Differences in skill level influence the effects of visual feedback on motor learning.
Ryohei Yamamoto, Kazunori Akizuki, Yoshihide Kanai and 3 others
PMID 31871382WHAT IT FOUND
Low-skill learners improved with concurrent feedback but not terminal feedback.
High-skill learners showed no improvement with either. Feedback frequency did not matter.
Key findings
01Low-skill learners improved during practice with concurrent visual feedback, but not with terminal visual feedback.
02High-skill learners showed no improvement in practice or motor learning with any feedback condition.
03Feedback frequency did not show a significant main effect or interaction with other factors.
STILL TO COME
How it was doneWhat they foundWhat it means for PTsWhat it means for OTs
Read the rest of this summary
You get three full summaries a month, free, and we do not ask for a card. Search, the TL;DRs and your library stay unlimited either way.
What it does not show
The study used healthy young adults, so results may not apply to patients with neurological or musculoskeletal conditions. The task was an original laboratory task, which may not reflect real-world functional activities. High-skill participants may have reached a ceiling effect, limiting their ability to show improvement. Skill level was determined after data collection, which can introduce bias in group comparisons.
Declared interests
The authors declared no conflicts of interest and stated there was no funding support.
The easy way to misread this
Do not assume that concurrent visual feedback is universally superior. It only helped low-skill learners. High-skill learners did not improve with any feedback type, and terminal feedback was ineffective for low-skill learners.