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de Moraes ÍAP, Collett J, da Silva TD, Franssen M, Mitta S, Zalewski P, Meaney A, Wade D, Izadi H, Winward C, Monteiro CBDM, Dawes H. Sensorimotor functioning changes in response to global exercise versus handwriting upper limb exercise training in Parkinson's disease, results from a phase II randomised controlled trial. PLoS One 2024; 19:e0309217. [PMID: 39208136 PMCID: PMC11361610 DOI: 10.1371/journal.pone.0309217] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2024] [Accepted: 08/04/2024] [Indexed: 09/04/2024] Open
Abstract
INTRODUCTION People with Parkinson's disease (PwPD) present motor alterations which can impact daily life tasks that require speed and/or accuracy of movement. OBJECTIVE A sub analysis of NCT01439022, aiming to estimate the extent to which two different exercise training protocols (global and handwriting upper limb exercise training) impact reaction time, travel speed, and accuracy in PwPD. METHODS Seventy PwPD, right-side dominant were randomised 1:1 into two six-month training protocol groups; 35 PwPD performed global exercise training and 35 performed specific training (handwriting upper limb exercise movements). Assessments of speed-accuracy and trade-off were carried out at baseline, after 3 and 6 months of training, and at a 12-month follow-up. The current study used data from a previous publication of a randomised controlled trial that included a 6-month self-managed community exercise programme for PwPD. For the present study we included only the participants who completed the Fitts' task during the baseline assessment. RESULTS In the upper limb assessments, no main effects were found for the number of touches, but the exercise group showed a marginal increase over time on the left side. Error averages on the left side decreased significantly for the exercise group from baseline to 6 and 12 months. The exercise group also presented a lower Error CoV and the Reaction Time CoV increased on the right side. Significant findings for Fitts r on the left side indicated lower values for the exercise group, with improvements continuing at 12 months. CONCLUSION We report the potential of global exercise interventions to facilitate improvements in reaction time and travel speed, as well as other motor control metrics, with lasting effects at 12 months, particularly on the non-dominant side.
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Affiliation(s)
- Íbis Ariana Peña de Moraes
- National Institute for Health and Care Research, Exeter Biomedical Research Centre, College of Medicine and Health, University of Exeter, Exeter, United Kingdom
- Postgraduate Program in Rehabilitation Sciences, Faculty of Medicine, University of São Paulo, São Paulo, São Paulo, Brazil
- College of Medicine, University City of São Paulo, São Paulo, São Paulo, Brazil
| | - Johnny Collett
- Movement Science Group, Oxford Brookes University, Oxford, United Kingdom
| | - Talita Dias da Silva
- Postgraduate Program in Rehabilitation Sciences, Faculty of Medicine, University of São Paulo, São Paulo, São Paulo, Brazil
- Postgraduate Program in Medicine - Cardiology at Escola Paulista de Medicina, Federal University of São Paulo, São Paulo, São Paulo, Brazil
| | - Marloes Franssen
- Movement Science Group, Oxford Brookes University, Oxford, United Kingdom
- Nuffield Department of Orthopaedics, Rheumatology and Musculoskeletal sciences, University of Oxford, Oxford, United Kingdom
| | - Surabhi Mitta
- Department of Psychology, University of Buckingham, Buckingham, United Kingdom
| | - Paweł Zalewski
- Department of Exercise Physiology and Functional Anatomy, Ludwik Rydygier Collegium Medicum in Bydgoszcz Nicolaus Copernicus University in Torun, Bydgoszcz, Poland
- Department of Experimental and Clinical Physiology, Laboratory of Centre for Preclinical Research, Warsaw Medical University, Warsaw, Poland
| | - Andy Meaney
- Movement Science Group, Oxford Brookes University, Oxford, United Kingdom
| | - Derick Wade
- Movement Science Group, Oxford Brookes University, Oxford, United Kingdom
- Oxford Centre for Enablement, Oxford University Hospitals, Oxford, United Kingdom
| | - Hooshang Izadi
- Movement Science Group, Oxford Brookes University, Oxford, United Kingdom
- Department of Mechanical Engineering and Mathematical Sciences, Oxford Brookes University, Oxford, United Kingdom
| | - Charlotte Winward
- Movement Science Group, Oxford Brookes University, Oxford, United Kingdom
- Oxford Allied Health Professions Research Unit, John Radcliffe Hospital, Oxford, United Kingdom
| | - Carlos Bandeira de Mello Monteiro
- Postgraduate Program in Rehabilitation Sciences, Faculty of Medicine, University of São Paulo, São Paulo, São Paulo, Brazil
- Postgraduate Program in Physical Activity Sciences, School of Arts, Science and Humanities of University of São Paulo, São Paulo, São Paulo, Brazil
| | - Helen Dawes
- National Institute for Health and Care Research, Exeter Biomedical Research Centre, College of Medicine and Health, University of Exeter, Exeter, United Kingdom
- Department of Clinical Neurology, University of Oxford, Oxford, United Kingdom
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Tsay JS, Kim HE, McDougle SD, Taylor JA, Haith A, Avraham G, Krakauer JW, Collins AGE, Ivry RB. Fundamental processes in sensorimotor learning: Reasoning, refinement, and retrieval. eLife 2024; 13:e91839. [PMID: 39087986 PMCID: PMC11293869 DOI: 10.7554/elife.91839] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Accepted: 07/22/2024] [Indexed: 08/02/2024] Open
Abstract
Motor learning is often viewed as a unitary process that operates outside of conscious awareness. This perspective has led to the development of sophisticated models designed to elucidate the mechanisms of implicit sensorimotor learning. In this review, we argue for a broader perspective, emphasizing the contribution of explicit strategies to sensorimotor learning tasks. Furthermore, we propose a theoretical framework for motor learning that consists of three fundamental processes: reasoning, the process of understanding action-outcome relationships; refinement, the process of optimizing sensorimotor and cognitive parameters to achieve motor goals; and retrieval, the process of inferring the context and recalling a control policy. We anticipate that this '3R' framework for understanding how complex movements are learned will open exciting avenues for future research at the intersection between cognition and action.
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Affiliation(s)
- Jonathan S Tsay
- Department of Psychology, Carnegie Mellon UniversityPittsburghUnited States
- Neuroscience Institute, Carnegie Mellon UniversityPittsburgUnited States
| | - Hyosub E Kim
- School of Kinesiology, University of British ColumbiaVancouverCanada
| | | | - Jordan A Taylor
- Department of Psychology, Princeton UniversityPrincetonUnited States
| | - Adrian Haith
- Department of Neurology, Johns Hopkins UniversityBaltimoreUnited States
| | - Guy Avraham
- Department of Psychology, University of California BerkeleyBerkeleyUnited States
- Helen Wills Neuroscience Institute, University of California BerkeleyBerkeleyUnited States
| | - John W Krakauer
- Department of Neurology, Johns Hopkins UniversityBaltimoreUnited States
- Department of Neuroscience, Johns Hopkins UniversityBaltimoreUnited States
- Santa Fe InstituteSanta FeUnited States
| | - Anne GE Collins
- Department of Psychology, University of California BerkeleyBerkeleyUnited States
- Helen Wills Neuroscience Institute, University of California BerkeleyBerkeleyUnited States
| | - Richard B Ivry
- Department of Psychology, University of California BerkeleyBerkeleyUnited States
- Helen Wills Neuroscience Institute, University of California BerkeleyBerkeleyUnited States
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Simmonds PJ, Wakefield CJ, Coyles G, Roberts JW. Enhanced expectancies benefit performance under distraction, but compromise it under stress: Exploring the OPTIMAL theory. Hum Mov Sci 2023; 89:103085. [PMID: 37030071 DOI: 10.1016/j.humov.2023.103085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2022] [Revised: 03/21/2023] [Accepted: 03/30/2023] [Indexed: 04/10/2023]
Abstract
Motor learning can benefit from practice under enhanced expectancies; that is, the belief one can generate an intended positive outcome. According to the OPTIMAL (Optimizing Performance Through Intrinsic Motivation and Attention for Learning) theory, this benefit manifests from a greater coupling between action and its external consequences, which potentially coincides with a more automatic mode of control. The aim of the study was to examine this possibility, and in so doing, understand more about the psycho-motor processes underpinning the influence of expectancies. On Day 1, novice participants practiced a dart-throwing task under enhanced (EE) (n = 11), reduced (RE) (n = 12) or no (control; CTL) (n = 12) expectancies. Enhanced and reduced expectancies were indirectly manipulated by positively reinforcing shots that landed within the large or small circle on the dartboard, respectively. On Day 2, participants transferred to a dual-task (i.e., tone-counting) or stress (i.e., social-comparative threat, false feedback) setting. While there was no evidence of improvement across practice, RE was significantly worse than CTL for the dual-task, but EE was significantly worse than RE and CTL under stress (ps < 0.05). Therefore, the ability of EE to retain performance within the dual-task, but decline under stress, suggests a more automatic mode of control was adopted. Both theoretical and practical implications are discussed.
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Affiliation(s)
- Philip J Simmonds
- Liverpool Hope University, Psychology, Action and Learning of Movement (PALM) Laboratory, School of Health Sciences, Hope Park, Liverpool L16 9JD, UK
| | - Caroline J Wakefield
- Liverpool Hope University, Psychology, Action and Learning of Movement (PALM) Laboratory, School of Health Sciences, Hope Park, Liverpool L16 9JD, UK
| | - Ginny Coyles
- Liverpool Hope University, Psychology, Action and Learning of Movement (PALM) Laboratory, School of Health Sciences, Hope Park, Liverpool L16 9JD, UK
| | - James W Roberts
- Liverpool Hope University, Psychology, Action and Learning of Movement (PALM) Laboratory, School of Health Sciences, Hope Park, Liverpool L16 9JD, UK.
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Tsay JS, Irving C, Ivry RB. Signatures of contextual interference in implicit sensorimotor adaptation. Proc Biol Sci 2023; 290:20222491. [PMID: 36787799 PMCID: PMC9928522 DOI: 10.1098/rspb.2022.2491] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Accepted: 01/23/2023] [Indexed: 02/16/2023] Open
Abstract
Contextual interference refers to the phenomenon whereby a blocked practice schedule results in faster acquisition but poorer retention of new motor skills compared to a random practice schedule. While contextual interference has been observed under a broad range of tasks, it remains unclear if this effect generalizes to the implicit and automatic recalibration of an overlearned motor skill. To address this question, we compared blocked and random practice schedules in a visuomotor rotation task that isolates implicit adaptation. In experiment 1, we found robust signatures of contextual interference in implicit adaptation: compared to participants tested under a blocked training schedule, participants tested under a random training schedule exhibited a reduced rate of learning during the training phase but better retention during a subsequent no-feedback assessment phase. In experiment 2, we again observed an advantage in retention following random practice and showed that this result was not due to a change in context between the training and assessment phases (e.g. a blocked training schedule followed by a random assessment schedule). Taken together, these results indicate that contextual interference is not limited to the acquisition of new motor skills but also applies to the implicit adaptation of established motor skills.
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Affiliation(s)
- Jonathan S. Tsay
- Department of Psychology, University of California, Berkeley, CA, USA
- Helen Wills Neuroscience Institute, University of California, Berkeley, CA, USA
| | - Carolyn Irving
- Department of Psychology, University of California, Berkeley, CA, USA
| | - Richard B. Ivry
- Department of Psychology, University of California, Berkeley, CA, USA
- Helen Wills Neuroscience Institute, University of California, Berkeley, CA, USA
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Stipancic KL, van Brenk F, Kain A, Wilding G, Tjaden K. Clear Speech Variants: An Investigation of Intelligibility and Speaker Effort in Speakers With Parkinson's Disease. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:2789-2805. [PMID: 36327495 PMCID: PMC9911091 DOI: 10.1044/2022_ajslp-22-00189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2022] [Revised: 08/02/2022] [Accepted: 08/04/2022] [Indexed: 05/03/2023]
Abstract
PURPOSE This study investigated the effects of three clear speech variants on sentence intelligibility and speaking effort for speakers with Parkinson's disease (PD) and age- and sex-matched neurologically healthy controls. METHOD Fourteen speakers with PD and 14 neurologically healthy speakers participated. Each speaker was recorded reading 18 sentences from the Speech Intelligibility Test in their habitual speaking style and for three clear speech variants: clear (SC; given instructions to speak clearly), hearing impaired (HI; given instructions to speak with someone with a hearing impairment), and overenunciate (OE; given instructions to overenunciate each word). Speakers rated the amount of physical and mental effort exerted during each speaking condition using visual analog scales (averaged to yield a metric of overall speaking effort). Sentence productions were orthographically transcribed by 50 naive listeners. Linear mixed-effects models were used to compare intelligibility and speaking effort across the clear speech variants. RESULTS Intelligibility was reduced for the PD group in comparison to the control group only in the habitual condition. All clear speech variants significantly improved intelligibility above habitual levels for the PD group, with OE maximizing intelligibility, followed by the SC and HI conditions. Both groups rated speaking effort to be significantly higher for both the OE and HI conditions versus the SC and habitual conditions. DISCUSSION For speakers with PD, all clear speech variants increased intelligibility to a level comparable to that of healthy controls. All clear speech variants were also associated with higher levels of speaking effort than habitual speech for the speakers with PD. Clinically, findings suggest that clear speech training programs consider using the instruction "overenunciate" for maximizing intelligibility. Future research is needed to identify if high levels of speaking effort elicited by the clear speech variants affect long-term sustainability of the intelligibility benefit.
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Affiliation(s)
- Kaila L. Stipancic
- Department of Communicative Disorders and Sciences, University at Buffalo, NY
| | - Frits van Brenk
- Department of Communicative Disorders and Sciences, University at Buffalo, NY
- Utrecht Institute of Linguistics OTS, Utrecht University, the Netherlands
| | - Alexander Kain
- Department of Pediatrics, Oregon Health & Science University, Portland
| | | | - Kris Tjaden
- Department of Communicative Disorders and Sciences, University at Buffalo, NY
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Comparing virtual reality, desktop-based 3D, and 2D versions of a category learning experiment. PLoS One 2022; 17:e0275119. [PMID: 36201546 PMCID: PMC9536585 DOI: 10.1371/journal.pone.0275119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2022] [Accepted: 09/10/2022] [Indexed: 11/17/2022] Open
Abstract
Virtual reality (VR) has seen increasing application in cognitive psychology in recent years. There is some debate about the impact of VR on both learning outcomes and on patterns of information access behaviors. In this study we compare performance on a category learning task between three groups: one presented with three-dimensional (3D) stimuli while immersed in the HTC Vive VR system (n = 26), another presented with the same 3D stimuli while using a flat-screen desktop computer (n = 26), and a third presented with a two-dimensional projection of the stimuli on a desktop computer while their eye movements were tracked (n = 8). In the VR and 3D conditions, features of the object to be categorized had to be revealed by rotating the object. In the eye tracking control condition (2D), all object features were visible, and participants' gaze was tracked as they examined each feature. Over 240 trials we measured accuracy, reaction times, attentional optimization, time spent on feedback, fixation durations, and fixation counts for each participant as they learned to correctly categorize the stimuli. In the VR condition, participants had increased fixation counts compared to the 3D and 2D conditions. Reaction times for the 2D condition were significantly faster and fixation durations were lower compared to the VR and 3D conditions. We found no significant differences in learning accuracy between the VR, 3D, and 2D conditions. We discuss implications for both researchers interested in using VR to study cognition, and VR developers hoping to use non-VR research to guide their designs and applications.
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Apidogo JB, Burdack J, Schöllhorn WI. Learning Multiple Movements in Parallel-Accurately and in Random Order, or Each with Added Noise? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:10960. [PMID: 36078674 PMCID: PMC9517918 DOI: 10.3390/ijerph191710960] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Revised: 08/23/2022] [Accepted: 08/31/2022] [Indexed: 05/13/2023]
Abstract
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.
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Affiliation(s)
- Julius B. Apidogo
- Akanten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi AK-039, Ghana
- Department of Training and Movement Science, Institute of Sport Science, Johannes Gutenberg-University Mainz, 55099 Mainz, Germany
| | - Johannes Burdack
- Department of Training and Movement Science, Institute of Sport Science, Johannes Gutenberg-University Mainz, 55099 Mainz, Germany
| | - Wolfgang I. Schöllhorn
- Department of Training and Movement Science, Institute of Sport Science, Johannes Gutenberg-University Mainz, 55099 Mainz, Germany
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Beik M, Taheri H, Kakhki AS, Ghoshuni M, Fazeli D. Contextual Interference Effects on Approach Motivation When Learning Timing Tasks: A Frontal Electroencephalography (EEG) Alpha Asymmetry Study in Older Adults. Percept Mot Skills 2022; 129:1321-1341. [PMID: 35511777 DOI: 10.1177/00315125221098325] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In this study, we aimed to explore the effects of contextual interference on motivational regulation, as measured by EEG (frontal alpha asymmetry), in older adults. Participants practiced a sequenced timing task in random, algorithmic, or blocked schedules in both similar and dissimilar task difficulty conditions, with task difficulty defined by absolute timing goals (in ms) that were either close to each other (1350, 1500, 1650) or far from each other (1050, 1500, 1950), respectively. We assessed older participants' timing accuracy in these conditions, during acquisition and delayed retention learning, using the frontal alpha asymmetry index, recorded during practice, to measure motivation. On the accuracy measure in delayed retention, the algorithm practice schedule (in both similar and dissimilar conditions) was associated with significantly more accurate performance than random and blocked practice schedules. Also during delayed retention and in both task difficulty conditions, performance was better with a random schedule than a blocked schedule. On the EEG motivational measure, frontal alpha asymmetry was more often higher as practice progressed in the algorithm practice condition than in other practice conditions. However, in the random practice schedule, in late, versus early, acquisition, motivational regulation was higher. The blocked groups showed decreased motivation as practice progressed. We interpreted these findings to be in accordance with the challenge point framework and with OPTIMAL motor learning theory and valence hypothesis.
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Affiliation(s)
- Meysam Beik
- Department of Motor Behavior, Faculty of Sport Sciences, 48440Ferdowsi University of Mashhad, Mashhad, Iran
| | - Hamidreza Taheri
- Department of Motor Behavior, Faculty of Sport Sciences, 48440Ferdowsi University of Mashhad, Mashhad, Iran
| | - Alireza Saberi Kakhki
- Department of Motor Behavior, Faculty of Sport Sciences, 48440Ferdowsi University of Mashhad, Mashhad, Iran
| | - Majid Ghoshuni
- Department of Biomedical Engineering, Mashhad Branch, 125639Islamic Azad University, Mashhad, Iran
| | - Davoud Fazeli
- Department of Sport Sciences, Faculty of Education and Psychology, 37551Shiraz University, Shiraz, Iran
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Hodges NJ, Lohse KR. An extended challenge-based framework for practice design in sports coaching. J Sports Sci 2022; 40:754-768. [PMID: 35019816 DOI: 10.1080/02640414.2021.2015917] [Citation(s) in RCA: 19] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
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.
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Affiliation(s)
- Nicola J Hodges
- University of British Columbia, School of Kinesiology, Vancouver, Canada
| | - Keith R Lohse
- School of Medicine, Washington University, St. Louis, United States
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Nash C, Taylor J. 'Just Let Them Play': Complex Dynamics in Youth Sport, Why It Isn't So Simple. Front Psychol 2021; 12:700750. [PMID: 34603129 PMCID: PMC8482816 DOI: 10.3389/fpsyg.2021.700750] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Accepted: 08/10/2021] [Indexed: 11/26/2022] Open
Abstract
This ethnographic case study examines the long-term impact of youth sport coaching within tennis, using observations, field notes, and interviews as data sources. We highlight the complexities that youth sport coaches face in their role in developing young players within, in this example, tennis, but suggest that these issues are transferable across the youth sport context. There are some key messages for youth sport coaches and sporting organisations arising from this study, particularly around the role of a youth sport coach. We advocate an expertise approach to developing youth sport coaches due to the many roles, within their sport and from a biopsychosocial perspective, that they have to navigate. Additionally, we suggest that simplistic narratives in youth sport coaching are misplaced.
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Affiliation(s)
- Christine Nash
- Institute for Sport, PE & Health Sciences, The University of Edinburgh, Edinburgh, United Kingdom
| | - Jamie Taylor
- Institute for Sport, PE & Health Sciences, The University of Edinburgh, Edinburgh, United Kingdom.,Grey Matters Performance Ltd., Stratford-upon-Avon, United Kingdom.,School of Health and Human Performance, Faculty of Science and Health, Dublin City University, Dublin, Ireland
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Hodges NJ, Coppola TM, Peters CM, Larssen BC. Now you see me, now you don't: Adapting practice through target exclusion negatively impacts motor learning. Hum Mov Sci 2021; 79:102850. [PMID: 34364154 DOI: 10.1016/j.humov.2021.102850] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2021] [Revised: 06/08/2021] [Accepted: 07/20/2021] [Indexed: 11/17/2022]
Abstract
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 < 5o) 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.
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Affiliation(s)
| | | | | | - Beverley C Larssen
- School of Kinesiology, UBC, Canada; Department of Physical Therapy, UBC, Canada
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Bjork RA, Bjork EL. Desirable difficulties in theory and practice. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2020. [DOI: 10.1016/j.jarmac.2020.09.003] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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