Combining unassisted and robot-guided practice benefits motor learning for a golf putting task

Robotic guidance has been employed with limited effectiveness in neurologically intact and patient populations. For example, our lab has effectively used robotic guidance to acutely improve movement smoothness of a discrete trajectory without influencing movement endpoint distributions. The purpose of the current study was to investigate the efficacy of combining robotic guidance and unassisted trials in the learning of a golf putting task. Participants completed a pre-test, an acquisition phase, and an immediate and delayed (24-hour) post-test. During the pre-test, kinematic data from the putter was converted into highly accurate, consistent, and smooth trajectories delivered by a robot arm. During acquisition, three groups performed putts towards three different targets with robotic guidance on either 0%, 50%, or 100% of acquisition trials. Only the 50% guidance group statistically reduced both the ball endpoint distance and variability between the pre-test and the immediate or 24-hr post-test. The results of the 50% guidance group yielded seminal evidence that combining both unassisted and robotic guidance trials (i.e., mixed practice) could facilitate at least short-term motor learning for a golf putting task. Such work is relevant to incorporating robotic guidance in sport skills and other practical areas (e.g., rehabilitation)

Humans versus robots: Converting golf putter trajectories for robotic guidance

Robotic devices are used to provide physical guidance when teaching different movements. To advance our knowledge of robotic guidance in training complex movements, this investigation tested different kinematic data filtering methods of individual’s golf putts to convert them into trajectories to be employed by a robot arm. The purpose of the current study was to identify a simple filtering method to aptly replicate participants’ individual golf putter trajectories which could be used by the robot to execute them with greater consistency and accuracy than their human counterpart. Participants putted towards 3 targets where three-dimensional data of the putter’s head was filtered and then fitted by using one- or two-dimensions of the participant’s putter head trajectories. As expected, both filtering methods employed with the robot outperformed the human participants in ball endpoint accuracy and consistency. Further, after comparing the filtered to the human participants trajectories, the two-dimensional method best replicated the kinematic features of human participants natural putter trajectory, while the one-dimensional method failed to replicate participant’s backstroke position. This investigation indicates that a two-dimensional filtering method, using Y-forward and Z-vertical position data, can be used to create accurate, consistent, and smooth trajectories delivered by a robot arm

Our Experience Adapting Team Based Learning (TBL) for Online Teaching: Our New Normal

In response to COVID-19, we rapidly transitioned our three-hour sessions (comprising lecture, tutorial, and practical components) for ‘Human Body 1’ to an interactive online format from 20S2. We decided to adapt a TBL approach as it lends itself to Zoom delivery in combination with other platforms, is associated with high levels of active student participation, and incorporates many assessment touchpoints – creating new opportunities for feedback and longitudinal performance monitoring1. Our approach involved flipping and chunking lecture content, supplemented by knowledge-check activities with automated feedback as pre-work. Weekly Zoom sessions started with an individual readiness assurance test (RAT) comprising 10 multiple-choice-questions; immediately followed by the same RAT, completed by student teams in separate breakout rooms – all via Blackboard. Student performance was quickly analysed, with individual and team results presented back to the cohort in a ‘clarification’ session (that focussed on poorly answered questions with explanations of the most correct response and exploration of misconceptions). Teams returned to breakout rooms to complete focused application tasks (FAT) before debriefing as a cohort. In our approach, the FAT varied between teams – with each requiring students to work through a case scenario or interpret complex data. Student performance is enhanced following peer-teaching and learning in our TBL. Online TBL has been well-received, with internal course evaluations improved since introduction – in our student’s voice, “I really enjoyed the pre-work… it [was] really helpful in consolidating knowledge. I also really enjoyed the i[ndividual]RAT and t[eam]RAT quizzes and discussing the trickier questions afterwards in class. It encouraged us to keep on top of the large workload.” (SEC-21S1) The additional results and feedback generated through the pre-work, RAT and FAT have provided new ways to see how performance is developing from week to week. Courses interested in adopting a flipped online format may benefit from using this approach

The safety of one-stage versus two-stage approach to osseointegrated prosthesis for limb amputation

Aims Safety concerns surrounding osseointegration are a significant barrier to replacing socket prosthesis as the standard of care following limb amputation. While implanted osseointegrated prostheses traditionally occur in two stages, a one-stage approach has emerged. Currently, there is no existing comparison of the outcomes of these different approaches. To address safety concerns, this study sought to determine whether a one-stage osseointegration procedure is associated with fewer adverse events than the two-staged approach. Methods A comprehensive electronic search and quantitative data analysis from eligible studies were performed. Inclusion criteria were adults with a limb amputation managed with a one- or two-stage osseointegration procedure with follow-up reporting of complications. Results A total of 19 studies were included: four one-stage, 14 two-stage, and one article with both one- and two-stage groups. Superficial infection was the most common complication (one-stage: 38% vs two-stage: 52%). There was a notable difference in the incidence of osteomyelitis (one-stage: nil vs two-stage: 10%) and implant failure (one-stage: 1% vs two-stage: 9%). Fracture incidence was equivocal (one-stage: 13% vs two-stage: 12%), and comparison of soft-tissue, stoma, and mechanical related complications was not possible. Conclusion This review suggests that the one-stage approach is favourable compared to the two-stage, because the incidence of complications was slightly lower in the one-stage cohort, with a pertinent difference in the incidence of osteomyelitis and implant failure

Improving upper extremity motor control in adults with autism spectrum disorder and an intellectual disability through participation in an adapted physical exercise intervention

This study sought to quantify the impact of a 12-week adapted physical exercise (APEX) program on upper extremity motor control in 11 adults diagnosed with both autism spectrum disorder and an intellectual disability (ASD-ID). Motor planning and execution during an upper-limb reaching movement was assessed at baseline, mid-, and post-program. Overall, participants became more efficient at preparing and executing the task, needing fewer adjustments during the movement to achieve similar accuracy. Eight participants also improved their response programming. The multi-modal APEX program appears to be an effective intervention for improving upper extremity motor control in adults with ASD-ID. Improving motor skills may lead to increased participation in physical activity, greater independence, and improved quality of life for adults with ASD-ID