle activity and dynamic balance (p<0.05). In a comparison between the groups, the differences in the muscle activity and dynamic balance of the experimental group appeared significant compared with those of the control group (p<0.05). Conclusion: The study results indicate that action observation training is effective in improving the muscle activity and dynamic balance of chronic stroke patients.

• Bulletin of the Korean Mathematical Society
• /
• v.33 no.4
• /
• pp.531-536
• /
• 1996

Let $F$ denote $R$ or $C$. Put $A = SL(2, F)$. Define $P(F^2)$ to be the set of all 1-dimensional subspaces of $F^2$. Then the natural action of A on $F^2$ induces an action on $P(F^2)$.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2017.10a
• /
• pp.594-597
• /
• 2017

The purpose of this study is to evaluate the effects of Action-observational training program on gait and balance of patients with hemiplegia. Subjects of this study, among the patients who received the diagnosis cerebral vascular accident, for patients total of 4 people have agreed to research. Experimental group 2 people, control group 2 people, was a total of 4 people. Group-specific arbitration method, was applied to Action-observational training program(experimental group) and general Task-oriented training program(control group). Each training courses 30 minutes for 4 weeks, examined the changes in 10 Meter Walk Test(10MWT), gait speed, Berg Balance Scale(BBS) and time up and go(TUG) ability to examine a total of 4-week course effectively. The intervention were compared by measuring before and after. There were significant improvements in the subscales of the gait and balance test of those who practiced with the Action-observational training program, while the control group showed no significant changes. Therefore, Action-observational training program is effective in improvement of to improve the gait and balance in patients with hemiplegia.

• Journal of the Korea Convergence Society
• /
• v.10 no.7
• /
• pp.71-76
• /
• 2019

The purpose of this study is to investigate the effect of action learning methods and practices, which have a research focus on learner-centered teaching after training students to use collaborative learning practices from the viewpoint that the learners acquire English skills through peer correction activities based on sociocultural learning theory[1]. From March 1, 2018 to June 15, 2018, one control class and one experimental group were selected from the general freshman English courses. The experimental group attended classes centered on collaborative writing activities using action learning and cooperation techniques, and the control group attended classes lecture style and rote learning methods to teach writing. The result of study has shown that, for the experimental group, there have been statistically significant results in the production of writing, such as the number of words, the number of sentences, and sentence length. Learners could share the knowledge or ideas of others in their learning relationships with more regular basis.

• Journal of The Korean Society of Integrative Medicine
• /
• v.7 no.3
• /
• pp.171-180
• /
• 2019

Purpose : The purpose of this study was to investigate the difference in motor cortical excitability during mental practice and action observation in subjects with forward head posture. Methods : This study was performed in two groups, a forward head posture group (n=17) and a normal posture group (n=17). Electroencephalography (EEG) was conducted to investigate cerebral cortex activity, and six electrodes were attached to Fp1, Fp2, C1, C2, C3, and C4 to measure the relative alpha power, relative beta power, relative gamma power, and mu rhythms. The subjects were requested to perform the four different conditions, which were eye opening, eye closing, mental practice, and action observation for 300 seconds. Results : The results showed that the relative alpha waves showed a significant difference between the normal and forward head posture groups in the C1, C2, C3, and C4 regions with the eyes open (p<.05). The relative beta waves also showed a significant difference between the two groups in the Fp1 and Fp2 regions during action observation (p<.05). The relative gamma waves were significantly different between the normal and forward head posture groups in the Fp1 and Fp2 regions during action observation (p<.05) in C1, C2, and C3 with eyes closed (p<.05) and in C1, C2, C3, and C4 with eyes open (p<.05). Conclusion : The results of this study showed that EEG change in the forward head posture group was different from that in the normal control group in action observation rather than in mental practice. Therefore, we are expected to provide a neurophysiological basis for applying action observation to motor skill learning during exercise for correcting forward head posture.

• PNF and Movement
• /
• v.12 no.1
• /
• pp.19-25
• /
• 2014

Purpose: To investigate the effect of action observation training on the muscle onset time and symmetrical use of rectus femoris(RF) and gastrocnemius medialis(GCM) during sit-to-stand (STS). Methods: Sixteen patients with stroke entered a single-blind trial and were randomly assigned to the experimental(Action) or control(Landscape) groups. Those in the Action observation group watched video clips showing specific movement and strategies to STS, wheas those in the control group watched video clips of static pictures showing differnet landscapes. All patients was measured the EMG data in the STS on the affected side and unaffected side. The EMG data were collected from RF and GCM while performing the STS task. The EMG onset time and onset time ratio for the RF and GCM were calculated by dividing the EMG onset time of RF and GCM action on the affected side by these on the unaffected side. Results: Onset time of affected side RF, GCM was significantly faster action observation training group than control group(p<.05). But interventions before and after the symmetry did not show a significant increase. Conclusion: There findings suggest that action observation training has a positive effect on the muscle onset time shortened during STS tasks.

• Journal of the Korean Society of Physical Medicine
• /
• v.14 no.1
• /
• pp.7-14
• /
• 2019

PURPOSE: This study examined the effects of observing a self-video or a video of another person performing balance and gait training, followed by actual performance of the observed movements on the balance and walking ability of chronic stroke patients. METHODS: Thirty patients, who had experienced a stroke and were admitted to S rehabilitation hospital for treatment, were selected randomly and divided into three groups with 10 patients each: self-action observation (SAO) group, other-action observation (OAO) group, and treadmill walking training (TWT) group. The training program was conducted five times per week for four weeks. The GAITRite system, 10 m walking test, and timed up and go test were performed to measure the subjects' gait and balance ability. RESULTS: The velocity, cadence, double support, and stride length were increased significantly in the SAO and OAO groups (p<.05) but the T group showed no significant changes; no significant difference was observed among the groups (p >.05). The 10MWT decreased significantly in the OAO group (p<.05), but there were no significant changes in the SAO and T groups, and no significant difference was observed among the groups (p>.05). The TUG decreased significantly in the SAO and OAO groups (p<.05), but there were no significant changes in the T group, and no significant difference was observed among the groups (p>.05). CONCLUSION: The self or other action observation training helps improve the balance and gait ability.

• The Journal of Korean Society for School & Community Health Education
• /
• v.17 no.2
• /
• pp.17-30
• /
• 2016

Objectives: The purpose of this study was to examine differences between the traditional lecture teaching learning method and action learning teaching learning method of nursing students' leadership, problem solving competence, creativity, and critical thinking disposition. Methods: This study was carried out from February 24, 2014 to May 30, 2014 with 171 nursing students (an experimental group of 88 students and a control group of 83 students) assigned among $2^{nd}$ year students attending nursing departments in U city. The Action learning teaching learning method applied to the experimental group by two experts. The Traditional lecture teaching learning method applied to the control group. In order to compare the differences, a pre and post questionnaire were used. The data gathered was analyzed using the SPSS 22. Results: Upon completion of education the nursing students' leadership, problem solving competence and creativity significantly increased both in the experimental group and in the control group compared to the pre testing phase. The critical thinking disposition significantly increased after education in the experimental group, but there was no significant change in the critical thinking disposition of the control group. Conclusion: To improve nursing students' leadership, problem solving competence, creativity, and critical thinking disposition the action learning teaching learning method appears to be more effective than the traditional lecture teaching learning method.

• The Journal of Korean Physical Therapy
• /
• v.28 no.3
• /
• pp.176-182
• /
• 2016

Purpose: To investigate the effect of treadmill training applied simultaneously with gait related action observation on walking ability in chronic stroke patients. Methods: Sixteen chronic stroke patients participated in this study. Participants were randomly allocated into either the treadmill applied simultaneously with action observation training group (TAG) or treadmill applied simultaneously with landscape observation training group (TLG). The participants in both group underwent treadmill training for four weeks (a total of twelve minute, once a day, three times weekly for a four week period). All participants were measured to gait speed (10 m walking test, 10 MWT), gait endurance (6 minute walk distance, 6 MWD), dynamic gait index (DGI). In order to assure the statistical significance of the results, we used for SPSS 15.0 for windows. The Wilcoxon signed ranks test was used to compare pre-test and post-test result, and the Mann-Whitney U-test was employed for comparison between groups. Results: The 10 MWT, 6 MWD, DGI was significantly different between the TAG and the TLG group. Conclusion: According the results of this study, treadmill applied simultaneously with action observation (TAG) is effective intervention for improvement of walking ability in chronic stroke patient.

• Journal of Korean Academy of Fundamentals of Nursing
• /
• v.25 no.4
• /
• pp.259-268
• /
• 2018

Purpose: The purpose of this study was to identify the effects of the action learning approach on the self-confidence and knowledge of health assessment, critical thinking ability and class satisfaction in students taking health assessment courses. Methods: This non-equivalent control group pretest-posttest study enrolled 127 nursing students as participants, with 64 and 63 in the experimental and control group, respectively. These two groups attended 33 hours (2 or 4 hours per week for 11 weeks) of action learning and traditional classes, respectively. Differences in the dependent variables between the two groups were compared before and after the intervention using independent t-test. Results: The action learning group reported significantly greater self-confidence in health assessment (t=5.10, p<.001) and critical thinking ability (t=2.23, p=.027) than the control group. There was no significant difference in knowledge of health assessment or class satisfaction between two groups (p>.05). Conclusion: These findings indicate that action learning is an effective intervention for enhancing self-confidence and critical thinking ability in nursing education.