Objective: To examine how biodynamic feedback training affects the learning of prescribed partial load bearing (200N).
Design: Three pre-post experiments.
Setting: Biomechanics laboratory in a German university.
Participants: A volunteer sample of 98 uninjured subjects who had not used crutches recently. There were 24 subjects in experiment 1 (mean age, 23.2y); 64 in experiment 2 (mean age, 43.6y); and 10 in experiment 3 (mean age, 40.3y), parallelized by arm force.
Interventions: Video instruction and feedback training: In experiment 1, 2 varied instruction videos and reduced feedback frequency; in experiment 2, varied frequencies of changing tasks (contextual interference); and in experiment 3, feedback training (walking) and transfer (stair tasks).
Main outcome measure: Vertical ground reaction force.
Results: Absolute error of practiced tasks was significantly reduced for all samples (P<.050). Varied contextual interference conditions did not significantly affect retention (P=.798) or transfer (P=.897). Positive transfer between tasks was significant in experiment 2 (P<.001) and was contrary to findings in experiment 3 (P=.071).
Conclusions: Biodynamic feedback training is applicable for learning prescribed partial load bearing. The frequency of changing tasks is irrelevant. Despite some support for transfer effects, additional practice in climbing and descending stairs might be beneficial.