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Liebermann, D. G., Buchman, A. S., & Franks, I. M. (2006). Enhancement of motor rehabilitation through the use of information technologies. Clin Biomech (Bristol, Avon), 21(1), 8–20.
Abstract: The recent development of information technologies has dramatically increased the tools available for facilitating motor rehabilitation. This review focuses on technologies which can be used to augment movement-related information both to patients as well as to their therapists. A brief outline of the motor system emphasizes the role of spinal motor neurons in the control of voluntary movement and rehabilitative efforts. Technologies which induce passive motion to stimulate spinal motor output as well as technologies that stimulate active voluntary movements are discussed. Finally, we review technologies and notational methods that can be used to quantify and assess the quality of movement for evaluating the efficacy of motor rehabilitation efforts. We conclude that stronger evidence is necessary to determine the applicability of the wide range of technologies now available to clinical rehabilitation efforts.
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Raveh, E., Friedman, J., & Portnoy, S. (2018). Evaluation of the effects of adding vibrotactile feedback to myoelectric prosthesis users on performance and visual attention in a dual-task paradigm. Clin Rehabil, 99(11), 2263–2270.
Abstract: Objective: To evaluate the effects of adding vibrotactile feedback to myoelectric prosthesis users on the performance time and visual attention in a dual-task paradigm.
Design: A repeated-measures design with a counterbalanced order of two conditions.
Setting: Laboratory setting.
Subjects: Transradial amputees using a myoelectric prosthesis with normal or corrected eyesight (N=12, median age=65 ± 13 years). Exclusion criteria were orthopedic or neurologic problems.
Interventions: Subjects performed grasping tasks with their prosthesis, while controlling a virtual car on a road with their intact hand. The dual task was performed twice: with and without vibrotactile feedback.
Main measures: Performance time of each of the grasping tasks and gaze behavior, measured by the number of times the subjects shifted their gaze toward their hand, the relative time they applied their attention to the screen, and percentage of error in the secondary task.
Results: The mean performance time was significantly shorter (P=0.024) when using vibrotactile feedback (93.2 ± 9.6 seconds) compared with the performance time measured when vibrotactile feedback was not available (107.8 ± 20.3seconds). No significant differences were found between the two conditions in the number of times the gaze shifted from the screen to the hand, in the time the subjects applied their attention to the screen, and in the time the virtual car was off-road, as a percentage of the total game time
(51.4 ± 15.7 and 50.2 ± 19.5, respectively).
Conclusion: Adding vibrotactile feedback improved performance time during grasping in a dual-task paradigm. Prosthesis users may use vibrotactile feedback to perform better during daily tasks, when multiple cognitive demands are present.
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Awasthi, B., Williams, M. A., & Friedman, J. (2016). Examining the role of red background in magnocellular contribution to face perception. PeerJ, 4, e1617.
Abstract: This study examines the role of the magnocellular system in the early stages of face perception, in particular sex categorization. Utilizing the specific property of magnocellular suppression in red light, we investigated visually guided reaching to low and high spatial frequency hybrid faces against red and grey backgrounds. The arm movement curvature measure shows that reduced response of the magnocellular pathway interferes with the low spatial frequency component of face perception. This finding provides behavioral evidence for magnocellular contribution to non-emotional aspect of face perception.
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Banina, M. C., Molad, R., Solomon, J. S., Berman, S., Soroker, N., Frenkel-Toledo, S., et al. (2020). Exercise intensity of the upper limb can be enhanced using a virtual rehabilitation system. Disabil Rehabil Assist Technol, , 1–7.
Abstract: Purpose: Motor recovery of the upper limb (UL) is related to exercise intensity, defined as movement repetitions divided by minutes in active therapy, and task difficulty. However, the degree to which UL training in virtual reality (VR) applications deliver intense and challenging exercise and whether these factors are considered in different centres for people with different sensorimotor impairment levels is not evidenced. We determined if (1) a VR programme can deliver high UL exercise intensity in people with sub-acute stroke across different environments and (2) exercise intensity and difficulty differed among patients with different levels of UL sensorimotor impairment.Methods: Participants with sub-acute stroke (<6 months) with Fugl-Meyer scores ranging from 14 to 57, completed 10 approximately 50-min UL training sessions using three unilateral and one bilateral VR activity over 2 weeks in centres located in three countries. Training time, number of movement repetitions, and success rates were extracted from game activity logs. Exercise intensity was calculated for each participant, related to UL impairment, and compared between centres.Results: Exercise intensity was high and was progressed similarly in all centres. Participants had most difficulty with bilateral and lateral reaching activities. Exercise intensity was not, while success rate of only one unilateral activity was related to UL severity.Conclusion: The level of intensity attained with this VR exercise programme was higher than that reported in current stroke therapy practice. Although progression through different activity levels was similar between centres, clearer guidelines for exercise progression should be provided by the VR application.Implications for rehabilitationVR rehabilitation systems can be used to deliver intensive exercise programmes.VR rehabilitation systems need to be designed with measurable progressions through difficulty levels.
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Dario G. Liebermann, Larry Katz, & and Ruth Morey Sorrentino. (2005). Experienced Coaches’ Attitudes Towards Science and Technology. International Journal of Computer Science in Sport, 4(1), 21–28.
Abstract: In this study, the attitude of experienced coaches towards technologies and sport
sciences was assessed. A questionnaire was used to evaluate three areas: (1)
Attitudes towards technology and sport science in coaching, (2) Technology and
scientific knowledge in practice, and (3) Perceived importance of technology and
science in enhancing sport results. A group of 27 highly experienced coaches
completed the questionnaire. The questionnaire consisted of three parts, starting
with demographic information, followed by a series of 27 questions with answers
on a Likert scale ranging from strongly agree to strongly disagree, and finally,
coaches were requested to rank 14 well-defined ‘coaching goals’ from 1 (most
important) to 14 (least important). Results showed that top-level coaches rated
having a good relationship with the athletes’ as a major goal. Overall, members of
this group of experienced coaches seem to recognize the general importance of
sport sciences, and appear to be positive about the use of sport technologies, but
do not necessarily translate these positive attitudes into actual practice within
their competitive sport environments, even when they all use information
technology for other activities. According to these results, sport science
researchers and technology developers need to adapt their strategies. Coaching
education should encourage coaches to incorporate technologies as part of their
coaching routines. Developing innovative resources and incorporating them in
coaching education, as is done in some countries, may be a starting point.
However, placing the emphasis on educating successful coaches on the practical
use of technology and scientific knowledge is suggested as a short-term goal.
This may allow for a more immediate effect on the attitude and practice of less
senior coaches that tend to adopt methods and training routines through following
the personal example provided by top-level coaches.
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