Department of Physical Therapy, Faculty of Health Science, Kio University, Nara, Japan Neurorehabilitation Research Center, Kio University, Nara, Japan.
NeuroRehabilitation. 2014;35(3):579-85. doi: 10.3233/NRE-141153.
Studies suggest that the observation of others' actions leads to enhanced motor skill learning.
We examined whether others' or self-action observation is effective for standing balance learning. In addition, we examined cortical activation during action observation using functional near-infrared spectroscopy.
Thirty-nine healthy young subjects were assigned randomly to the Control, Other-Observation (O-O), and Self-Observation (S-O) groups. The subjects learned to stand on a tilting platform while maintaining a horizontal position. The Control group alternated each trial with a rest period. The O-O and S-O groups were provided with information related to their performance during the rest period: the O-O group observed another person, while the S-O group observed their previous performance. Cortical activation was assessed by changes of hemoglobin oxygenation (oxyHb).
A 2-way analysis of variance with repeated measures on balance performance revealed a significant difference in post-training (p < 0.05) and retention (p < 0.01) only in the S-O group. And an increase of oxyHb levels at post-training in the S-O group was observed in the supplementary motor area.
Self-action observation improved standing balance and brain activity during training and at 24 h after training.
研究表明，观察他人的动作可以促进运动技能的学习。
我们研究了他人或自我动作观察对站立平衡学习是否有效。此外，我们还使用功能近红外光谱技术观察了动作观察过程中的皮层激活。
39 名健康的年轻受试者被随机分配到对照组、他人观察组（O-O）和自我观察组（S-O）。受试者在倾斜平台上学习保持水平位置的站立。对照组在每个试验之间交替休息。O-O 和 S-O 组在休息期间提供与表现相关的信息：O-O 组观察另一个人，而 S-O 组观察自己之前的表现。通过血红蛋白氧合（oxyHb）的变化评估皮层激活。
平衡表现的重复测量 2 因素方差分析显示，仅在 S-O 组中，训练后（p < 0.05）和保留期（p < 0.01）有显著差异。并且在 S-O 组中，在训练后的 oxyHb 水平增加，在辅助运动区观察到。
自我动作观察提高了站立平衡和训练期间以及训练后 24 小时的大脑活动。
