- Title
- Learning lumbar spine mobilization: the effects of frequency and self-control of feedback
- Creator
- Sheaves, Emma G.; Snodgrass, Suzanne J.; Rivett, Darren A.
- Relation
- Journal of Orthopaedic and Sports Physical Therapy Vol. 42, Issue 2, p. 114-121
- Publisher Link
- http://dx.doi.org/10.2519/jospt.2012.3691
- Publisher
- American Physical Therapy Association
- Resource Type
- journal article
- Date
- 2012
- Description
- Study Design: Controlled laboratory study, longitudinal. Objectives: To investigate the effects of frequency and self-control of feedback on physiotherapy students learning lumbar spinal mobilization. Background: Posterior-to-anterior mobilization is included in most physiotherapy curricula. However, force application varies between therapists and the optimal feedback for learning is unknown. Methods: Sixty-two physiotherapy students were randomized to 3 feedback groups: constant (100% of practice trials), intermittent (33%), and self-controlled (varied according to student choice) feedback. Students performed 12 practice trials of grade II posterior-to-anterior mobilization to the third lumbar vertebra while receiving real-time feedback. The differences between students' force parameters (mean peak force [N], force amplitude [N], and oscillation frequency [Hz]) and those of a physiotherapist expert were compared between groups posttest and at a follow-up of 5 to 7 days using analysis of covariance. Students completed a survey regarding their perceptions of feedback. Results: Students in the self-controlled group applied mean peak force (mean difference between student and expert, 6.7 N; 95% confidence interval [CI]: 4.4, 9.0) and force amplitude (6.3 N; 95% CI: 4.2, 8.4) that more closely matched the expert's than those applied by the constant group (13.7 N; 95% CI: 8.7, 18.6; P = .021, and 13.1 N; 95% CI: 8.9, 17.4; P = .028) at posttest, with similar results at follow-up for force amplitude only (self-controlled, 9.5 N; 95% CI: 5.8, 18.1; constant, 21.0 N; 95% CI: 13.3, 28.7; P = .018). There were no other significant differences. All students reported a better understanding of manual force application, but feedback preferences varied. Conclusion: Self-controlled feedback appears to be more beneficial than constant feedback for students learning to apply forces during lumbar mobilization.
- Subject
- motor skills; musculoskeletal manipulations; physical therapy techniques; spinal manipulation; students
- Identifier
- http://hdl.handle.net/1959.13/1311627
- Identifier
- uon:22252
- Identifier
- ISSN:0190-6011
- Language
- eng
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