Browsing by Author "Sidaway, Ben"

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    CAN WALKING THE PLANK IMPROVE GAIT?
    (2024-04-18) Andrews, Evan; Driscoll, Alyssa; Matte, Kayla; Newcomb, Ryley; Payeur, Mikaylah; Scott, Danielle; Wheelock, Ryan; Sidaway, Ben
    Purpose: This study examined the effect of balance practice on narrow planks on the fall risk, balance confidence and gait characteristics of older adults. Participants and methods: The Dynamic Gait Index (DGI), the Activities-specific Balance Confidence (ABC) scale and fear of falling were recorded in 10 older adults (73-91 years). The participants then walked over a 6 m long computerized gait mat at normal and quick walking speeds enabling various gait parameters to be recorded. Following these pretests participants practiced walking along planks that decreased in width with practice. Participants practiced for 30 minutes twice a week for 4 weeks. A post-test was conducted at the end of practice and a retention test was administered a week following practice. Data were analyzed using t-tests and analyses of variance (ANOVA). Results: Practice walking on planks significantly improved DGI and ABC scores. The DGI mean improved from “fall risk” to “no risk” and from “moderate physical functioning” to “high physical functioning.” Analysis of gait parameters revealed significant increases in gait velocity at both speeds along with an increase in stride length. The increase in stride length was accompanied by a significant decrease in stride length variability and stance percentage. Conclusion: Quantitative gait markers of fall risk in older adults showed significant improvement following the plank training. The balance training improved dynamic postural control enabling participants to reduce stance time and thus take longer strides consequently increasing gait speed. The improvement in DGI and ABC scores demonstrate clinically meaningful impacts in both gait performance and self-reported balance confidence.
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    ERROR ESTIMATION AND KNOWLEDGE OF RESULTS IN LEARNING A NOVEL MOTOR TASK
    (2023-04-20) Duffy, Hannah; Lees, Jennifer; Shamaly, Shannon; Sidaway, Ben
    When learning a new motor skill, feedback on the errors in performance, or knowledge of results, is important in order to make adjustments to the future response attempts. However, previous studies have shown that when high frequencies of feedback are provided to a learner such feedback can suppress intrinsic error detection and corrections processes resulting in poorer performance when that feedback is no longer available. Other studies have shown that requiring error estimation during practice prior to feedback being provided enhances learning of the skill. Such research though has not investigated the role of different frequencies of error estimation on learning nor has the combined effect of requiring error estimation while providing different frequencies of knowledge of results been investigated. It remains unknown whether there is an optimal frequency of error estimation for motor learning or whether error estimation may interact with the frequency of feedback. The present study included 6 randomly assigned intervention groups of young adults (18-35 years) that were differentiated on the basis of knowledge results (0%, 33%, or 100%) and error estimation (0%, 33%, or 100%) frequency. Each group was taught a shuffle-board like skill aiming at a target that was hidden from view. Each group performed a series of ten blocks of 12 practice trials followed by three retention tests (5 min, 1 day, 1 week), and a transfer test. Response error (absolute, constant, and variable) was calculated for each phase of the experiment along with the accuracy of error estimation. Preliminary results show that requiring overt error estimation of learners ameliorates the negative impact of high frequencies of knowledge of results feedback on skill learning. Discussion focuses on the potential interaction of error estimation and feedback for motor learning in clinical practice.