Effects of different balance practice methods on motor learning in unstable environments: a randomized pre-post experimental design.

Abstract

[Purpose] To verify and compare the effects of different training methods on balance retention during early motor learning in unstable standing environments. [Participants and Methods] Twenty-six healthy adults were randomly assigned to three groups for a balance maintenance task involving holding a tandem standing position on a slackline. The active assistance (AA) group held a cane in each hand, the passive assistance (PA) group had the participant manually assisted by a therapist, and the no assistance (NA) group had no canes or assistance. Tandem standing time (TST) was measured before, immediately after, and one week after the three weeks training period. [Results] Intra-group comparisons revealed that the AA and PA groups showed significant improvements in TST immediately after practice, with the PA group maintaining this significant improvement one week later. No significant differences were observed between groups at any time point. [Conclusion] Our findings suggest, that in the early stages of motor learning for balance in an unstable standing environment, practicing with manual assistance may be more effective for developing an accurate perception of optimal balance.