Learning a partial-weight-bearing skill: Effectiveness of two forms of feedback

Carolee J. Winstein, Patricia S. Pohl, Carrie Cardinale, Andrea Green, Leilani Scholtz, Carrie Sauber Waters

Research output: Contribution to journalArticlepeer-review

97 Scopus citations


Background and Purpose. Partial weight bearing (PWB) is a skill commonly taught by physical therapists. This study compared the effects of practice with either augmented feedback provided during the task (concurrent feedback) or augmented feedback provided after the task (postresponse feedback) for the learning of PWB with crutches. Subjects. Sixty' young adults without known impairment of the neuromusculoskeletal system volunteered for the study. Methods. Subjects practiced supporting 30% of body weight while stepping onto a floor scale. Augmented feedback was provided during each trial for the concurrent feedback group and either following each trial or after every five trials fir the postresponse feedback groups. Subjects returned 2 days later for a no-feedback retention test. Results. During practice, the concurrent feedback group was more accurate and consistent than either of the postresponse feedback groups. During retention, however, the postresponse feedback groups were the most accurate; all groups were equally consistent during retention. Conclusion and Discussion. These results suggest that practice with concurrent feedback is beneficial for the immediate performance but not for the learning of this sensorimotor skill. [Winstein CJ, Pohl PS, Cardinale C. et al. Learning a partial-weight-bearing skill: effectiveness of two forms of feedback.

Original languageEnglish (US)
Pages (from-to)985-993
Number of pages9
JournalPhysical therapy
Issue number9
StatePublished - Sep 1996
Externally publishedYes


  • Learning
  • Posture
  • Psychomotor performance
  • Sensorimotor
  • feedback
  • tests and measurements

ASJC Scopus subject areas

  • Physical Therapy, Sports Therapy and Rehabilitation


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