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Stress-Adaptive Training: An Adaptive Psychomotor Training According to Stress Measured by Grip Force - PubMed

  • ️Sat Jan 01 2022

Stress-Adaptive Training: An Adaptive Psychomotor Training According to Stress Measured by Grip Force

Yotam Sahar et al. Sensors (Basel). 2022.

Abstract

Current training methods show advances in simulation technologies; however, most of them fail to account for changes in the physical or mental state of the trainee. An innovative training method, adaptive to the trainee's stress levels as measured by grip force, is described and inspected. It is compared with two standard training methods that ignore the trainee's state, either leaving the task's level of difficulty constant or increasing it over time. Fifty-two participants, divided into three test groups, performed a psychomotor training task. The performance level of the stress-adaptive group was higher than for both control groups, with a main effect of t = -2.12 (p = 0.039), while the training time was shorter than both control groups, with a main effect of t = 3.27 (p = 0.002). These results indicate that stress-adaptive training has the potential to improve training outcomes. Moreover, these results imply that grip force measurement has practical applications. Future studies may aid in the development of this training method and its outcomes.

Keywords: adaptive training; grip force; physiological indices; psychomotor tasks; psychomotor training; stress.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure A1
Figure A1

Grip force as a function of heart rate. The plot illustrates the significant correlation where X-axis values represent the mean heart rate (bpm), and the Y-axis values represent mean grip force (N). Dots represent individual observations (each participant’s values). Line represents smoothed conditional means using lm smoothing.

Figure 1
Figure 1

(a) The stationary handhold including the grip force sensors and two controls: a 4-way and a trigger; (b) general setup, consisting of a laptop with the “Asteroids” game, operated via the controls placed on the handhold, installed inside an opaque box with a hand hole for the right hand and an Empatica E4 wristband on the left hand.

Figure 2
Figure 2

“Asteroids” computer game: typical display.

Figure 3
Figure 3

Learning curve for a single participant. X axis represents time (s), Y axis represents performance [Ln (cumulative hits − 10 * cumulative loss of lives)]. Black dot represents the first derivative cutoff point.

Figure 4
Figure 4

Time to criterion as a function of group. Dots represent the “time to criterion” parameter (from the first derivative cutoff points) for all 52 participants, grouped according to their experimental condition (control-constant, stress-adaptive, and control-time). Boxes represent the inter-quartile range (IQR = Q1 to Q3) of the group, middle horizontal line represents the group’s median, upper line represents the largest value less than upper quartile plus 1.5 times IQR, and the lower line represents the smallest value greater than lower quartile minus 1.5 times IQR. One asterisk represents significance level of p ≤ 0.05.

Figure 5
Figure 5

Performance at criterion as a function of group. Dots represent the “performance at criterion” parameter (from the first derivative cutoff points) for all 52 participants, grouped according to their experimental condition (control-constant, stress-adaptive, and control-time). Boxes represent the inter-quartile range (IQR = Q1 to Q3) of the group, middle horizontal line represents the group’s median, upper line represents the largest value less than upper quartile plus 1.5 times IQR, and the lower line represents the smallest value greater than lower quartile minus 1.5 times IQR. Two asterisks represent significance level of p ≤ 0.01.

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