Assessment of Motor Learning with the Jebsen-Taylor Hand Function Test

Abstract

Purpose: The primary aim of this study was to assess the effectiveness of motor learning (ML) in adults in the same hand activities performed consecutively over a short time. The secondary aim was to investigate the effect of gender on ML. Material and Methods: One hundred and three people (university students and their friends/relatives) participated in the study. Hand functions were assessed with the Jebsen-Taylor Hand Function Test (JHFT) twice, 10 minutes apart. Results: The JHFT-Total score of the participants in the second assessment was greater than their score in the first assessment (Δ=6.58 ± 8.16), this difference was statistically significant (p<0.001) and the effect of this significance was "large" (d>0.8). Similarly, the second assessment results had a better result than the first in all substages of JHFT and the difference was statistically significant (p<0.001). The improvement in the two assessments was similar between genders (p<0.001), but the effect size in men was greater than women (d=1.01; d=0.66). Conclusion: Participants showed significant ML improvement in this short-term study. Motor learning is critical in terms of assessment and rehabilitation. Although the findings obtained in the study were from a small sample and the interval was short, significant improvement was observed. These findings may contribute to future research on ML or performance-oriented assessment.

Keywords

• Learning
• Motor Skills
• Functional Status
• Upper Extremity

Motor Öğrenme Süreçlerinin Jebsen-Taylor El Fonksiyon Testi ile Değerlendirilmesi

Abstract

Amaç: Çalışmamızın birincil amacı yetişkinlerde kısa bir zaman aralığında peş peşe gerçekleştirilen aynı el aktivitelerindeki motor öğrenmenin etkinliğinin incelenmesiydi. İkincil amacı ise cinsiyetin motor öğrenme üzerindeki etkisinin incelenmesiydi. Gereç ve Yöntem: Çalışmaya üniversite öğrencileri ve yakınlarından oluşan 103 birey katıldı. Katılımcıların el fonksiyonları, 10 dakika arayla iki kez Jebsen-Taylor El Fonksiyon Testi (JEFT) ile değerlendirildi. Sonuçlar: Katılımcıların ikinci ölçümde aldıkları JEFT-Toplam puanının ilk ölçümden aldıkları puandan büyük olduğu (Δ=6,58 ± 8,16), bu farkın istatistiksel olarak çok yüksek düzeyde anlamlı olduğu (p<0,001) ve bu anlamlılığın etkisinin “büyük” olduğu belirlendi (d>0,8). JEFT’nin aşamalarının tamamında benzer şekilde ikinci ölçümün ilk ölçümden daha iyi bir sonuca sahip olduğu ve aradaki farkın istatistiksel olarak anlamlı olduğu belirlendi (p<0,001). Ayrıca iki ölçümdeki gelişimin cinsiyetler açısından benzer olmasına rağmen etki büyüklüğü bakımından erkeklerin kadınlardan (d=1,01; d=0,66) daha iyi olduğu görüldü. Tartışma: Sağlıklı bireylerde aynı ölçümlerin peş peşe yapılması sırasında motor öğrenmedeki gelişim incelendi. Motor öğrenme, değerlendirme yöntemleri ve rehabilitasyon açısından çok önemlidir. Becerinin edinimi üzerinde etkili olan pek çok faktör bulunmaktadır. Bulgular, küçük bir örneklemden elde edilmesine ve iki ölçüm arasındaki süre kısa olmasına rağmen anlamlı gelişme gözlemlendi. Elde edilen bulgular, gelecekteki motor öğrenme veya motor performans odaklı değerlendirme odaklı araştırmalar açısından katkı sağlayabilir.

Keywords

• öğrenme
• motor beceriler
• fonksiyonel durum
• üst ekstremite

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