Gait Disorder Detection and Classification Method Using Inertia Measurement Unit for Augmented Feedback Training in Wearable Devices

Parkinson’s disease (PD) is a common neurodegenerative disease, one of the symptoms of which is a gait disorder, which decreases gait speed and cadence. Recently, augmented feedback training has been considered to achieve effective physical rehabilitation. Therefore, we have devised a numerical modeling process and algorithm for gait detection and classification (GDC) that actively utilizes augmented feedback training. The numerical model converted each joint angle into a magnitude of acceleration (MoA) and a Z-axis angular velocity (ZAV) parameter. Subsequently, we confirmed the validity of both the GDC numerical modeling and algorithm. As a result, a higher gait detection and classification rate (GDCR) could be observed at a higher gait speed and lower acceleration threshold (AT) and gyroscopic threshold (GT). However, the pattern of the GDCR was ambiguous if the patient was affected by a gait disorder compared to a normal user. To utilize the relationships between the GDCR, AT, GT, and gait speed, we controlled the GDCR by using AT and GT as inputs, which we found to be a reasonable methodology. Moreover, the GDC algorithm could distinguish between normal people and people who suffered from gait disorders. Consequently, the GDC method could be used for rehabilitation and gait evaluation.

Deliberate Practice and Motor Learning Principles to Underpin the Design of Training Interventions for Improving Lifting Movement in the Occupational Sector: A Perspective and a Pilot Study on the Role of Augmented Feedback

Spine posture during repetitive lifting is one of the main risk factors for low-back injuries in the occupational sector. It is thus critical to design appropriate intervention strategies for training workers to improve their posture, reducing load on the spine during lifting. The main approach to train safe lifting to workers has been educational; however, systematic reviews and meta-analyses have shown that this approach does not improve lifting movement nor reduces the risk of low back injury. One of the main limitations of this approach lies in the amount, quality and context of practice of the lifting movement. In this article, first we argue for integrating psychologically-grounded perspectives of practice design in the development of training interventions for safe lifting. Principles from deliberate practice and motor learning are combined and integrated. Given the complexity of lifting, a training intervention should occur in the workplace and invite workers to repeatedly practice/perform the lifting movement with the clear goal of improving their lifting-related body posture. Augmented feedback has a central role in creating the suitable condition for achieving such intervention. Second, we focus on spine bending as risk factor and present a pilot study examining the benefits and boundary conditions of different feedback modalities for reducing bending during lifting. The results showed how feedback modalities meet differently key requirements of deliberate practice conditions, i.e., feedback has to be informative, individualized and actionable. Following the proposed approach, psychology will gain an active role in the development of training interventions, contributing to finding solutions for a reduction of risk factors for workers.

Augmented feedback for manual wheelchair propulsion technique training in a virtual reality simulator

Background Motor learning of appropriate manual wheelchair propulsion is critical, as incorrect technique elevates risk for upper extremity pain. Virtual reality simulators allow users to practice this complex task in a safe and realistic environment. Additionally, augmented feedback (AF) may be provided in order to optimize learning. The purpose of this study was to investigate the effects of providing AF with various delivery schedules on motor learning and transfer of this skill to over-ground propulsion. Methods Thirty healthy young adults were randomly assigned to three groups. During a virtual reality propulsion training session, the high-frequency AF group received AF in the form of knowledge of performance throughout all propulsion training; the faded AF group received this AF in a faded schedule (high relative frequency of AF early in practice, with relative frequency of AF provision diminishing throughout practice); and the control group underwent training with no AF. Propulsion assessments were performed at baseline and 48 h after practice in both virtual and real environments to measure retention and transfer, respectively. Results Compared to the control group, both feedback groups exhibited significant improvements in contact angle and push frequency in both environments after training. Small, non-significant between-group differences were also found between the high-frequency and faded feedback groups. Conclusion Virtual reality training is an effective learning intervention for acquisition, retention, and transfer of appropriate manual wheelchair propulsion technique when such training includes AF regarding propulsion biomechanics.

Effects of Augmented Feedback with Error Self-estimates on Vocational High School Students’ 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.

A descriptive and exploratory study of factors contributing to augmented feedback duration in professional Australian football practice

Augmented feedback supplements or replaces task-intrinsic feedback and is common in team sports, however, no studies have reported on augmented feedback provision in professional Australian Football (AF) practice. This study investigated the effects of practice characteristics (feedback intervention frequency, practice time, practice type, season phase, practice activity form and competitive match result) on the duration of feedback provided by professional AF coaches. Two linear mixed-effects models were constructed. The first examined the collective associations between these practice characteristics and feedback durations while the second model investigated the associations between the same practice characteristics and previous match result. Results showed the feedback intervention frequency, practice time and a practice time*feedback intervention frequency interaction explained 65% of feedback duration whenever feedback was provided. Additionally, practice time, feedback intervention frequency, a practice time*match result interaction and a match result*feedback intervention frequency interaction explained 99% of feedback duration in-season. Important factors that were hypothesised to affect feedback durations in AF such as practice type, practice activity form or season phase did not contribute any explanatory power. This study provides information on how professional AF coaches provide augmented feedback in-situ and provides opportunities for skill acquisition specialists to aid coaches when delivering augmented feedback.