Robert Maxime T, Sambasivan Krithika, Levin Mindy F
Integrated Program of Neuroscience, McGill University, Montreal, Canada.
Center for Interdisciplinary Research in Rehabilitation (CRIR), Montreal, Canada.
Restor Neurol Neurosci. 2017;35(2):171-184. doi: 10.3233/RNN-160688.
Improvment of upper limb motor skills occurs through motor learning that can be enhanced by providing extrinsic feedback. Different types and frequencies of feedback are discussed but specific guidelines for use of feedback for motor learning in typically-developing (TD) children and children with Cerebral Palsy (CP) are not available.
Identify the most effective modalities and frequencies of feedback for improving upper limb motor skills in TD children and children with CP.
Ovid MEDLINE, Cochrane, PEDro and PubMed-NCBI were searched from 1950 to December 2015 to identify English-language articles addressing the role of extrinsic feedback on upper limb motor learning in TD children and children with CP. Nine studies were selected with a total of 243 TD children and 102 children with CP. Study quality was evaluated using the Downs and Black scale and levels of evidence were determined with Sackett's quality ratings.
There was a lack of consistency in the modalities and frequencies of feedback delivery used to improve motor learning in TD children and in children with CP. Moreover, the complexity of the task to be learned influenced the degree of motor learning achieved.
A better understanding of the influence of feedback on motor learning is needed to optimize motor skill acquisition in children with CP.
上肢运动技能的改善通过运动学习实现，提供外部反馈可增强这种学习。人们讨论了不同类型和频率的反馈，但对于正常发育（TD）儿童和脑瘫（CP）儿童运动学习中反馈的使用，尚无具体指导方针。
确定改善TD儿童和CP儿童上肢运动技能的最有效反馈方式和频率。
检索1950年至2015年12月期间的Ovid MEDLINE、Cochrane、PEDro和PubMed - NCBI数据库，以查找关于外部反馈在TD儿童和CP儿童上肢运动学习中作用的英文文章。共选择了9项研究，涉及243名TD儿童和102名CP儿童。使用唐斯和布莱克量表评估研究质量，并根据萨克特的质量评级确定证据水平。
在用于改善TD儿童和CP儿童运动学习的反馈方式和频率方面缺乏一致性。此外，待学习任务的复杂性影响了所实现的运动学习程度。
为优化CP儿童的运动技能习得，需要更好地理解反馈对运动学习的影响。
