A review of the contextual interference effect in motor skill acquisition

Olympic team rowers and team swimmers show altered functional brain activation during working memory and action inhibition

BACKGROUND

High-level expertise in team-sports is associated with superior performance on executive functions (EFs) such as working memory (WM) and action inhibition, and with altered activation of brain areas related to these EFs. In most such studies, athletes were sampled from the domain of dynamic (i.e., open-skill) team-sports (e.g., soccer players). Whether static (i.e., closed-skill) team-sports athletes (e.g., rowers and synchronized swimmers) also show superior EFs performance and differential EF-related functional brain activation remains unknown.

METHODS

We recruited 14 elite closed-skill athletes, all national champions, and internationally competitive in various rowing disciplines, as well as 14 controls matched on gender, age, and education, and had them perform working memory and action inhibition (stop-signal) tasks during fMRI scanning.

RESULTS

Group differences in performance in either task failed to obtain statistical significance, although athletes showed a numerical trend toward higher WM capacity than controls. Importantly, task-related BOLD responses suggested that Olympic closed-skill team athletes show stronger recruitment of brain areas that emphasize relatively stable task demands and weaker engagement of brain areas that emphasize rapidly changing demands imposed by extraneous stimulation.

CONCLUSION

Functional brain imaging data suggest elite closed-skill athletes may employ different cognitive strategies.

Enhancing Cough Motor Learning in Parkinson's Disease Through Variable Practice During Skill Training

BACKGROUND

When re-learning a motor skill, practicing a variety of treatment targets promotes error processing and the exploration of motor control strategies, which initially disrupts accuracy during training (motor performance), but ultimately enhances generalization, retention, and transfer (motor learning). Cough skill training (CST) is feasible and efficacious to improve cough strength; however, previous studies have used the same practice target during training.

OBJECTIVES

Our goal was to examine the impact of CST with variable practice on motor performance, motor learning, and respiratory system adaptations.

METHOD

The study was a prospective three-visit single group design. Twenty individuals with Parkinson's disease (PD) and concomitant dysphagia and dystussia completed two sessions of CST involving three randomized practice targets. Cough, lung volume, and airway clearance outcomes were assessed before and after treatment sessions with long-term retention evaluated after 1 month.

RESULTS

Peak expiratory flow rate improved after CST with variable practice for voluntary single (β = 0.35 L/s) and sequential (β = 0.22 L/s) cough, which were maintained after 1 month without treatment. The ability to expel material from the upper airway demonstrated a small magnitude of improvement (β = -1.87%). During CST, participants altered lung volume based on the treatment target and lung volume decreased during reflex cough after completing CST.

CONCLUSIONS

Individuals with PD demonstrated improvements in several aspects of motor learning after two sessions of CST with variable practice. Increasing lung volume may not be an implicit strategy to upregulate voluntary cough strength in this treatment paradigm. The findings support the need for larger investigations exploring the potential benefits of this CST approach.

Comparative analysis of motor skill acquisition in a novel bimanual task: the role of mental representation and sensorimotor feedback

Introduction

This study investigates the multifaceted nature of motor learning in a complex bimanual task by examining the interplay between mental representation structures, biomechanics, tactile pressure, and performance. We developed a novel maze game requiring participants to maneuver a rolling sphere through a maze, exemplifying complex sequential coordination of vision and haptic control using both hands. A key component of this study is the introduction of cognitive primitives, fundamental units of cognitive and motor actions that represent specific movement patterns and strategies.

Methods

Participants were divided into two groups based on initial performance: poor performers (PPG) and good performers (GPG). The experimental setup employed motion capture and innovative tactile sensors to capture a detailed multimodal picture of the interaction process. Our primary aims were to (1) assess the effects of daily practice on task performance, biomechanics, and tactile pressure, (2) examine the relationship between changes in mental representation structures and skill performance, and (3) explore the interplay between biomechanics, tactile pressure, and cognitive representation in motor learning.

Results

Performance analysis showed that motor skills improved with practice, with the GPG outperforming the PPG in maze navigation efficiency. Biomechanical analysis revealed that the GPG demonstrated superior movement strategies, as indicated by higher peak velocities and fewer velocity peaks during task execution. Tactile feedback analysis showed that GPG participants applied more precise and focused pressure with their right-hand thumb, suggesting enhanced motor control. Cognitively, both groups refined their mental representation structures over time, but the GPG exhibited a more structured and sophisticated cognitive mapping of the task post-practice.

Discussion

The findings highlight the intertwined nature of biomechanical control, tactile feedback, and cognitive processing in motor skill acquisition. The results support established theories, such as the cognitive action architecture approach, emphasizing the role of mental representation in planning and executing motor actions. The integration of cognitive primitives in our analysis provides a theoretical framework that connects observable behaviors to underlying cognitive strategies, enhancing the understanding of motor learning across various contexts. Our study underscores the necessity of a holistic approach to motor learning research, recognizing the complex interaction between cognitive and motor processes in skill acquisition.

Structural Learning Benefits in a Visuomotor Adaptation Task Generalize to a Contralateral Effector

Structural learning is characterized by facilitated adaptation following training on a set of sensory perturbations all belonging to the same structure (e.g., 'visuomotor rotations'). This generalization of learning is a core feature of the motor system and is often studied in the context of interlimb transfer. However, such transfer has only been demonstrated when participants learn to counter a specific perturbation in the sensory feedback of their movements; we determined whether structural learning in one limb generalized to the contralateral limb. We trained 13 participants to counter random visual feedback rotations between +/-90 degrees with the right hand and subsequently tested the left hand on a fixed rotation. The structural training group showed faster adaptation in the left hand in both feedforward and feedback components of reaching compared to 13 participants who trained with veridical reaching, with lower initial reaching error, and straighter, faster, and smoother movements than in the control group. The transfer was ephemeral - benefits were confined to roughly the first 20 trials. The results demonstrate that the motor system can extract invariant properties of seemingly random environments in one limb, and that this information can be accessed by the contralateral limb.

High contextual interference improves retention in motor learning: systematic review and meta-analysis

The effect of practice schedule on retention and transfer has been studied since the first publication on contextual interference (CI) in 1966. However, strongly advocated by scientists and practitioners, the CI effect also aroused some doubts. Therefore, our objective was to review the existing literature on CI and to determine how it affects retention in motor learning. We found 1255 articles in the following databases: Scopus, EBSCO, Web of Science, PsycINFO, ScienceDirect, supplemented by the Google Scholar search engine. We screened full texts of 294 studies, of which 54 were included in the meta-analysis. In the meta-analyses, two different models were applied, i.e., a three-level mixed model and random-effects model with averaged effect sizes from single studies. According to both analyses, high CI has a medium beneficial effect on the whole population. These effects were statistically significant. We found that the random practice schedule in laboratory settings effectively improved motor skills retention. On the contrary, in the applied setting, the beneficial effect of random practice on the retention was almost negligible. The random schedule was more beneficial for retention in older adults (large effect size) and in adults (medium effect size). In young participants, the pooled effect size was negligible and statically insignificant.

Variable practice is superior to self-directed training for laparoscopic simulator training: a randomized trial

BACKGROUND

Mastering laparoscopy is challenging-it requires specific psychomotor skills which are difficult to obtain in the operating room without potentially compromising patient safety. Proficiency-based training programs using virtual reality simulators allow novices to practice and develop their skills in a patient-safe learning environment. Variable practice leads to stronger retention and skills transfer in a non-surgical setting. The objective of this trial was to investigate if variable practice was superior to self-directed training.

METHODS

A randomized trial where participants (n = 36) were randomized to proficiency-based laparoscopic simulator training of basic skills using either variable practice or self-directed training, followed by a transfer test with proficiency-based training on a procedural task (a salpingectomy). All participants returned after a period of 3-5 weeks to perform a retention test.

RESULTS

The mean time to proficiency for the basic skills tasks were 119 min (SD: 93) for the variable practice group versus 182 min (SD: 46) for the self-directed training group (p = 0.015). The time to reach proficiency during the transfer test was 103 min (SD: 57) versus 183 min (SD: 64) for the variable practice group versus the self-directed training group, respectively (p < 0.001). The mean time to proficiency for the retention test was 51 min (SD: 26) and 109 min (SD: 53) for the variable practice group and self-directed training group, respectively (p < 0.001).

CONCLUSION

Variable practice is superior to self-directed training for proficiency-based laparoscopic training. With variable time to practice proficiency is reduced, there is higher transfer to a procedural task, and retention is improved.

Stimulus variability improves generalization following response inhibition training

The present study examined the effect of stimulus variability and practice order on generalization to novel stimuli following a single session of response inhibition training. Ninety-six young adults practiced the Go/No-go task online in three training conditions: (1) constant (N = 32)-inhibition practiced on one stimulus; (2) variable-blocked (N = 32)-inhibition practiced on 6 stimuli, each in a separate block; and (3) variable-random (N = 32)-inhibition practiced on 6 stimuli in random order. Generalization was measured by comparing groups on inhibition of novel stimuli and a trained stimulus immediately and 24 h after training. Consistent with our hypothesis, the variable-random and the variable-blocked groups showed better generalization to the novel items than the constant group, demonstrating the benefit of stimulus variability. The variable-random group also showed better generalization than the variable-blocked group, demonstrating the benefit of presenting stimuli in random order. Participants' capacity for working memory maintenance was found to modulate the effect of practice order. While the benefit of variability was retained 24 h after training, the effect of order was not. Results also show generalization to (1) different type of stimuli using the same task and (2) the same stimuli on a different response inhibition task (the Stop-Signal Task), however, the effect of variable practice and order were not evident in these cases. The study findings illustrate the advantage of using variable stimuli presented in random order for generalization and suggest that these principles of motor learning can be applied to learning of cognitive skills.

Exposure to temporal variability promotes subsequent adaptation to new temporal regularities

Noise is intuitively thought to interfere with perceptual learning; However, human and machine learning studies suggest that, in certain contexts, variability may reduce overfitting and improve generalizability. Whereas previous studies have examined the effects of variability in learned stimuli or tasks, it is hitherto unknown what are the effects of variability in the temporal environment. Here, we examined this question in two groups of adult participants (N = 40) presented with visual targets at either random or fixed temporal routines and then tested on the same type of targets at a new nearly-fixed temporal routine. Findings reveal that participants of the random group performed better and adapted quicker following a change in the timing routine, relative to participants of the fixed group. Corroborated with eye-tracking and computational modeling, these findings suggest that prior exposure to temporal variability promotes the formation of new temporal expectations and enhances generalizability in a dynamic environment. We conclude that noise plays an important role in promoting perceptual learning in the temporal domain: rather than interfering with the formation of temporal expectations, noise enhances them. This counterintuitive effect is hypothesized to be achieved through eliminating overfitting and promoting generalizability.

Interactive curriculum learning increases and homogenizes motor smoothness

One of the challenges of technology-assisted motor learning is how to adapt practice to facilitate learning. Random practice has been shown to promote long-term learning. However, it does not adapt to the learner's specific learning requirements. Previous attempts to adapt learning considered the skill level of learners from past training sessions. This study investigates the effects of personalizing practice in real time, through a curriculum learning approach, where a curriculum of tasks is built by considering consecutive performance differences for each task. 12 participants were allocated to each of three training conditions in an experiment which required performing a steering task to drive a cursor in an arc channel. The curriculum learning approach was compared to two other conditions: random practice and another adaptive practice, which does not consider the learning evolution. The curriculum learning practice outperformed the random practice in effectively increasing movement smoothness at post-test and outperformed both the random practice and the adaptive practice on transfer tests. The adaptation of practice through the curriculum learning approach also made learners' skills more uniform. Based on these findings, we anticipate that future research will explore the use of curriculum learning in interactive training tools to support motor skill learning, such as rehabilitation.

The learning of sprint hurdles: A comparative study on increasing contextual interference and blocked practice schedules

The contextual interference (CI) approach has proposed that a random order of practice for motor skills is superior in facilitating learning compared to a blocked arrangement of practice trials. Two groups of physical education students learned sprint hurdles, employing either an increasing CI practice schedule (n = 23) or a blocked practice schedule (n = 23). In both the practice schedules, the same exercises were used in a different trial order during each learning session. Eleven practice sessions were conducted over a period of six weeks, with two days of practice per week. Ten and 40 days after the acquisition phase, a retention and transfer test were conducted. The results showed no differences between the two practice schedules during the retention tests. However, students practicing with an increasing CI arrangement performed better on the delayed transfer test compared to students which practiced with a blocked schedule. Specifically, the increasing CI group more effectively (p < 0.05) cleared the hurdles due to a lower take-off step angle and longer step length than the blocked practice group. Although utilizing an increase in CI during the learning phase of sprint hurdling produced more persistent learning effects relative to a traditional blocked practice schedule for adult novice learners, further research is warranted to explore the CI effect across a broader range of sport skills.

Facilitated adaptation via structural learning increases bimanual interference

Bimanual coordination is an essential feature of the motor system, yet interactions between the limbs during independent control remain poorly understood. Interference between the two hands, or the assimilation of movement characteristics between the two effectors, can be induced by perturbing one arm (e.g., via visuomotor rotation) and then measuring the effects in the contralateral limb. In this study, we sought to further determine the role adaptation plays in bimanual interference using a structural learning paradigm to alter feedback regulation in reaching. We trained healthy participants to counter 60 unique random rotations in right hand visual feedback over 240 reaches. Following this, we assessed feedforward and feedback measures of interference in a bimanual reaching task where the right hand was exposed to a fixed visual feedback rotation while the left hand reached without visual feedback. We found that participants who had been exposed to the structural training task in the right hand showed increased left hand interference during the first 20 trials of the test task. Moreover, interference was greater in feedback, rather than feedforward control parameters. The results further suggest that structural learning enhances bimanual interference via sensory feedback upregulation.

Experts' perspectives on how to promote implicit and explicit motor learning in children: A mixed-methods study

BACKGROUND

Little is known about how motor learning strategies (MLSs) can promote implicit and explicit motor learning processes. This study aimed to explore experts' perspectives on therapists' use of MLSs to promote specific learning processes in children with and without developmental coordination disorder (DCD).

METHODS

In this mixed-methods study, two consecutive digital questionnaires were used to ascertain the opinions of international experts. Questionnaire 2 explored the findings of Questionnaire 1 in greater depth. In order to reach a certain level of agreement about the classification of MLSs as promoting either (more) implicit or (more) explicit motor learning, 5-point Likert scales were used in addition to open-ended questions. The open-ended questions were analysed with a conventional analysis approach. Open coding was performed by two reviewers independently. Categories and themes were discussed within the research team, taking both questionnaires as one dataset.

RESULTS

Twenty-nine experts from nine different countries with different backgrounds in research, education and/or clinical care completed the questionnaires. The results of the Likert scales showed large variation. Two themes emerged from the qualitative analyses: (1) Experts found it difficult to classify MLSs as promoting either implicit or explicit motor learning, and (2) experts stressed the need for clinical decisionmaking when choosing MLSs.

CONCLUSIONS

Insufficient insight was gained into how MLSs could promote (more) implicit or (more) explicit motor learning in children in general and in children with DCD specifically. But this study demonstrated the importance of clinical decisionmaking to model and adapt MLSs to child, task and environment, with therapists' knowledge of MLSs being an important prerequisite. Research is needed to better understand the various learning mechanisms of children and how MLSs can be used to manipulate these mechanisms.

Use of variable online visual feedback to optimize sensorimotor coding and learning of a motor sequence

The present study characterized the impact of reliable and/or unreliable online visual feedback and their order of presentation on the coding and learning of a motor sequence. Participants practiced a 12-element motor sequence 200 times. During this acquisition phase, two groups received a single type (i.e., either reliable or unreliable) of online visual feedback, two other groups encountered both types of feedback: either reliable first then unreliable, or unreliable first then reliable. Delayed retention tests and intermanual transfer tests (visuospatial and motor) were administered 24 hours later. Results showed that varying the reliability of online visual information during the acquisition phase allowed participants to use different task coding modalities without damaging their long-term sequence learning. Moreover, starting with reliable visual feedback, replaced halfway through with unreliable feedback promoted motor coding, which is seldom observed. This optimization of motor coding opens up interesting perspectives, as it is known to promote better learning of motor sequences.

Motor Performance During Sensorimotor Training for Airway Protection in Parkinson's Disease

INTRODUCTION

Cough dysfunction is highly prevalent in Parkinson's disease (PD) and associated with pneumonia, a leading cause of death. Although research suggests that cough can be volitionally upregulated, patterns of improvements that occur during cough skill training and potential correlates remain unexamined. Therefore, we sought to characterize changes to peak flow during cough skill training, examine whether early variability predicted motor performance trajectories during treatment, and explore the relationship between peak flow during cough skill training and motor learning on a similar but untrained task (i.e., reflex cough testing).

METHOD

This secondary analysis of treatment data from a randomized controlled trial included 28 individuals with PD who participated in five sessions of sensorimotor training for airway protection (smTAP). During this novel cough skill training, participants completed 25 repetitions of coughs targeting peak flow 25% above their baseline. Reflex and voluntary cough testing was performed pre- and posttreatment. Bayesian multilevel growth curve models provided group and individual-level estimates of peak flow during training.

RESULTS

The magnitude and consistency of peak flow increased during cough skill training. Variability in peak flow during the first treatment session was associated with greater improvements to peak flow in later sessions. There was no relationship between changes to peak flow during cough skill training and motor learning.

CONCLUSIONS

Individuals with PD improved the strength and variability of cough peak flow during cough skill training. These findings provide a clinically relevant characterization of motor performance during cough skill training and lend insight into potential correlates to guide future treatment paradigms.

Distinct clusters of movement entropy in children's exploration of a virtual reality balance beam

Although assessing motor competence is vital to advancing current understandings of motor development and its significance in various fields, no consensus exists on how the construct should be operationalised and measured. Existing approaches to assessing motor competence in children typically involve applying qualitative and/or quantitative scoring procedures in which children's performance is evaluated according to certain levels of assessment-specific task performance dependent upon predefined sets of instructions and procedures. Building upon ecological dynamics as a framework, different levels of motor competence can be identified in children's attempts to coordinate their degrees of freedom while trying to complete the interactive task and environmental constraints. Given the dynamic, nonlinear features of that coordinating process, assessments need to consider the inherit structure of inter- and intra-individual variability in patterns of movement. Against that background, we investigated 7-10-year-old children's (n = 58) whole-body joint kinematics as they freely explored a balance beam in a virtual reality playground. Specifically, we used exploratory cluster analysis to examine the discriminatory capability of utilising joint-specific sample entropy as a window into individual differences in movement coordination that emerged from children's exploration of the constraints embedded in the virtual task. Among the results, three clusters of children with distinct profiles of movement variability emerged, all of which showed heterogeneous levels of repeatability in joint movements in combination with the level of spatiotemporal exploration on the balance beam that could not be explained by between-cluster differences in age and gender distributions. Those findings suggest that entropy from whole-body movements can be used to cluster children into distinct groups with different profiles regarding the structure of movement variability, which can inform new understandings and the development of gross motor competence assessments for children.

A randomized crossover single-case series comparing blocked versus random treatment for anomia

The motor learning literature has demonstrated that blocked practice facilitates better acquisition of motor skills, whereas random practice facilitates retention and transfer. The verbal learning and memory literature offers similar evidence. The purpose of this study was to investigate effects of blocked versus random practice in treatment for anomia. The study used a single site, randomized crossover design, with two replicated experimental phases (two blocked and two random) for each of 10 individuals with anomia. Each phase consisted of a cued picture-naming treatment. Individual treatment and maintenance effects, as well as weighted averages and group effects, were calculated using Tau-U based on the proportion of correctly named probes. Nine of 10 participants demonstrated treatment effects during each of the four phases. Acquisition was comparable for blocked and random practice. Maintenance effects were observed following seven blocked phases of treatment and 12 random phases of treatment across participants. For four of 10 participants the random schedule resulted in better maintenance of trained items. Although further research is needed, the present data suggest that for word retrieval treatment with multiple repetitions of the same items, a random presentation may benefit maintenance of treatment gains.

Effect of Practice Structure and Feedback Frequency on Voice Motor Learning in Older Adults

OBJECTIVES

The long-term goal of this research is to advance the rehabilitation of voice disorders through the study and development of efficacious treatment regimes based upon motor learning principles. This study examined the effect of contextual interference (CI) of practice structure with knowledge of results (KR) feedback on motor learning of a novel voice task, "Twang," by hypophonic, novice, and expert older adults.

STUDY DESIGN

Prospective, randomized controlled mixed design.

METHODS

A total of 92 adults, age 55-80, recruited from the following motor skill levels: 1) Hypophonic voice; 2) Novice-untrained vocalists; 3) Expert-trained vocalists were randomly assigned to four different interventions and examined during acquisition, retention, and transfer phases of motor learning. Participants from each skill-level practiced the novel task, "Twang," according to the randomly assigned Practice Structure/KR combinations: 1) Blocked practice/100%KR; 2) Blocked practice/55% KR; 3) Random practice/100%KR; 4) Random practice/55% KR.

RESULTS

During the motor performance phase, our results mirrored those reported in the limb motor learning literature for CI: A Blocked practice structure enhanced short-term effects of motor acquisition for novice, expert, and hypophonic subjects. The only significant result for KR occurred when paired with Random Practice in the hypophonic subject group: 100% KR paired with Blocked practice increased motor performance, but degraded motor learning.

CONCLUSIONS

Fundamental motor learning principles were explored within the context of a voice training paradigm. Practice with a high CI and low frequency of KR degraded performance during short-term acquisition but enhanced long-term performance effects of motor learning. Voice clinicians and teachers may benefit by implementing motor learning theory into practice during training and treatment sessions.

Inhibitory Learning during Exposure Treatment in Anorexia Nervosa: A Practical Guide

Exposure therapy is known to be an effective intervention in the treatment of anxiety-related disorders. In eating disorders, such as anorexia nervosa, anxiety and avoidance are identified as maintenance factors. Therefore, they may constitute an important treatment target, suitable for the use of exposure therapy. Remarkably, exposure techniques to target fears and avoidance behaviors are not commonly used in the treatment of anorexia nervosa. We present a practical guide for the implementation of exposure therapy in the treatment of anorexia nervosa. We outline how exposure therapy is supposed to work according to the inhibitory learning model and how the exposure intervention can be designed for individuals with anorexia nervosa. Practical examples are provided through the case presentation of a patient with anorexia nervosa who completed 31 exposure sessions that focused on her fears of food, eating, weight, weight gain, their feared social consequences and the associated safety behaviors.

Channeling of Brain Towards Engaging Sensorimotor Tasks for Inducing Hedonic Pleasure to Alleviate Blood Pressure in Hypertension

Background

Hypertension is a modifiable risk factor for cardiovascular disease and is responsible for major deaths due to stroke and coronary heart disease. Several pharmacological and non-pharmacological interventions for reducing blood pressure have been tried earlier. Modulating brain regions such as prefrontal cortex (PFC) to channelize activities is an effective tool to target blood pressure.

Purpose

Prefrontal cortex (PFC) exerts inhibitory control over sympathoexcitatory circuits, which was explored using a novel reaction time paradigm.

Methods

Thirty participants of both genders in the age group 40-70 years with established hypertension were included. A structured reaction time paradigm was designed to include psychomotor and visuomotor elements with integrated sensory attention and motor performance tasks. Blood pressure, Lead II ECG, and EEG from F3 and F4 were recorded. A paired t-test was used to examine the variations in these parameters across tasks.

Results

A significant reduction in mean arterial pressure by 4.04 mmHg (p = .0232) during the visuomotor task and a reduction of 3.38 mmHg during the auditory cue task (p = .0446) were observed. Analysis of the difference in heart rate has shown a profound decrease after passive listening tasks by 3.7 beats (p < .0001*). Spectral analysis from F3 and F4 shows high power in low-frequency zone of EEG indicating a relaxed state during auditory cues and passive listening.

Conclusion

The reaction time paradigm, when applied to hypertensives, helped decrease blood pressure and heart rate and improved the high frequency (HF) component of heart rate variability, indicating parasympathetic dominance. Such reward-oriented paradigms may act as biofeedback modules that cause hyperactivity of the PFC to suppress the sympathoexcitatory circuit with increased parasympathetic activity beneficial to hypertensive individuals.

A double dissociation between savings and long-term memory in motor learning

Memories are easier to relearn than learn from scratch. This advantage, known as savings, has been widely assumed to result from the reemergence of stable long-term memories. In fact, the presence of savings has often been used as a marker for whether a memory has been consolidated. However, recent findings have demonstrated that motor learning rates can be systematically controlled, providing a mechanistic alternative to the reemergence of a stable long-term memory. Moreover, recent work has reported conflicting results about whether implicit contributions to savings in motor learning are present, absent, or inverted, suggesting a limited understanding of the underlying mechanisms. To elucidate these mechanisms, we investigate the relationship between savings and long-term memory by experimentally dissecting the underlying memories based on short-term (60-s) temporal persistence. Components of motor memory that are temporally-persistent at 60 s might go on to contribute to stable, consolidated long-term memory, whereas temporally-volatile components that have already decayed away by 60 s cannot. Surprisingly, we find that temporally-volatile implicit learning leads to savings, whereas temporally-persistent learning does not, but that temporally-persistent learning leads to long-term memory at 24 h, whereas temporally-volatile learning does not. This double dissociation between the mechanisms for savings and long-term memory formation challenges widespread assumptions about the connection between savings and memory consolidation. Moreover, we find that temporally-persistent implicit learning not only fails to contribute to savings, but also that it produces an opposite, anti-savings effect, and that the interplay between this temporally-persistent anti-savings and temporally-volatile savings provides an explanation for several seemingly conflicting recent reports about whether implicit contributions to savings are present, absent, or inverted. Finally, the learning curves we observed for the acquisition of temporally-volatile and temporally-persistent implicit memories demonstrate the coexistence of implicit memories with distinct time courses, challenging the assertion that models of context-based learning and estimation should supplant models of adaptive processes with different learning rates. Together, these findings provide new insight into the mechanisms for savings and long-term memory formation.

Functional Outcomes of Motor Learning Interventions in Anterior Cruciate Ligament Injuries

Anterior cruciate ligament injury is one of the pathologies that affect the daily and professional life of the majority of athletes. When the treatment options are examined, there are two options surgical treatment and conservative treatment. Rehabilitation is essential in both cases, with or without surgery. Especially for returning to sports, long-term rehabilitation after surgery has become essential. While many different exercise methods have been tried in the prevention of anterior cruciate ligament injury and rehabilitation after reconstructive surgery, many have focused on strength training. The abnormal movement pattern that occurs with the somatosensory loss seen after anterior cruciate ligament injury results in a functional loss in the injured extremity and the contralateral extremity in the long term. Considering the incidence of injury, studies to establish the normal movement pattern and restore motor control are very important. For this reason, motor learning-based interventions that support neuroplasticity are of great interest today. This review aims to examine the functional results of current motor learning-based interventions in anterior cruciate ligament rehabilitation in line with the literature.

Effects of a remote-handling-concept-based task-oriented arm training (ReHab-TOAT) on arm-hand skill performance in chronic stroke: a study protocol for a two-armed randomized controlled trial

BACKGROUND

Improving arm-hand skill performance is a major therapeutic target in stroke rehabilitation and needs intensive and varied training. However, guided treatment time is limited. Technology can assist in the training of patients, offering a higher intensity and more variety in content. A new task-oriented arm training approach was developed, using a 'Remote Handling concept based' device to provide haptic feedback during the performance of daily living activities (ReHab-TOAT). This study aims to investigate the effects of ReHab-TOAT on patients' arm-hand function and arm-hand skill performance, quality of life of both patients in the chronic phase after stroke and their caregivers and the patients' perception regarding the usability of the intervention.

METHODS

A randomized clinical trial was designed. Adult chronic stroke patients suffering from hemiparesis and arm-hand problems, with an Utrechtse Arm-hand Test score of 1-3, will be invited to participate. Participants in the experimental group receive ReHab-TOAT additional to care as usual. ReHab-TOAT contains task-oriented arm training for stroke patients in combination with haptic feedback, generated by a remote handling device. They will train for 4 weeks, 3× per week, 1.5h per day. Participants in the control group will receive no additional therapy apart from care as usual. The Fugl-Meyer Assessment (FMA), measuring participants' motor performance of the affected arm, is used as the primary outcome measure. Secondary outcome measures are arm-hand capacity of the patient (ARAT), perceived arm-hand skill performance (MAL), actual arm-hand skill performance (accelerometry), patients' quality of life (EuoQol-5D) and caregivers' quality of life (CarerQoL). Participants' perception regarding the usability of the intervention, including both the developed approach and technology used, will be evaluated by the System Usability Scale and a questionnaire on the user experience of technology. Measurements will be performed at 1, 2, 3 and 4 weeks pre-intervention (baseline); immediately post-intervention; and 3, 6 and 9 months post-intervention. Statistical analysis includes linear mixed model analysis.

DISCUSSION

This study is designed to investigate the evidence regarding the effects of ReHab-TOAT on patients' performance at different levels of the International Classification of Functioning, disability and health (ICF) model, i.e. a framework measuring functioning and disability in relation to a health condition, and to provide insights on a successful development and research process regarding technology-assisted training in co-creation.

TRIAL REGISTRATION

Netherlands Trial Register NL9541. Registered on June 22, 2021.

Reactivation-induced motor skill modulation does not operate at a rapid micro-timescale level

Abundant evidence shows that consolidated memories are susceptible to modifications following their reactivation. Processes of memory consolidation and reactivation-induced skill modulation have been commonly documented after hours or days. Motivated by studies showing rapid consolidation in early stages of motor skill acquisition, here we asked whether motor skill memories are susceptible to modifications following brief reactivations, even at initial stages of learning. In a set of experiments, we collected crowdsourced online motor sequence data to test whether post-encoding interference and performance enhancement occur following brief reactivations in early stages of learning. Results indicate that memories forming during early learning are not susceptible to interference nor to enhancement within a rapid reactivation-induced time window, relative to control conditions. This set of evidence suggests that reactivation-induced motor skill memory modulation might be dependent on consolidation at the macro-timescale level, requiring hours or days to occur.

A Novel Neurorehabilitation Approach for Neural Plasticity Overstimulation and Reorganization in Patients with Neurological Disorders

Neurological disorders are those that are associated with impairments in the nervous system. These impairments affect the patient’s activities of daily living. Recently, many advanced modalities have been used in the rehabilitation field to treat various neurological impairments. However, many of these modalities are available only in clinics, and some are expensive. Most patients with neurological disorders have difficulty reaching clinics. This review was designed to establish a new neurorehabilitation approach based on the scientific way to improve patients’ functional recovery following neurological disorders in clinics or at home. The human brain is a network, an intricate, integrated system that coordinates operations among billions of units. In fact, grey matter contains most of the neuronal cell bodies. It includes the brain and the spinal cord areas involved in muscle control, sensory perception, memory, emotions, decision-making, and self-control. Consequently, patients’ functional ability results from complex interactions among various brain and spinal cord areas and neuromuscular systems. While white matter fibers connect numerous brain areas, stimulating or improving non-motor symptoms, such as motivation, cognitive, and sensory symptoms besides motor symptoms may enhance functional recovery in patients with neurological disorders. The basic principles of the current treatment approach are established based on brain connectivity. Using motor, sensory, motivation, and cognitive (MSMC) interventions during rehabilitation may promote neural plasticity and maximize functional recovery in patients with neurological disorders. Experimental studies are strongly needed to verify our theories and hypothesis.

Motor learning and tDCS: A systematic review on the dependency of the stimulation effect on motor task characteristics or tDCS assembly specifications

TDCS is one of the most commonly used methods among studies with transcranial electrical stimulation and motor skills learning. Differences between study results suggest that the effect of tDCS on motor learning is dependent on the motor task performed or on the tDCS assembly specification used in the learning process. This systematic review aimed to analyze the tDCS effect on motor learning and verify whether this effect is dependent on the task or tDCS assembly specifications. Searches were performed in PubMed, SciELO, LILACS, Web of Science, CINAHL, Scopus, SPORTDiscus, Cochrane Central Register of Controlled Trials (CENTRAL), Embase, and PsycINFO. Articles were included that analyzed the effect of tDCS on motor learning through pre-practice, post-practice, retention, and/or transfer tests (period ≥24 h). The tDCS was most frequently applied to the primary motor cortex (M1) or the cerebellar cortex (CC) and the majority of studies found significant stimulation effects. Studies that analyzed identical or similar motor tasks show divergent results for the tDCS effect, even when the assembly specifications are the same. The tDCS effect is not dependent on motor task characteristics or tDCS assembly specifications alone but is dependent on the interaction between these factors. This interaction occurs between uni and bimanual tasks with anodal uni and bihemispheric (bilateral) stimulations at M1 or with anodal unihemispheric stimulations (unilateral and centrally) at CC, and between tasks of greater or lesser difficulty with single or multiple tDCS sessions. Movement time seems to be more sensitive than errors to indicate the effects of tDCS on motor learning, and a sufficient amount of motor practice to reach the "learning plateau" also seems to determine the effect of tDCS on motor learning.

Task-oriented arm training for stroke patients based on remote handling technology concepts: A feasibility study

BACKGROUND

Improving arm-hand skill performance is a major therapeutic target in stroke rehabilitation. Arm-hand rehabilitation may be enriched in content and variation by using technology-assisted training. Especially for people with a severely affected arm, technology-assisted training offers more challenging training possibilities.

OBJECTIVE

The aim of this study was to explore the feasibility of ReHab-TOAT, a "Remote Handling Based Task-Oriented Arm Training" approach featuring enriched haptic feedback aimed at improving daily activities and participation.

METHODS

Five subacute or chronic stroke patients suffering moderate to severe arm-hand impairments and five rehabilitation therapists participated. All participants received 2 ReHab-TOAT sessions. Outcome measure was a bespoke feasibility questionnaire on user experiences and satisfaction regarding 'motivation', 'individualization of training', 'potential training effects', and 'implementation in rehabilitation' of patients and therapists.

RESULTS

Both patients and therapists experienced ReHab-TOAT as being feasible. They found ReHab-TOAT very motivating and challenging. All patients perceived an added value of ReHab-TOAT and would continue the training. Small improvements regarding exercise variability were suggested.

CONCLUSION

ReHab-TOAT seems to be a feasible and very promising training approach for arm-hand rehabilitation of stroke patients with a moderately or severely affected arm. Further research is necessary to investigate potential training effects of ReHab-TOAT.

Strategies to Support Learning of Gross Motor Tasks in Children with Autism Spectrum Disorder: A Scoping Review

AIMS

Children with autism spectrum disorder (ASD) display motor difficulties that may impact social and communication interactions and participation in everyday activities. These difficulties may be related to a difference in the way they learn new skills. Therefore, strategies to support motor learning to optimize skill acquisition and retention may be beneficial. This scoping review described current motor learning strategies used to optimize acquisition, retention, transfer, and generalizability of motor tasks in children with ASD.

METHODS

Three databases were searched from inception through 2021. Studies were included if they involved participants with ASD ≤ 18 years old, evaluated learning of a novel gross motor task, manipulated a motor learning variable, and were written in English.

RESULTS

Twenty-two articles met eligibility criteria. Most articles examined strategies that manipulated the instruction of task, with few articles examining feedback or practice. Skill acquisition was the most represented motor learning outcome, with fewer studies examining retention, transfer, or generalizability.

CONCLUSIONS

Positive results in 95% of the articles suggest that the use of support strategies to optimize motor learning is feasible and beneficial for children with ASD, and that modifications to instruction, feedback, and practice schedules should be considered in motor interventions.

Memory decay and generalization following distinct motor learning mechanisms

Motor skill learning is considered to arise out of contributions from multiple learning mechanisms, including error-based learning (EBL), use-dependent learning (UDL), and reinforcement learning (RL). These learning mechanisms exhibit dissociable roles and engage different neural circuits during skill acquisition. However, it remains largely unknown how a newly formed motor memory acquired through each learning mechanism decays over time and whether distinct learning mechanisms produce different generalization patterns. Here, we used variants of reaching paradigms that dissociated these learning mechanisms to examine the time course of memory decay following each learning and the generalization patterns of each learning. We found that motor memories acquired through these learning mechanisms decayed as a function of time. Notably, 15 min, 6 h, and 24 h after acquisition, the memory of EBL decayed much greater than that of RL. The memory acquired through UDL faded away within a few minutes. Motor memories formed through EBL and RL for given movement directions generalized to untrained movement directions, with the generalization of EBL being greater than that of RL. In contrast, motor memory of UDL could not generalize to untrained movement directions. These results suggest that distinct learning mechanisms exhibit different patterns of memory decay and generalization.NEW & NOTEWORTHY Motor skill learning is likely to involve error-based learning, use-dependent plasticity, and operant reinforcement. Here, we showed that these dissociable learning mechanisms exhibited distinct patterns of memory decay and generalization. With a better understanding of the characteristics of these learning mechanisms, it becomes possible to regulate each learning process separately to improve neurological rehabilitation.

Is there a contextual interference effect for sub-elite alpine ski racers learning complex skills?

Scientific understanding of the contextual interference effect stems mainly from studies on unskilled participants learning artificial laboratory tasks. Although one goal of such studies is to extrapolate the findings to include real-world learning situations such as sports, this generalization is not straightforward. This study tested the contextual interference effect with 66 sub-elite, competitive alpine ski racers who learned a new movement pattern−the pumping technique to increase velocity in slalom−by practicing this skill in three different slalom courses over a 3-day training period. The interleaved group practiced all three courses each day in a semi-random order. In contrast, the blocked group practiced only one course each day, which was randomized and counterbalanced across the participants in this group. A retention test was delivered 72 h after the last practice day. In contrast to our hypothesis, the interleaved group did not display significantly better retention than the blocked group. The interleaved group’s performance was also not significantly attenuated during skill learning compared to the blocked group. Our results underscore the importance of conducting motor learning experiments in natural environments to understand the conditions that facilitate learning beyond the laboratory environment.

Perceptual learning of multiple talkers: Determinants, characteristics, and limitations

Research suggests that listeners simultaneously update talker-specific generative models to reflect structured phonetic variation. Because past investigations exposed listeners to talkers of different genders, it is unknown whether adaptation is talker specific or rather linked to a broader sociophonetic class. Here, we test determinants of listeners' ability to update and apply talker-specific models for speech perception. In six experiments (n = 480), listeners were first exposed to the speech of two talkers who produced ambiguous fricative energy. The talkers' speech was interleaved during exposure, and lexical context differentially biased interpretation of the ambiguity as either /s/ or /ʃ/ for each talker. At test, listeners categorized tokens from ashi-asi continua, one for each talker. Across conditions and experiments, we manipulated exposure quantity, talker gender, blocked versus interleaved talker structure at test, and the degree to which fricative acoustics differed between talkers. When test was blocked by talker, learning was observed for different but not same gender talkers. When talkers were interleaved at test, learning was observed for both different and same gender talkers, which was attenuated when fricative acoustics were constant across talkers. There was no strong evidence to suggest that adaptation to multiple talkers required increased quantity of exposure beyond that required to adapt to a single talker. These results suggest that perceptual learning for speech is achieved via a mechanism that represents a context-dependent, cumulative integration of experience with speech input and identity critical constraints on listeners' ability to dynamically apply multiple generative models in mixed talker listening environments.

Learning Multiple Movements in Parallel-Accurately and in Random Order, or Each with Added Noise?

Traditionally, studies on learning have mainly focused on the acquisition and stabilization of only single movement tasks. In everyday life and in sports, however, several new skills often must be learned in parallel. The extent to which the similarity of the movements or the order in which they are learned influences success has only recently begun to attract increased interest. This study aimed to compare the effects of CI in random practice order (high CI) with differential learning (DL) in learning three volleyball skills in parallel. Thirty-two advanced beginners in volleyball (mean age = 24, SD = 2.7) voluntarily participated in the study. Within a pre-, post-, retention test design, an intervention of six weeks and one week retention phase, the effects of three practice protocols of a CI, DL, and control (CO) group were compared. Three different volleyball skills (underhand pass, overhand pass, and overhand serve) were trained with emphasis on accuracy. Results showed statistically significant higher rates of improvement in the acquisition and learning phases for the DL group compared to the CI and CO groups. The differences were associated with moderate to high effect sizes in all individual skills and in the combined skills. The findings show more agreement with DL than with CI theory.

Promoting Children's Psychomotor Development with Multi-Teaching Didactics

This group randomized control trial examined the dose-response effect of varied combinations of linear and nonlinear pedagogy (enriched physical education with specific program led by specialist vs. conventional physical education led by generalist) for improving first-grade children's motor creativity, executive functions, self-efficacy, and learning enjoyment. We led three physical education classes per group through 12 weeks of combined instruction, based on linear and nonlinear pedagogy: mostly linear (ML; 80% linear, 20% nonlinear; n = 62); mostly nonlinear (MNL; 20% linear, 80% nonlinear; n = 61); and control (C; conventional teaching from generalists; n = 60). MNL improved in (a) motor creativity ability (DMA; 48.7%, 76.5%, and 47.6% for locomotor, stability, and manipulative tasks, respectively); (b) executive functions (working memory and inhibitory control) for RNG task (14.7%) and task errors (70.8%); (c) self-efficacy (5.9%); and (d) enjoyment (8.3%). In ML, DMA improved by 18.0% in locomotor and 60.9% in manipulative tasks. C improved of 10.5% in enjoyment, and RNG task worsened by 22.6%. MNL improvements in DMA tasks, executive functions, and self-efficacy were significantly better than those in C. ML was better than C in DMA task and in executive functions' task errors. Overall, ML and MNL approaches were more effective than conventional generalist teaching (C), and the MNL combination of 80% nonlinear and 20% linear pedagogy was optimal. We recommend that educators favor the MNL approach.

Mediation Analysis of the Effect of Visuospatial Memory on Motor Skill Learning in Older Adults

There is high inter-individual variability in motor skill learning among older adults. Identifying the nature of these individual differences remains challenging due to interactions between participant characteristics (e.g., age, cognition) and task-related factors (e.g., nature of task, level of skill pre-training), making it difficult to determine plausibly causal relationships. This study addresses these competing explanations by using mediation analysis to examine plausible causal inference between visuospatial memory and one-month retention of both gross and fine motor components of a functional upper-extremity task following training. Results suggest that better visuospatial memory results in more retention of fine but not gross motor skill, expanding on previous correlational studies in older adults and informing future interventions for maximizing motor learning in geriatric populations.

An Examination of the Contextual Interference Effect and the Errorless Learning Model during Motor Learning

The purpose of this study was to investigate the combined effects of random and block practice, with errorless and errorful conditions, on motor learning. One hundred-twenty participants (all male, Mage = 21.19 ± 1.4 years) were randomly assigned to one of eight groups. Participants completed a dart throwing task across the experimental phases. In the retention test, evidence supporting the CI effect was found in the 'errorless' conditions, but not in the 'errorful' conditions. In the transfer tests, the findings indicated that the impact of errorless and errorful conditions on participants' automation levels depends on the structure of practice. Participants in the Random-Errorless group performed better in the transfer tests than those in the Random group and the Random-Errorful group, suggesting greater automation levels following errorless practice.

No Difference in the Acute Effects of Randomization vs. Blocking of Units of Lower-Extremity Proprioceptive Training on Balance and Postural Control in Young Healthy Male Adults

Random practice is a form of differential learning and its favorable acute effects on motor performance are well described when visual tasks are practiced. However, no study to date has investigated the acute effects of differential learning using variable proprioceptive stimuli instead of the visual cues. The aim of the present study was to compare the acute effects of randomized versus blocked lower-extremity proprioceptive training stimuli on balance and postural adjustments. In two conditions, healthy young males (n = 15, age = 23 years) performed 16 one-legged landings on a board tilted in four directions: 1) tilt direction unknown and randomized and 2) tilt direction known with order of presentation blocked. Multi-segmental angular sway while balancing on an unstable surface and postural responses to perturbation stimulus by surface tilts were measured before and 4 min after training. Overall frontal-plane postural sway on the unstable surface decreased (p < 0.05, η² = 0.022) in both conditions, while sagittal-plane postural sway remained unchanged. When the surface was toes-up tilted in the perturbation test, the sagittal-plane shank-thigh-pelvis alignment improved in both conditions (p < 0.05, η² = 0.017), but the direction of the segmental positioning was non-uniform across participants. We conclude that randomization vs. blocking of units of lower-extremity proprioceptive training did not affect balance and postural control in our cohort of healthy young adults but the improvements were test-specific.

Random Practice Enhances Retention and Spatial Transfer in Force Field Adaptation

The contextual-interference effect is a frequently examined phenomenon in motor skill learning but has not been extensively investigated in motor adaptation. Here, we first tested experimentally if the contextual-interference effect is detectable in force field adaptation regarding retention and spatial transfer, and then fitted state-space models to the data to relate the findings to the “forgetting-and-reconstruction hypothesis”. Thirty-two participants were divided into two groups with either a random or a blocked practice schedule. They practiced reaching to four targets and were tested 10 min and 24 h afterward for motor retention and spatial transfer on an interpolation and an extrapolation target, and on targets which were shifted 10 cm away. The adaptation progress was participant-specifically fitted with 4-slow-1-fast state-space models accounting for generalization and set breaks. The blocked group adapted faster (p = 0.007) but did not reach a better adaptation at practice end. We found better retention (10 min), interpolation transfer (10 min), and transfer to shifted targets (10 min and 24 h) for the random group (each p < 0.05). However, no differences were found for retention or for the interpolation target after 24 h. Neither group showed transfer to the extrapolation target. The extended state-space model could replicate the behavioral results with some exceptions. The study shows that the contextual-interference effect is partially detectable in practice, short-term retention, and spatial transfer in force field adaptation; and that state-space models provide explanatory descriptions for the contextual-interference effect in force field adaptation.

Ten hours of simulator training in arthroscopy are insufficient to reach the target level based on the Diagnostic Arthroscopic Skill Score

PURPOSE

Simulator arthroscopy training has gained popularity in recent years. However, it remains unclear what level of competency surgeons may achieve in what time frame using virtual training. It was hypothesized that 10 h of training would be sufficient to reach the target level defined by experts based on the Diagnostic Arthroscopic Skill Score (DASS).

METHODS

The training concept was developed by ten instructors affiliated with the German-speaking Society of Arthroscopy and Joint Surgery (AGA). The programme teaches the basics of performing arthroscopy; the main focus is on learning and practicing manual skills using a simulator. The training was based on a structured programme of exercises designed to help users reach defined learning goals. Initially, camera posture, horizon adjustment and control of the direction of view were taught in a virtual room. Based on these skills, further training was performed with a knee model. The learning progress was assessed by quantifying the exercise time, camera path length and instrument path length for selected tasks. At the end of the course, the learners' performance in diagnostic arthroscopy was evaluated using DASS. Participants were classified as novice or competent based on the number of arthroscopies performed prior to the assessment.

RESULTS

Except for one surgeon, 131 orthopaedic residents and surgeons (29 women, 102 men) who participated in the seven courses agreed to anonymous data analysis. Fifty-eight of them were competents with more than ten independently performed arthroscopies, and 73 were novices, with fewer than ten independently performed arthroscopies. There were significant reductions in exercise time, camera path length and instrument path length for all participants after the training, indicating a rapid increase in performance. No difference in camera handling between the dominant and non-dominant sides was found in either group. The competents performed better than the novices in various tasks and achieved significantly better DASS values on the final performance test.

CONCLUSIONS

Our data have demonstrated that arthroscopic skills can be taught effectively on a simulator, but a 10-h course is not sufficient to reach the target level set by experienced arthroscopists. However, learning progress can be monitored more objectively during simulator training than in the operating room, and simulation may partially replace the current practice of arthroscopic training.

LEVEL OF EVIDENCE

III.

Acute Effects of Various Movement Noise in Differential Learning of Rope Skipping on Brain and Heart Recovery Analyzed by Means of Multiscale Fuzzy Measure Entropy

In search of more detailed explanations for body-mind interactions in physical activity, neural and physiological effects, especially regarding more strenuous sports activities, increasingly attract interest. Little is known about the underlying manifold (neuro-)physiological impacts induced by different motor learning approaches. The various influences on brain or cardiac function are usually studied separately and modeled linearly. Limitations of these models have recently led to a rapidly growing application of nonlinear models. This study aimed to investigate the acute effects of various sequences of rope skipping on irregularity of the electrocardiography (ECG) and electroencephalography (EEG) signals as well as their interaction and whether these depend on different levels of active movement noise, within the framework of differential learning theory. Thirty-two males were randomly and equally distributed to one of four rope skipping conditions with similar cardiovascular but varying coordinative demand. ECG and EEG were measured simultaneously at rest before and immediately after rope skipping for 25 mins. Signal irregularity of ECG and EEG was calculated via the multiscale fuzzy measure entropy (MSFME). Statistically significant ECG and EEG brain area specific changes in MSFME were found with different pace of occurrence depending on the level of active movement noise of the particular rope skipping condition. Interaction analysis of ECG and EEG MSFME specifically revealed an involvement of the frontal, central, and parietal lobe in the interplay with the heart. In addition, the number of interaction effects indicated an inverted U-shaped trend presenting the interaction level of ECG and EEG MSFME dependent on the level of active movement noise. In summary, conducting rope skipping with varying degrees of movement variation appears to affect the irregularity of cardiac and brain signals and their interaction during the recovery phase differently. These findings provide enough incentives to foster further constructive nonlinear research in exercise-recovery relationship and to reconsider the philosophy of classical endurance training.

An extended challenge-based framework for practice design in sports coaching

The challenge-point framework as a model for thinking about motor learning was first proposed in 2004. Although it has been well-cited, surprisingly this framework has not made its way into much of the applied sport science literature. One of the reasons for this omission is that the original framework had not been encapsulated into a paper accessible for sports practitioners. The framework had mostly a theoretical focus, providing a mechanistic summary of motor learning research. Our aims in this paper were to explain and elaborate on the challenge point framework to present an applied framework guiding practice design. We connect the framework to other theories that involve predictive coding, where information is attended when it disconfirms current predictions, providing a strong signal for learning. We also consider how two new dimensions (learners' motivation and practice specificity) need to be considered when designing practice settings. By moving around the different dimensions of functional difficulty, motivation, and specificity, coaches can optimize practice to achieve different learning goals. Specifically, we present three general "types" of practice: practice to learn, to transfer to competition, and to maintain current skills. Practical examples are given to illustrate how this framework can inform coach practice.

Always Pay Attention to Which Model of Motor Learning You Are Using

This critical review considers the epistemological and historical background of the theoretical construct of motor learning for a more differentiated understanding. More than simply reflecting critically on the models that are used to solve problems-whether they are applied in therapy, physical education, or training practice-this review seeks to respond constructively to the recent discussion caused by the replication crisis in life sciences. To this end, an in-depth review of contemporary motor learning approaches is provided, with a pragmatism-oriented clarification of the researcher's intentions on fundamentals (what?), subjects (for whom?), time intervals (when?), and purpose (for what?). The complexity in which the processes of movement acquisition, learning, and refinement take place removes their predictable and linear character and therefore, from an applied point of view, invites a great deal of caution when trying to make generalization claims. Particularly when we attempt to understand and study these phenomena in unpredictable and dynamic contexts, it is recommended that scientists and practitioners seek to better understand the central role that the individual and their situatedness plays in the system. In this way, we will be closer to making a meaningful and authentic contribution to the advancement of knowledge, and not merely for the sake of renaming inventions.

Motor Learning of Complex Tasks with Augmented Feedback: Modality-Dependent Effectiveness

Background: This paper aims to evaluate the effectiveness of feedback modalities in the motor learning of complex tasks. Methods: This study examined sixty-one male university students randomised to three groups: group Verbal (VER) = 20 (body height 178.6 ± 4.3 cm, body mass 81.3 ± 3.7 kg, age 20.3 ± 1.2 years), group Visual (VIS) = 21 (body height 179 ± 4.6 cm, body mass 82 ± 3.4 kg, age 20.3 ± 1.2 years), and group Verbal–Visual (VER&VIS) = 20 (body height 178.6 ± 4.3 cm, body mass 81.3 ± 3.7 kg, age 20.3 ± 1.2 years). The duration of the experiment was 6 months. Training sessions were performed three times per week (on Mondays, Wednesdays, and Fridays). The participants were instructed to perform a vertical jump with an arm swing (with forward and upward motion). During the jump, the participants pulled their knees up to their chests and grabbed their lower legs. The jump was completed with a half-squat landing, with arms positioned sideward. The jumping performance was rated by three gymnastic judges on a scale from 1 to 10. Results: A Tukey post hoc test revealed that in the post-test, a significant difference in the quality of performance was found between the Verbal group concerning errors combined with visual feedback on how to correct them (VER&VIS), the Verbal group concerning errors (VER), and the Visual group with visual feedback on the correctness of task performance (VIS). The ratings observed in the post-test were significantly higher in group VER&VIS than in groups VER and VIS (9%; p < 0.01 and 15%; p < 0.001, respectively). All judges’ ratings observed in group VER&VIS and VIS decreased insignificantly, but in group VER the ratings improved insignificantly. Conclusion: Providing verbal feedback combined with visual feedback on how to correct errors made in performing vertical jumps proved more effective than the provision of verbal feedback only or visual feedback only.

Imagine, Sing, Play- Combined Mental, Vocal and Physical Practice Improves Musical Performance

Classical musicians face a high demand for flawless and expressive performance, leading to highly intensified practice activity. Whereas the advantage of using mental strategies is well documented in sports research, few studies have explored the efficacy of mental imagery and overt singing on musical instrumental learning. In this study, 50 classically trained trumpet students performed short unfamiliar pieces. Performances were recorded before and after applying four prescribed practice strategies which were (1) physical practice, (2) mental imagery, (3) overt singing with optional use of solfege, (4) a combination of 1, 2 and 3 or a control condition, no practice. Three experts independently assessed pitch and rhythm accuracy, sound quality, intonation, and musical expression in all recordings. We found higher gains in the overall performance, as well as in pitch accuracy for the physical practice, and the combined practice strategies, compared to no practice. Furthermore, only the combined strategy yielded a significant improvement in musical expression. Pitch performance improvement was positively correlated with previous solfege training and frequent use of random practice strategies. The findings highlight benefits from applying practice strategies that complement physical practice in music instrument practice in short term early stages of learning a new piece. The study may generalize to other forms of learning, involving cognitive processes and motor skills.

Repetition without Repetition or Differential Learning of Multiple Techniques in Volleyball?

A variety of approaches have been proposed for teaching several volleyball techniques to beginners, ranging from general ball familiarization to model-oriented repetition to highly variable learning. This study compared the effects of acquiring three volleyball techniques in parallel with three approaches. Female secondary school students (N = 42; 15.6 ± 0.54 years) participated in a pretest for three different volleyball techniques (underhand pass, overhand pass, and overhead serve) with an emphasis on accuracy. Based on their results, they were parallelized into three practice protocols, a repetitive learning group (RG), a differential learning group (DG), and a control group (CG). After a period of six weeks with 12 intervention sessions, all participants attended a posttest. An additional retention test after two weeks revealed a statistically significant difference between DG, RG, and CG for all single techniques as well as the combined multiple technique. In each technique-the overhand pass, the underhand pass, the overhand service, and the combination of the three techniques-DG performed best (each p < 0.001).

Interleaved practice benefits implicit sequence learning and transfer

Compared to blocked practice, interleaved practice of different tasks leads to superior long-term retention despite poorer initial acquisition performance. This phenomenon, the contextual interference effect, is well documented in various domains but it is not yet clear if it persists in the absence of explicit knowledge in terms of fine motor sequence learning. Additionally, while there is some evidence that interleaved practice leads to improved transfer of learning to similar actions, transfer of implicit motor sequence learning has not been explored. The present studies used a serial reaction time task where participants practiced three different eight-item sequences that were either interleaved or blocked on Day 1 (training) and Day 2 (testing). In Experiment 1, the retention of the three training sequences was tested on Day 2 and in Experiment 2, three novel sequences were performed on Day 2 to measure transfer. We assessed whether subjects were aware of the sequences to determine whether the benefit of interleaved practice extends to implicitly learned sequences. Even for participants who reported no awareness of the sequences, interleaving led to a benefit for both retention and transfer compared to participants who practiced blocked sequences. Those who trained with blocked sequences were left unprepared for interleaved sequences at test, while those who trained with interleaved sequences were unaffected by testing condition, revealing that learning resulting from blocked practice may be less flexible and more vulnerable to testing conditions. These results indicate that the benefit of interleaved practice extends to implicit motor sequence learning and transfer.

Implementing ACL Injury Prevention in Daily Sports Practice-It's Not Just the Program: Let's Build Together, Involve the Context, and Improve the Content

Although the benefits of current anterior cruciate ligament (ACL) injury prevention programmes have been demonstrated in efficacy studies, they, unfortunately, have had limited public health impact to date. For example, the incidence of ACL injuries continues to rise in adolescent athletes. Raising awareness and educating coaches and athletes is not enough to facilitate the widespread, sustained use of these programmes in the real-world setting. Considering the profound burden of ACL injuries, it is necessary to continue to improve the current ACL injury prevention programmes through co-creation. First, the uptake of the programmes should be optimized by a better appreciation and understanding of the individual, socio-cultural and environmental context (i.e., community). Second, the content of the programmes should be optimized to better reflect the demands of the sport by creating more ownership and increasing motivation (incorporating challenging, sport-specific and fun elements) with the end-users. In addition, implicit motor learning, random practice and differential learning are concepts that should be integrated when practising to obtain the most optimal results when learning or finetuning skills.

Block and Random Practice: A Wii Fit Dynamic Balance Training in Older Adults

Purpose: To compare the effectiveness of blocked and random practice schedules of balance training in dynamic balance abilities of older adults using Wii Fit balance game tasks. Method: Forty-one participants who were not receiving hospice care or living in a nursing home participated. Three Wii Fit balance tasks (tasks A, B, and C) were selected for training, and one task (task D) was selected as the transfer test among the nine tasks in the Wii Fit balance game software. Scores for tasks A and D were evaluated. Completion times for tasks B and C were evaluated. Moved distance for the functional reach test (FRT), completion time for the timed up and go test (TUG), and performance score for the Tinetti performance-oriented mobility assessment (POMA) were also tested as clinical balance assessment outcomes. Results: The training significantly improved the performance outcomes of clinical balance assessments and task D. There were no significant group × time interaction effects and no significant main effects by group during the acquisition and retention periods of tasks A, B, and C. However, significant main effects by time were observed for tasks A, B, and C. Conclusions: When dynamic balance training such as the Wii Fit balance system is administered to older adults in a clinical setting, either a block or a random practice schedule can be effectively used to improve the dynamic balance skills. Wii Fit-based balance training is clinically effective for improving the dynamic balance ability.

Using error-estimation to probe the psychological processes underlying contextual interference effects

Although the learning benefits of interleaved practice schedules relative to blocked schedules are well-reported, the mechanisms underlying these effects are not fully understood. Researchers have generally suggested that random schedules of practice increase task-related information processing which arises due to switching between variations of the same task (or switching between different tasks). Thus, one potentially useful way to both probe and manipulate contextual interference is to pair it with error estimation during practice. Forced error estimation increases task-related information processing and recording these estimates provides insight into learners' self-awareness of their errors. In the present study, 84 participants were randomly allocated to four groups. Participants practiced a timing task under blocked or random schedules, with and without error estimations prior to feedback. During the acquisition phase, three target times were trained (1500, 1700, 1900 ms), with feedback delivered after every trial. We used delayed post-tests (24 hrs later) to evaluate the retention of these target times and their transfer to two new target times (1600, 1800 ms). Participants who practiced with a random schedule performed worse (i.e., greater absolute error) than those with a blocked schedule during acquisition (p = .006); however, randomly scheduled participants also showed reduced error (p = .004) on the retention and transfer tests. Although prompting error estimations led to greater self-reported mental effort being invested on the task (p = .001), error estimation was not reliably associated with superior learning (p = .133). The accuracy of error estimations did not differ as a function of practice structure (p = .070), although the accuracy of error estimations improved during acquisition (p = .006). Findings highlight the robustness of the contextual interference effect, but we did not find evidence that error estimations moderated the effect on this task. It is in some ways surprising that we found an effect of contextual interference, as past-work suggests that interference effects are attenuated (or eliminated) when participants switch between different parameters of the same task. We speculate that this might be due to the difficulty of the task; even though participants switched between parametric variations of the same task, the distinction between parameters was subtle (i.e., tenths of a second).

Now you see me, now you don't: Adapting practice through target exclusion negatively impacts motor learning

How to optimize practice through scheduling of different task components or skills is a question that has received a lot of attention in motor learning research. Consistently, schedules with high variability in the order that skills are practiced elicit better learning outcomes than schedules with low variability. Another idea is that learners should seek to reduce the uncertainty of practice outcomes, by avoiding well-learned, low error components in acquisition. To test this idea, we used a target exclusion method to prevent learners from returning to task components with low error and studied how individuals given choice over practice choose to allocate time to components of varying difficulty. In a multi-target adaptation paradigm, we compared exclusion with no exclusion methods in random-schedule, self-control and yoked, matched-schedule groups (6 groups total). To manipulate uncertainty, we excluded targets from practice once participants attained a criterion error score (mean < 5^o) from the last 5 trials to the same target. Contrary to our predictions, groups that practiced without target exclusion were more accurate in retention compared to exclusion groups; irrespective of practice schedule. Self-control groups adopted uncertainty-based practice, spending more time at difficult targets and less time at easier targets. However, there were no group differences in error, based on schedule-type (random, self-control and yoked). In conclusion, target exclusion was not an effective method for learning and did not support the efficacy of uncertainty-based practice for learning novel skills. There were benefits from keeping easier/low error skills in practice for later retention. These benefits did not appear to be related to the increased switching between skills, but could be related to increased task engagement and more optimal challenge associated with practice on a range of target difficulties, rather than the most difficult.