Perceptual information supports transfer of learning in coordinated rhythmic movement

Affordances for throwing: An uncontrolled manifold analysis

Movement systems are massively redundant, and there are always multiple movement solutions to any task demand; motor abundance. Movement consequently exhibits 'repetition without repetition', where movement outcomes are preserved but the kinematic details of the movement vary across repetitions. The uncontrolled manifold (UCM) concept is one of several methods that analyses movement variability with respect to task goals, to quantify repetition without repetition and test hypotheses about the control architecture producing a given abundant response to a task demand. However, like all these methods, UCM is under-constrained in how it decomposes a task and performance. In this paper, we propose and test a theoretical framework for constraining UCM analysis, specifically the perception of task-dynamical affordances. Participants threw tennis balls to hit a target set at 5m, 10m or 15m, and we performed UCM analysis on the shoulder-elbow-wrist joint angles with respect to variables derived from an affordance analysis of this task as well as more typical biomechanical variables. The affordance-based UCM analysis performed well, although data also showed thrower dynamics (effectivities) need to be accounted for as well. We discuss how the theoretical framework of affordances and affordance-based control can be connected to motor abundance methods in the future.

Reduced learning rates but successful learning of a coordinated rhythmic movement by older adults

Previous work has investigated the information-based mechanism for learning and transfer of learning in coordinated rhythmic movements. In those papers, we trained young adults to produce either 90° or 60° and showed in both cases that learning entailed learning to use relative position as information for the relative phase. This variable then supported transfer of learning to untrained coordinations +/30° on either side. In this article, we replicate the 90° study with younger adults and extend it by training older adults (aged between 55 and 65 years). Other work has revealed a steep decline in learning rate around this age, and no follow-up study has been able to successfully train older adults to perform a novel coordination. We used a more intensive training paradigm and showed that while older adult learning rates remain about half that of younger adults, given time they are able to acquire the new coordination. They also learn to use relative position, and consequently show the same pattern of transfer. We discuss implications for attempts to model the process of learning in this task.

An Ecological Dynamics Approach to Understanding Human-Environment Interactions in the Adventure Sport Context—Implications for Research and Practice

The last few decades have witnessed a surge of interest in adventure sports, and has led to an emerging research focus on these activities. However, recent conceptual analyses and scientific reviews have highlighted a major, fundamental question that remains unresolved: what constitutes an adventure sport. Despite several proposals for definitions, the field still seems to lack a shared conceptualization. This deficit may be a serious limitation for research and practice, restricting the development of a more nuanced theoretical explanation of participation and practical implications within and across adventure sports. In this article, we address another crucial question, how can adventure sports be better understood for research and practice? We briefly summarize previous definitions to address evident confusion and a lack of conceptual clarity in the discourse. Alternatively, we propose how an ecological perspective of human behaviors, such as interactions with the environment, may provide an appropriate conceptualization to guide and enhance future research and practice, using examples from activities such as freeride skiing/snowboarding, white-water kayaking, climbing, mountaineering and the fields of sport science, psychology and avalanche research and education. We draw on ecological dynamics as a transdisciplinary approach to discuss how this holistic framework presents a more detailed, nuanced, and precise understanding of adventure sports.

The Ecological Task Dynamics of Learning and Transfer in Coordinated Rhythmic Movement

Research spanning 100 years has revealed that learning a novel perception-action task is remarkably task-specific. With only a few exceptions, transfer is typically very small, even with seemingly small changes to the task. This fact has remained surprising given previous attempts to formalise the notion of what a task is, which have been dominated by common-sense divisions of tasks into parts. This article lays out an ecologically grounded alternative, ecological task dynamics, which provides us with tools to formally define tasks as experience from the first-person perspective of the learner. We explain this approach using data from a learning and transfer experiment using bimanual coordinated rhythmic movement as the task, and acquiring a novel coordination as the goal of learning. 10 participants were extensively trained to perform 60° mean relative phase; this learning transferred to 30° and 90°, against predictions derived from our previous work. We use recent developments in the formal model of the task to guide interpretation of the learning and transfer results.