Affiliations: [a] Integrated Program of Neuroscience, McGill University, Montreal, Canada
| [b]
Center for Interdisciplinary Research in Rehabilitation (CRIR), Montreal, Canada
| [c] School of Physical and Occupational Therapy, McGill University, Montreal, Canada
Correspondence:
[*]
Corresponding author: Mindy F. Levin, PhD, PT, School of Physical and Occupational Therapy, McGill University, 3630 Promenade Sir-William-Osler, Montreal, H3G 1Y5, Canada. Tel.: +1 514 398 3994; Fax: +1 514 398 6360; E-mail: [email protected].
Abstract: Background: 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. Objective: Identify the most effective modalities and frequencies of feedback for improving upper limb motor skills in TD children and children with CP. Methods: 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. Results: 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. Conclusion: A better understanding of the influence of feedback on motor learning is needed to optimize motor skill acquisition in children with CP.
Keywords: Feedback, children, motor learning, upper limb, review
