• Journal of the Korean Society of Physical Medicine
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• v.18 no.3
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• pp.55-64
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• 2023

PURPOSE: Examine the effects of auditory feedback and functional electrical stimulation on balance, walking ability, and lower extremity function of subacute stroke patients. METHODS: Twenty-seven subjects diagnosed with subacute stroke within six months were randomly divided into three groups: test group 1, which performed walking exercises with auditory feedback and functional electrical stimulation; test group 2, which performed walking exercises only with functional electrical stimulation; control group applied only functional electrical stimulation, with nine subjects each. RESULTS: There were significant pre- to post-intervention differences in BBS in the gait training group with auditory feedback and functional electrical stimulation treatment, and significant pre- to post-intervention differences in BBS, sit-to-stand time, and average step speed in the gait training group with functional electrical stimulation, but no statistically significant differences in between-group comparisons. CONCLUSION: Gait training with auditory feedback and functional electrical stimulation can improve the balance and gait performance in stroke patients. Therefore, in the future, gait training with auditory feedback and functional electrical stimulation therapy may be suggested as a gait rehabilitation training tool for stroke patients.

• Journal of the Korean School Mathematics Society
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• v.24 no.3
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• pp.309-324
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• 2021

From the past to the present, general mathematics classes have pursued changes in the educational environment. However, due to the actual college education conditions, general lecture classes are taking place. In this study, we wanted to find teaching and learning methods that would help students in general lecture classes. As a result, one group that took notes about class content and provided feedback on individual tasks was more effective in math achievement than the group that provided feedback on the same task. In addition, one group who took notes on class content and provided feedback on individual assignments was more effective in math achievement than the group who took notes on class content and provided feedback on the same task.

• Physical Therapy Rehabilitation Science
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• v.10 no.2
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• pp.147-155
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• 2021

Objective: This study is to investigate the effect of real-time feedback from the therapist on posture, muscle strength, pain of subjects with forward head posture based on a non-face-to-face complex exercise program. Design: Two-group pretest-posttest design. Methods: Thirty healthy men and women in their twenties with forward head posture with a Craniovertebral angle of 52° or less were targeted, the final selection was made as 15 experimental groups who performed the non-face-to-face intervention program while receiving real-time feedback and 15 control subjects who performed the non-face-to-face intervention program without providing feedback. Six of them were eliminated, and a total of 24 were conducted as subjects. All exercise groups performed an exercise program three times a week, 30 minutes each, for a total of two weeks. Before and after exercise, Craniovertebral angle (CVA), CranioRotation angle (CRA), muscle strength, and tenderness threshold were evaluated. Results: Significant differences were shown in both groups in CVA, and tenderness threshold before and after exercise (p<0.05), and CRA, the left middle trapezius muscle strength, only in the experimental group (p<0.05). In the comparison of theamount of change between exercise groups, the group that received feedback on CVA, CRA and tenderness threshold showed a significant change than the group without feedback (p<0.05). Conclusions: As a result of this study, it can be seen that the therapist's real-time feedback is more effective in improving the forward head posture. This requires feedback from the therapist on posture correction during non-face-to-face exercise intervention.

• Journal of Engineering Education Research
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• v.20 no.3
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• pp.42-49
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• 2017

This study is about the influence of recording reflective journals and receiving feedback from professors on academic achievements in technical writing. We analyzed the differences between the test group who had recorded reflective journals and getting feedback, and the control group who had gotten feedback without reflective journals. And we compared academic achievements by conducting both professor evaluation and peer evaluation in technical writing. The results showed better learning effect, learning satisfaction and academic achievements in the test group than the other.

• Journal of Educational Research in Mathematics
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• v.12 no.3
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• pp.313-329
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• 2002

The importance of professor's outline in a feedback instruction was examined through various documents and the way in which the evaluation was fulfilled in Korean educational environment and its reflection upon the evaluation result were investigated by means of research. Based upon the survey results in connection with the progress and basis of teachers' on the spot feedback mathematics instruction in schools, it was found that most of teachers who engaged in feedback mathematics instruction were going over the most frequently missed problems. I proposed that we should bring up the point at issue and grasp its tendency of a class and entire group's results by means of a relative comparative analysis method, and thereupon establish a fixed category and choose substantial feedback scholarship according to that category. From this basis, the sub-sequent research topics include the substantial feedback effects of the selected problems that should be given priority, a group analysed and classified by means of comparison of tendency as well as feedback outline depended on students' characteristic, and the determining factors of tendency(a condition of professors, a level of students, geographical difference(s), and gender difference(s), etc...).

• Physical Therapy Rehabilitation Science
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• v.6 no.4
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• pp.189-195
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• 2017

Objective: The purpose of this study was to examine the effects of real-time visual feedback weight shift training during golf swinging on golf performance. Design: Repeated-measures crossover design. Methods: Twenty-sixth amateur golfers were enrolled and randomly divided into two groups: The golf swing training with real-time feedback on weight shift (experimental group) swing training on the Wii balance board (WBB) by viewing the center of pressure (COP) trajectory on the WBB. All participants were assigned to the experimental group and the control group. The general golf swing training group (control group) performed on the ground. The golf performance was measured using a high-speed 3-dimensional camera sensor which analyses the shot distance, ball velocity, vertical launch angle, horizontal launch angle, back spin velocity and side spin velocity. The COP trajectory was assessed during 10 practice sessions and the mean was used. The golf performance measurement was repeated three times and its mean value was used. The assessment and training were performed at 24-hour intervals. Results: After training sessions, the change in shot distance, ball velocity, and horizontal launch angle pre- and post-training were significantly different when using the driver and iron clubs in the experimental group (p<0.05). The interaction time${\times}$group and time${\times}$club were not significant for all variables. Conclusions: In this study, real-time feedback training using real-time feedback on weight shifting improves golf shot distance and accuracy, which will be effective in increasing golf performance. In addition, it can be used as an index for golf player ability.

• The Journal of Korean Physical Therapy
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• v.31 no.5
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• pp.279-285
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• 2019

Purpose: This study examined the effects of spinal stabilization exercises using visual feedback on the gross motor function and balance of the sitting posture in children with cerebral palsy. Methods: The subjects were 18 children with cerebral palsy aged 8-15 years in the I-III stages of the Gross Motor Function Classification System. The subjects were divided into an experimental group (n=9) and control group (n=9). The experimental group was treated with 30 minutes of neurodevelopmental treatment and 20 minutes of spinal stabilization exercises using visual feedback. The control group was treated with 30 minutes of neurodevelopmental treatment and 20 minutes of spinal stabilization exercises without visual feedback. Both groups participated in the experiment twice a week for eight weeks. The Gross Motor Function Measurement was performed to evaluate the changes between pre- and the post-intervention in gross motor function. The Seated Limit of Stability Surface Area was measured to evaluate the changes in trunk balance. Results: Both experimental and control groups showed a significant increase in the gross motor function and trunk balance (p<0.05). The experimental group showed a significant increase in gross motor function compared to the control group (p<0.05). The experimental group showed a significant increase in the dynamic trunk balance in all directions when measuring the Seated Limit of Stability Surface Area (p<0.05). Conclusion: Spinal stabilization exercises using visual feedback for the neurodevelopmental treatment of children with cerebral palsy can improve their gross motor function and trunk balance when in a sitting posture more effectively.

• PNF and Movement
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• v.15 no.2
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• pp.133-140
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• 2017

Purpose: This study compares the effects of treadmill gait training accompanied by visual feedback and general treadmill gait training on the gait and balance ability of patients with chronic stroke. Methods: A total of 11 patients with chronic stroke were randomly divided into either the treadmill gait training accompanied by visual feedback group (six patients) or the general treadmill gait training group (five patients). The gait and balance ability of the two groups were measured before and after the interventions using the functional reach test, the Timed Up and Go (TUG) test, Berg's balance test, and the Biodex balance test. The treadmill gait training accompanied by visual feedback group performed the exercise under the supervision of a therapist after first being provided with a hat and a goal that was devised for the purpose of providing visual feedback information. The interventions were applied to the respective groups for four weeks. For the statistical analysis, we conducted a Mann-Whitney test to compare the results between the two groups. Additionally, the Wilcoxon test was used to compare the results from before and after the intervention in each group. Results: The treadmill gait training accompanied by visual feedback group showed a significant difference in terms of the functional reach test after the intervention when compared to the general treadmill gait training group (p<0.05). Although there was no significant difference, the treadmill gait training accompanied by visual feedback group showed a larger improvement in the TUG test, Berg's balance test, and the Biodex balance test than the general treadmill gait training group (p>0.05). Conclusion: The results of this study suggest that treadmill gait training accompanied by visual feedback can be used as a beneficial intervention scheme for the recovery of the gait and balance ability of patients with chronic stroke.

• PNF and Movement
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• v.19 no.1
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• pp.31-42
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• 2021

Purpose: The purpose of this study was to investigate the effect of visual and auditory feedback combined with theraband exercise in rounded shoulder posture. Methods: There were 43 adults with rounded shoulder posture who had a distance of 2.5 cm or more from the posterolateral of the acromion to the table in the supine position that participated. The participants were randomly divided into four groups: those with visual feedback from the lateral view (visual feedback; VFB, n = 11) provided, those with auditory feedback of praise (auditory feedback; AFB, n = 10) provided, those with visual feedback and auditory feedback (visual auditory feedback; VAFB, n = 11) provided, and those without any feedback (control group; CON, n = 11). Theraband exercise with or without feedback was carried out three times per week for three weeks. To confirm the effect of theraband exercise with visual feedback and auditory feedback on pain, range of motion (ROM), posture, and psychological variables were measured before and after exercise in participants with rounded shoulder posture. Results: The VAFB group showed significant differences in pain, ROM, posture, and psychological variables when compared before and after treatment. However, the differences among the VAFB, VFB, AFB, and CON groups were significant in the ROM of abduction, the New York Posture Rating, and the scapular index. Conclusion: In conclusion, theraband exercise combined with visual feedback from the lateral view and auditory feedback by praise improved rounded shoulder posture. Moreover, auditory feedback was more significant statistically than visual feedback.

• The Journal of Korean Physical Therapy
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• v.27 no.6
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• pp.407-412
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• 2015

Purpose: This study aimed to evaluate changes in the balance ability of patients whose head positions were altered due to stroke. Subjects were divided into three groups to determine the effects of the training on dynamic balance and gait. Methods: Forty-two stroke patients were enrolled. The Visual Feedback Training (VFT) group performed four sets of exercises per training session using a Sensoneck device, while the Active Range of Motion (ART) group performed eight sets per training session after receiving education from an experienced therapist. The Visual Feedback with Active Range of Motion (VAT) group performed four sets of active range of motion and two sets of visual-feedback training per session using a Sensoneck device. The training sessions were conducted three days a week for eight weeks. Results: The comparison of changes in dynamic balance ability showed that a significant difference in the total distance of the body center was found in the VFT group (p<0.05) and Significant differences were found according to the training period (p<0.05). The comparison of the 10 m walk test showed that the main effect test, treatment period and interactions between group had statistically significant differences between the three groups (p<0.05). Conclusion: Head-adjustment training using visual feedback can improve the balance ability and gait of stroke patients. These results show that coordination training between the eyes and head with visual feedback exercises can be used as a treatment approach to affect postural control through various activities involving the central nervous system.