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Exercise, Feedback, and Biofeedback

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Pelvic Floor Re-education

Abstract

Motor learning is a complicated process resulting in the acquisition of new and, after practice, relatively permanent motor skills. There are three stages to motor learning. The first stage is called the cognitive stage and involves a person learning exactly what is required to perform a particular task and exactly how to perform that task correctly.1 In this stage of learning, feedback is essential if the motor task is to be reproduced precisely. The second stage involves “fine tuning” of the new skill. Mistakes are made less and less frequently until, finally, the task becomes automatic and does not require much attention during its execution, which is the third stage of skill acquisition.2 Although practice of the specific motor learning task is of prime importance, feedback is considered the next most important variable.3

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Author information

Authors and Affiliations

  1. Discipline of Physiotherapy School of Health Sciences, University of Newcastle, Callaghan, NSW, Australia

    Pauline E. Chiarelli PhD

  2. Department of Urogynaecology, University of New South Wales St George Hospital, Sydney, NSW, Australia

    Kate H. Moore MBBS, MD, FRCOG, FRANZCOG, CU

Authors
  1. Pauline E. Chiarelli PhD
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  2. Kate H. Moore MBBS, MD, FRCOG, FRANZCOG, CU
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Editor information

Editors and Affiliations

  1. Department of Gynaecology, Charité University Hospital, Berlin, Germany

    Kaven Baessler MD (Consultant Gynaecologist) (Consultant Gynaecologist)

  2. Division of Gerontology, Geriatrics and Palliative Care Department of Medicine, University of Alabama at Birmingham, Birmingham, AL, USA

    Kathryn L. Burgio PhD (Professor of Medicine, Associate Director) (Professor of Medicine, Associate Director)

  3. Geriatric Research, Education and Clinical Center, University of Alabama at Birmingham, Birmingham Veterans Affairs Medical Center, Birmingham, AL, USA

    Kathryn L. Burgio PhD (Professor of Medicine, Associate Director) (Professor of Medicine, Associate Director)

  4. Department of Obstetrics and Gynecology, University of Utah School of Medicine, Salt Lake City, UT, USA

    Peggy A. Norton MD (Professor Chief of Urogynecology and Reconstructive Pelvic Surgery) (Professor Chief of Urogynecology and Reconstructive Pelvic Surgery)

  5. Neue Frauenklinik, Kantonsspital Luzern, Luzern, Switzerland

    Bernhard Schüssler MD, PhD (Professor of Obstetrics and Gynaecology) (Professor of Obstetrics and Gynaecology)

  6. Department of Urogynaecology, University of New South Wales St George Hospital, Sydney, NSW, Australia

    Kate H. Moore MBBS, MD, FRCOG, FRANZCOG, CU (Associate Professor) (Associate Professor)

  7. Portland Hospital, London, UK

    Stuart L. Stanton FRCS, FRCOG, FRANZCOG(Hon) (Professor of Pelvic Floor Reconstruction and Urogynaecology) (Professor of Pelvic Floor Reconstruction and Urogynaecology)

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© 2008 Springer-Verlag London Limited

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Chiarelli, P.E., Moore, K.H. (2008). Exercise, Feedback, and Biofeedback. In: Baessler, K., Burgio, K.L., Norton, P.A., Schüssler, B., Moore, K.H., Stanton, S.L. (eds) Pelvic Floor Re-education. Springer, London. https://doi.org/10.1007/978-1-84628-505-9_19

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  • DOI: https://doi.org/10.1007/978-1-84628-505-9_19

  • Publisher Name: Springer, London

  • Print ISBN: 978-1-85233-968-5

  • Online ISBN: 978-1-84628-505-9

  • eBook Packages: MedicineMedicine (R0)

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