Effects Of Augmented Feedback Research Articles

Immediate effect of augmented feedback on jumping performance of the athletes with dynamic knee valgus

It is well established that jump-landing-related biomechanical deficiencies, such as dynamic knee valgus (DKV), can be improved by using various forms of feedback; However, the effectiveness of these interventions synchronously on athletes’ jumping performance remains unknown. Twenty-one recreational athletes with DKV performed countermovement jump (CMJ) and drop vertical jump (DVJ) tasks before and after feedback intervention while the kinematic, force plate, and electromyography data of the lower extremity were synchronously captured. The athletes’ jumping performance was calculated by using the reactive strength index-modified (RSImod). The athletes at the post-intervention exhibited significantly less hip adduction and more tibial internal rotation during both CMJ and DVJ tasks and maximum knee flexion just during DVJ task. Moreover, athletes exhibited increased time to take-off and consequently decreased RSImod during DVJ task, but no difference was observed in CMJ task. Feedback immediately improved DKV without disturbing the athletes’ jumping height during both tasks; But athletes exhibited increased time to take-off and consequently decreased RSImod only during DVJ task, which suggests that the results may differ according to the nature of jumping task. Nevertheless, the effectiveness of landing-related biomechanical deficiencies improvement on athletes’ jumping performance must be investigated in the long-term as a new movement pattern.

Effect of augmented feedback on classical ballet jump kinematics: A single-blind randomized controlled trial

BackgroundAugmented feedback strategies have been demonstrated to enhance jump-related biomechanics. Nevertheless, its effect on classical ballet is still unknown. The purpose of this study was to investigate whether a multimodal augmented feedback session is effective for improving lower limb and trunk kinematics during a classical ballet single-leg jump. MethodsIn a single-blind randomized controlled trial, 36 amateur classical ballet dancers were randomly assigned to either a control group (n = 18) to receive a brief warm-up session, or an augmented feedback group (n = 18) to receive, in addition to a brief warm-up session, a combined visual feedback session associated with verbal instruction. Hip kinematics in the frontal and transversal planes and knee and trunk kinematics in the frontal plane were analysed at baseline, immediate post-intervention, and one-week post-intervention. Intervention effects were analysed using a two-way, mixed model, repeated-measures analysis of variance. ResultsNo interaction effects were observed, indicating that a single session of multimodal augmented feedback was insufficient to improve lower limb and trunk kinematics during a classical ballet single-leg jump in amateur classical ballet dancers. ConclusionA single session of multimodal augmented feedback should not be used as the sole component in prevention programs intended to improve jump-related kinematics in amateur classical ballet dancers.

Modelling and analysis of Parkinsonian gait

Freezing of gait is a late-stage debilitating symptom of Parkinson’s disease (PD) characterised by a sudden involuntary stoppage of forward progression of gait. The present understanding of PD gait is limited, and there is a need to develop mathematical models explaining PD gait’s underlying mechanisms. A novel hybrid system model is proposed in this paper, in which a mechanical model is coupled with a neuronal model. The proposed hybrid system model has event-dependent feedback and demonstrates PD-relevant behaviours such as freezing, high variability and stable gait. The model’s robustness is studied by analysing relevant parameters such as gain in the event-dependent feedback and level of activation of the central pattern generator neurons. The effect of augmented feedback on the model is also studied to understand different FoG management methods, such as sensory and auditory cues. The model indicates the frequency-dependent behaviours in PD, which are in line with the STN stimulation and external cueing-related studies. The model allows one to estimate the parameters from the data and thereby personalise the cueing regimes for patients. The model can be of help in understanding the mechanism of FoG and developing measures to counter its severity.

Effects of different types of augmented feedback on intrinsic motivation and walking speed performance in post-stroke: A study protocol

IntroductionDuring recovery from stroke, augmented performance feedback can be applied with simple displays of metrics, as well as enhanced with virtual reality (VR) and exergames. VR, as augmented feedback, can provided to enhance walking speed after six months of stroke onset. There are several mechanisms to induce improved motor performance and motivation. Our objective is to design a study to demonstrate the different effects of augmented feedback, simple VR and exergaming applications on motivation and walking speed performance in post stroke. MethodsEighteen individuals with chronic stroke will be recruited and asked to walk as fast and safely as they can while on a robotic, user speed-driven treadmill (KineAssist-MX®) in three conditions: (1) with simple visual augmented feedback, but without a VR interface, (2) with a basic VR interface and (3) with a VR exergame. The main outcome measures are 30 s of fast walking speed and intrinsic motivation measured using the Intrinsic Motivation Inventory-Interest and Enjoyment Subscale. A within-subjects repeated measure ANOVA test and post hoc analysis will be used to determine the differences in changes of maximum walking speeds among the three performance conditions. DiscussionThe additive impact of augmented feedback with or without VR and VR-exergames on motivation and walking speed during stroke rehabilitation is unknown, a gap we aim to address. Our findings will contribute key details regarding the effects of different types of augmented feedback on walking speed and intrinsic motivation and to the refinement of theoretical frameworks that guide the design and implementation of augmented feedback during recovery after stroke.

Effects of Augmented Feedback with Error Self-estimates on Vocational High School Students\u2019 Motor Skill Learning

The influence of augmented feedback and self-estimation of errors on the welding skill learning of vocational high school students was the focus of this study. A quasi-experimental research design was utilized by randomly assigning two classes of car repair students to an experimental group and a control group. Each participant had 9 practice trials, took 3 tests (pre, post, and delayed), and received augmented feedback 3 times during the skill acquisition phase. The experimental group was additionally requested to self-estimate their errors by reviewing their work in comparison to a benchmark piece, assessing the differences, and completing a checklist of criteria, while the control group did not undergo this process. The performance of participants improved through the practice period with the experimental group showing significantly greater changes than those in the control condition. For the delayed-test, both groups declined to some extent from the post-test, but the experimental subjects did better comparatively. Augmented feedback with self-estimation of errors appeared beneficial for vocational high school students’ motor skill learning.

The effect of frequency of feedback on overground temporal gait asymmetry post stroke

ABSTRACT Background and Objectives Temporal gait asymmetry (TGA) affects 55% of people with stroke. This study investigated the effects of augmented feedback during overground gait training, on TGA. Methods Eighteen people with chronic stroke were randomized to receive one of two feedback displays (A or B) and one of three feedback frequencies; no feedback (0%), after alternate walking trials (50%) or after every trial (100%). Display A depicted the TGA ratio as a vertical line along a horizontal axis with perfect symmetry in the middle. Display B depicted single limb stance duration of each leg as a bar graph. Participants completed 25 repetitions of 30 second trials with their assigned feedback (acquisition). Participants completed 10 repetitions of 30 second trials without feedback 24 hours later (retention). A pressure sensitive mat recorded TGA and speed. Changes in TGA and speed were investigated by plotting individual motor learning curves and fitting a curve with locally estimated scatterplot smoothing (LOESS) for each feedback group. An effect of feedback was defined a priori as a LOESS fitted curve with a decreasing slope from acquisition to retention. Results LOESS curve exhibited a decreasing slope for TGA in the 100B group only and for speed in the 50A and 0FB groups. Discussion This study provides preliminary evidence that visual feedback delivered at a high frequency during a single session of overground walking can change TGA post-stroke without reducing gait speed. An overground gait intervention with high frequency visual feedback to improve TGA post-stroke is worthwhile to investigate.

Effects of Augmented Feedback and Motor Learning Adaptation on Human–Automation Interaction Factors

Increased interest in body–machine interfaces necessitates understanding how to train users to use nontraditional inputs. In this study, a control task driven by subject-activated surface electromyography was developed as a testbed to observe the effects of automated training methodologies on the development of performance, workload, and trust. Forty-eight subjects learned to use a surface-electromyography-based command system to perform a Fitts’s-law-style cursor-to-target task with 120 training trials and 40 evaluation trials. Subjects were divided into four groups: control, concurrent feedback, terminal feedback, and adaptive threshold. The control group trained and learned through repetition using the visual feedback of the cursor position. The concurrent feedback group received additional concurrent visual feedback during command input, and the terminal feedback group had supplementary visual feedback after command input. The adaptive threshold group did not have any additional feedback, but experienced changes in the cursor control designed to induce motor learning adaptation. The results indicate that 1) additional visual feedback improves task performance, workload, and trust during training, and 2) the groups converged in their command proficiency by the end of training.

Effect of Augmented Feedback on Velocity Performance During Strength-Oriented and Power-Oriented Resistance Training Sessions.

Jiménez-Alonso, A, García-Ramos, A, Cepero, M, Miras-Moreno, S, Rojas, FJ, and Pérez-Castilla, A. Effect of augmented feedback on velocity performance during strength-oriented and power-oriented resistance training sessions. J Strength Cond Res 36(6): 1511-1517, 2022-This study examined the effects of providing instantaneous velocity feedback (knowledge of results [KR]) on velocity maintenance across multiple sets during strength-oriented and power-oriented resistance training (RT) sessions. Seventeen men completed 2 strength-oriented RT sessions (4 sets of 5 repetitions at 75% of 1 repetition maximum [1RM] during the back squat [SQ] and bench press [BP] exercises) in 1 week and 2 power-oriented RT sessions (4 sets of 5 repetitions at 30% of 1RM during the countermovement jump [CMJ] and BP throw [BPT] exercises) in another week. Subjects received verbal velocity performance feedback in 1 session (KR) and no KR was provided in another session. Greater velocities during the 4 sets of both strength-oriented (from 4.6 to 11.6%) and power-oriented (from 1.4 to 3.5%) RT sessions were observed. The increments in velocity performance during the KR condition were greater for the CMJ (2.25 ± 0.14 vs. 2.18 ± 0.17 m·s-1; 3.0%) than the BPT (2.33 ± 0.13 vs. 2.29 ± 0.16 m·s-1; 1.7%) and similarly for the SQ (0.59 ± 0.07 vs. 0.55 ± 0.06 m·s-1; 7.5%) and BP (0.47 ± 0.09 vs. 0.44 ± 0.07 m·s-1; 7.8%). The raw differences in the RT velocity for BPT were positively correlated with the raw differences in the RT velocity for SQ (r = 0.524; p = 0.031) and CMJ (r = 0.662; p = 0.004), but the remaining correlations did not reach a statistical significance (r ≤ 0.370; p ≥ 0.123). Although these results support the provision of velocity performance feedback to increase training quality regardless of the type of RT session, the positive effect of KR seems to be more accentuated during strength-oriented compared with power-oriented RT sessions.

Augmented Visual Feedback: Cure or Distraction?

ObjectiveThe aim of the study was to investigate the effect of augmented feedback on participants’ workload, performance, and distribution of visual attention.BackgroundAn important question in human–machine interface design is whether the operator should be provided with direct solutions. We focused on the solution space diagram (SSD), a type of augmented feedback that shows directly whether two aircraft are on conflicting trajectories.MethodOne group of novices (n = 13) completed conflict detection tasks with SSD, whereas a second group (n = 11) performed the same tasks without SSD. Eye-tracking was used to measure visual attention distribution.ResultsThe mean self-reported task difficulty was substantially lower for the SSD group compared to the No-SSD group. The SSD group had a better conflict detection rate than the No-SSD group, whereas false-positive rates were equivalent. High false-positive rates for some scenarios were attributed to participants who misunderstood the SSD. Compared to the No-SSD group, the SSD group spent a large proportion of their time looking at the SSD aircraft while looking less at other areas of interest.ConclusionAugmented feedback makes the task subjectively easier but has side effects related to visual tunneling and misunderstanding.ApplicationCaution should be exercised when human operators are expected to reproduce task solutions that are provided by augmented visual feedback.

"How Am I Going, Coach?"-The Effect of Augmented Feedback During Small-Sided Games on Locomotor, Physiological, and Perceptual Responses.

To investigate whether providing global positioning system feedback to players between bouts of small-sided games (SSGs) can alter locomotor, physiological, and perceptual responses. Using a reverse counterbalanced design, 20 male university rugby players received either feedback or no feedback during "off-side" touch rugby SSGs. Eight 5v5, 6 × 4-minute SSGs were played over 4d. Teams were assigned to a feedback or no-feedback condition (control) each day, with feedback provided during the 2-min between-bouts rest interval. Locomotor, heart rate, and differential rating of perceived exertion of breathlessness and leg-muscle exertion were measured and analyzed using a linear mixed model. Outcomes were reported using effect sizes (ES) and 90% confidence intervals (CI), and then interpreted via magnitude-based decisions. Very likely trivial to unclear differences at all time points were observed in heart rate and differential rating of perceived exertion measures. Possibly to very likely trivial effects were observed between conditions, including total distance (ES = 0.15; 90 CI, -0.03 to 0.34), high-speed distance (ES = -0.07; 90 CI, -0.27 to 0.13), and maximal sprint speed (ES = 0.11; 90% CI, -0.11 to 0.34). All within-bout comparisons showed very likely to unclear differences, apart from possible increases in low-speed distance in bout 2 (ES = 0.23; 90% CI, 0.01 to 0.46) and maximal sprint speed in bout 4 (ES = 0.21; 90% CI, -0.04 to 0.45). In this study, verbal feedback did not alter locomotor, physiological, or perceptual responses in rugby players during SSGs. This may be due to contextual factors (eg,opposition) or the type (ie,distance) or low frequency of feedback provided.

The Effects of Augmented Feedback on Sprint, Jump, and Strength Adaptations in Rugby Union Players After a 4-Week Training Program.

Feedback can enhance acute physical performance. However, its effects on physical adaptation have received little attention. Therefore, the purpose of this study was to determine the effect of feedback during a 4-wk training program on jump, sprint, and strength adaptations. A total of 28 semiprofessional male rugby union players were strength-matched into 2 groups (feedback and nonfeedback). During the 4-wk training program, the Feedback group received immediate, objective feedback on (1)mean concentric velocity during resistance training repetitions, (2)distance feedback for standing broad jumps, and (3)time for sprints. The Nonfeedback group was not provided additional information. Across the 4-wk mesocycle, subjects completed 3 strength and conditioning sessions per week. Countermovement jump, standing long jump, 10- and 20-m sprint, and 3-repetition-maximum barbell back squat and bench press were measured before and after the training intervention. Magnitude-based inferences assessed meaningful changes within and between groups. The Feedback group showed small to moderate improvements in outcome measures, whereas the Nonfeedback group demonstrated trivial to small improvements. Improvements in countermovement-jump relative peak power (effect size ± 90% confidence limits: 0.34 ± 0.42), 10-m (0.20 ± 0.35) and 20-m sprints (0.40 ± 0.21), and 3-repetition-maximum back squats (0.23 ± 0.17) were possibly to likely greater for the Feedback condition than for Nonfeedback. Providing augmented feedback during strength and conditioning routines can enhance training adaptations compared with athletes who do not receive feedback. Consequently, practitioners should consider providing kinematic outputs, displacement, or sprint time at the completion of each repetition as athletes train.

Augmented feedback for powered wheelchair training in a virtual environment

BackgroundPowered wheelchair (PW) driving is a complex activity and requires the acquisition of several skills. Given the risks involved with PW use, safe and effective training methods are needed. Virtual reality training allows users to practice difficult tasks in a safe environment. An additional benefit is that augmented feedback can be provided to optimize learning. The purpose of this study was to investigate whether providing augmented feedback during powered wheelchair simulator training results in superior performance, and whether skills learned in a virtual environment transfer to real PW driving.MethodsForty healthy young adults were randomly allocated to two groups: one received augmented feedback during simulator training while the control group received no augmented feedback. PW driving performance was assessed at baseline in both the real and virtual environment (RE and VE), after training in VE and two days later in VE and RE (retention and transfer tests).ResultsBoth groups showed significantly better task completion time and number of collisions in the VE after training and these results were maintained two days later. The transfer test indicated better performance in the RE compared to baseline for both groups. Because time and collisions interact, a post-hoc 2D Kolmogonov-Smirnov test was used to investigate the differences in the speed-accuracy distributions for each group; a significant difference was found for the group receiving augmented feedback, before and after training, whereas the difference was not significant for the control group. There were no differences at the retention test, suggesting that augmented feedback was most effective during and immediately after training.ConclusionsPW simulator training is effective in improving task completion time and number of collisions. A small effect of augmented feedback was seen when looking at differences in the speed-accuracy distributions, highlighting the importance of accounting for the speed-accuracy tradeoff for PW driving.

Effects of augmented feedback on landing force from jumps

Effects of augmented feedback on landing force from jumps

Effects of Augmented Feedback with Imposition Frequency in Learning Accuracy of throwing in Children

Effects of Augmented Feedback with Imposition Frequency in Learning Accuracy of throwing in Children

The Effect of Augmented Feedback on Grasp Force in Laparoscopic Grasp Control.

Little is known about the influence of augmented feedback, on laparoscopic grasp control. To gain more knowledge on the influence of this on the learning curve, two experiments were conducted. In the first experiment, four groups learned a single-handed laparoscopic lifting task. Three groups received augmented feedback (visual, haptic, or a combination of feedback modes) on slip and excessive pinch force. In the second experiment, a two-handed task had to be accomplished to investigate whether paying reduced attention would influence grasp-force control. The surgeons and novices either received tactile feedback or no augmented feedback on grasp forces. In both experiments, learning sessions and a retention test followed a pretest. In the two-handed task, novices who received tactile feedback could control their pinch force in order to remain within the required limits unlike participants who did not receive augmented feedback. Approximately, one-third of the participants who received augmented feedback became dependent on the signal. Regardless of their level of experience, participants benefited from augmented feedback. This research supports the claim that there is a need for augmented tactile feedback when learning laparoscopic grasp control. It enhances learning and goes beyond what could be achieved without.

Effects of Age and Content of Augmented Feedback on Learning an Isometric Force-Production Task

This study addressed the interaction between age and the informational content of feedback on learning an isometric force-production task. Healthy men and women (30 young adults: 20 to 35 years; 30 older adults: 55 to 70 years) were randomly assigned to a certain type of feedback: knowledge of results or kinetic feedback. Results showed no differences between young and older adults in the accuracy and consistency of performance. There were no interactions of age with any of the feedback-related variables. These findings suggest that the effects of augmented feedback on motor learning are similar in both young and older adults.

Poster 13: The Effect of Augmented Feedback on Motor Function of the Affected Upper Extremity in Rehabilitation Participants: A Systematic Review of Randomized Controlled Trials

Poster 13: The Effect of Augmented Feedback on Motor Function of the Affected Upper Extremity in Rehabilitation Participants: A Systematic Review of Randomized Controlled Trials

Effect of augmented feedback on motor function of the affected upper extremity in rehabilitation patients: a systematic review of randomized controlled trials

Assessment of the available evidence regarding the effect of augmented feedback on motor function of the upper extremity in rehabilitation patients. A systematic literature search was performed to identify randomized controlled trials that evaluated the effect of augmented feedback on motor function. Two reviewers systematically assessed the methodological quality of the trials. The reported effects were examined to evaluate the effect of therapeutic interventions using augmented feedback and to identify a possible relationship with patient characteristics, type of intervention, or methodological quality. Twenty-six randomized controlled trials were included, 9 of which reported a positive effect on arm function tests. Follow-up measurements were performed in 8 trials, 1 of which reported a positive effect. Different therapeutic interventions using augmented feedback, i.e. electromyographic biofeedback, kinetic feedback, kinematic feedback, or knowledge of results, show no difference in effectiveness. No firm evidence was found of effectiveness regarding the use of augmented feedback to improve motor function of the upper extremity in rehabilitation patients. Future studies should focus more on the content, form and timing of augmented feedback concerning the therapeutic intervention. It should be emphasized that motor learning effects can only be determined by re-examining the population after a follow-up period.

The Effects of Augmented Feedback on Students' Perceptions and Performance

The effects of augmented feedback on perceptions of ability (SPA), practice behaviors, and performance during motor skill instruction of a novel task were investigated. Fourth-grade students (N = 103) were randomly assigned to one of four conditions: (a) no feedback; (b) motivational feedback; (c) task feedback; or (d) motivation and task feedback. They then practiced simple and complex cupstacking skills. On a relatively simple task, the type of feedback did not have a significant effect on children's SPA, practice behaviors, or performance; but on a more complex task, differential effects of feedback were evident. Results indicate that informational feedback is an important factor in facilitating student engagement, fostering positive perceptions of ability, and ultimately improving performance on a challenging task.

The Influence of Augmented Feedback on Skill Learning Depends on Characteristics of the Skill and the Learner

Augmented feedback is a common component of the communication between instructor and student in skill learning. In this article, the argument is made that the effective use of augmented feedback depends on understanding the various effects of augmented feedback on skill learning and the conditions characterizing the occurrence of each effect. Four distinct relationships between augmented feedback and skill learning are presented: Augmented feedback is necessary for learning some skills; it is not needed to learn some skills; for some skills it enables the learner to acquire the skill faster achieve a higher level of performance than would be possible without and it can be provided in such a way that it hinders skill learning. These four relationships are also discussed in terms of their implications for skill instruction.