Purpose: Current technology allows the recording of movement for both motion analysis and providing observational feedback. The most effective type of observational feedback is under debate. We compared a child’s reach-and-point performance after viewing a videotaped playback of a model’s performance and after viewing a split-screen comparison of the model’s and child’s performances while simultaneously receiving verbal cues.
Methods: A PTVision system provided observational feedback and recorded spatial trajectory, target accuracy, movement time, and joint angles while a 13 year-old boy with cerebral palsy reached for three targets.
Results: The split-screen comparison had the largest effect on reach performance, including slower-yet-more-accurate movements and a more extended wrist, curved spatial trajectories, and an ulnar-deviated wrist.
Conclusions: Feedback using split-screen comparison between a model’s and the child’s performance with verbal cues appears to promote motor learning. When using technology to augment therapy, the intervention should be designed considering current motor learning principles.