Self-control of task difficulty during training enhances motor learning of a complex coincidence-anticipation task

PEMOCS: theory derivation of a concept for PErsonalized MOtor-Cognitive exergame training in chronic Stroke-a methodological paper with an application example

Background

Coping with residual cognitive and gait impairments is a prominent unmet need in community-dwelling chronic stroke survivors. Motor-cognitive exergames may be promising to address this unmet need. However, many studies have so far implemented motor-cognitive exergame interventions in an unstructured manner and suitable application protocols remain yet unclear. We, therefore, aimed to summarize existing literature on this topic, and developed a training concept for motor-cognitive exergame interventions in chronic stroke.

Methods

The development of the training concept for personalized motor-cognitive exergame training for stroke (PEMOCS) followed Theory Derivation procedures. This comprised (1.1) a thorough (narrative) literature search on long-term stroke rehabilitation; (1.2) a wider literature search beyond the topic of interest to identify analogies, and to induce creativity; (2) the identification of parent theories; (3) the adoption of suitable content or structure of the main parent theory; and (4) the induction of modifications to adapt it to the new field of interest. We also considered several aspects of the "Framework for Developing and Evaluating Complex Interventions" by the Medical Research Council. Specifically, a feasibility study was conducted, and refining actions based on the findings were performed.

Results

A training concept for improving cognitive functions and gait in community-dwelling chronic stroke survivors should consider the principles for neuroplasticity, (motor) skill learning, and training. We suggest using a step-based exergame training for at least 12 weeks, 2-3 times a week for approximately 45 min. Gentile's Taxonomy for Motor Learning was identified as suitable fundament for the personalized progression and variability rules, and extended by a third cognitive dimension. Concepts and models from related fields inspired further additions and modifications to the concept.

Conclusion

We propose the PEMOCS concept for improving cognitive functioning and gait in community-dwelling chronic stroke survivors, which serves as a guide for structuring and implementing motor-cognitive exergame interventions. Future research should focus on developing objective performance parameters that enable personalized progression independent of the chosen exergame type.

Arthritis Foundation/HSS Workshop on Hip Osteoarthritis, Part 3: Rehabilitation and Exercise

Far more publications are available for osteoarthritis of the knee than of the hip. Recognizing this research gap, the Arthritis Foundation (AF), in partnership with the Hospital for Special Surgery (HSS), convened an in-person meeting of thought leaders to review the state of the science of and clinical approaches to hip osteoarthritis. This article summarizes the recommendations gleaned from 5 presentations given on hip-related rehabilitation at the 2023 Hip Osteoarthritis Clinical Studies Conference, which took place on February 17 and 18, 2023, in New York City.

Development of a Cutting Technique Modification Training Program and Evaluation of its Effects on Movement Quality and Cutting Performance in Male Adolescent American Football Players

This study developed a cutting technique modification training program and investigated its effects on cutting performance and movement quality in adolescent American football players. For six weeks, an intervention group (IG) of 11 players participated in 25 min cutting technique modification training sessions integrated into team training twice a week, while a control group (CG) of 11 players continued their usual team training. Movement quality was assessed by evaluating 2D high-speed videos, obtained during preplanned 45° and 90° cutting tests, using the Cutting Movement Assessment Score (CMAS) qualitative screening tool. Cutting performance was assessed based on change of direction deficit (CODD). Significant interaction effects of time × group were found for CMAS in 45° and 90° cuttings (p < 0.001, ηp2 = 0.76, p < 0.001, ηp2 = 0.64, respectively), with large improvements in the IG (p < 0.001, g = -2.16, p < 0.001, g = -1.78, respectively) and deteriorations in the CG for 45° cuttings (p = 0.002, g = 1.15). However, no statistically significant differences in CODD were observed pre-to-post intervention. The cutting technique modification training was effective at improving movement quality without impairing cutting performance, and it can be used by practitioners working with adolescent athletes.

Neither Too Easy Nor Too Difficult: Effects of Different Success Criteria on Motor Skill Acquisition in Children

The purpose of this study was to examine the effects of different success criteria on motor learning in children. Forty-eight children threw soft-golf balls toward a circular target using their nondominant arm. On Day 1, they performed six blocks of 12 trials from 5.5 m. On Day 3, they performed a 12-trial retention test followed by a 12-trial transfer test. Participants were randomly assigned to one of four groups: difficult criteria for success, relatively easy criteria for success (RES), easy criteria for success, and control. Results demonstrated that there was a significant difference between the RES and control groups in their throwing accuracy on the retention and transfer tests, and the RES group had the highest score compared with the other two groups. This research suggests that providing relatively easy criteria facilitates motor skill acquisition in children.

Cooperation enhances motor learning

Relatedness represents the need to experience satisfaction from interpersonal acceptance and closeness with others and is considered a basic psychological human need. Studies testing the effects of supporting the learners' need for relatedness in motor learning (e.g., Gonzalez & Chiviacowsky, 2018) have manipulated relatedness basically by instructions from the experimenter and using practice and learning at an individual level. A different form of supporting the need for relatedness is through cooperative learning. In different domains, contexts involving cooperative effort strategies and goals were observed to result in greater positive interpersonal relationship and higher goal achievement in relation to individual efforts or competitive conditions. In this experiment, the effects of practice structured in cooperative or competitive ways on the learning of hitting a ball with a racket toward a target was tested. Adolescents practiced in pairs and were assigned to three experimental groups. In the cooperation group, the participants practiced in a cooperative condition while in the competitive group, the participants practiced in a competitive condition. Participants in a control group also practiced in the presence of another participant but were not induced at cooperative or competitive conditions. In the next day all groups performed retention and transfer tests. Questionnaires measured the participants' motivational and affective levels. The results show that cooperation increases intrinsic motivation, positive affect, self-efficacy, and task learning relative to individual efforts or competitive practice. Competition decreases perceived relatedness. The findings add to a growing body of evidence showing the importance of social relatedness for motor performance and learning. They also indicate a positive influential role of cooperation in motor learning.

The recommendation for learners to be provided with control over their feedback schedule is questioned in a self-controlled learning paradigm

Evidence that self-controlled feedback schedules are more effective for motor learning than yoked or predetermined schedules has been used to forward the recommendation that practitioners should provide choice to learners over when they would like to receive feedback. This recommendation can be questioned because the typical comparison groups in such experimentation do not well represent the applied setting. Consequently, comparison groups that better map onto the applied setting are needed. To this end, three groups learned a golf putting task: (1) self-controlled, (2) traditional-yoked, and (3) a group who were led to believe their KR schedule was being controlled by a golf coach. Participants (N = 60) completed a pre-test, acquisition phase, and delayed post-tests (retention/transfer). No group differences during the post-tests for mean radial error, F(2, 54) = 2.71, p = .075, or bivariate variable error, F(2, 56) = 0.11, p = .896, were found. Thus, the typical self-controlled learning advantage was not observed. Given the failure to replicate self-controlled benefits, combined with the fact there is little research that has directly compared self-controlled feedback schedules to coach-controlled schedules, we argue more evidence is needed before advocating that learners be provided choice over their feedback schedule.

Relatedness support enhances motivation, positive affect, and motor learning in adolescents

Social relatedness is a basic psychological need to experience satisfaction of interpersonal acceptance and closeness with others. In this experiment, the effects of social relatedness on the learning of a task (hitting a ball with a racket toward a target) were tested in adolescents. Participants were assigned to three experimental groups. After a pre-test and before practice, participants in the relatedness support (RS) condition received instructions emphasizing recognition, importance, and interest in the participant's experience. Participants in the relatedness frustration (RF) condition received instructions emphasizing disinterest in the participant as a person. Control participants did not receive specific relatedness instructions. One day later, they performed retention and transfer tests. Questionnaires measured participants' motivational and affective levels. The results showed that supporting the relatedness need enhances task learning in adolescents. Motivation and affective levels were also affected. The findings are the first to show that social relatedness affects adolescent's motor performance and learning and reveal underlying mechanisms implicated in such effects.

Information Processing and Technical Knowledge Contribute to Self-Controlled Video Feedback for Children Learning the Snatch Movement in Weightlifting

Our aim in this study was to examine, via technical performance analysis and speed of execution, whether information processing and technical knowledge help explain learning benefits of self-controlled video feedback in children's weightlifting performance. We randomized 24 children (aged 10 to 12 years) into self-controlled (SC) and yoked (YK) feedback groups. Learners underwent test sessions one week before (pre-test) and one day after (post-test) six weightlifting training sessions. During each test session, we recorded kinematic parameters of snatch performance using Kinovea version 0.8.15 software. After the learning sessions, the SC group improved on most kinematic parameters (e.g., the horizontal displacement of the bar between the first and the second pulls [M_DXV = 25.42%, SD = 18.96, p = 0.003) and the maximum height reached by the bar (M_HMV = 5.51%, SD = 7.71, p < 0.05)], while the YK group improved only on the DxV (M_DXV = 19.08%, SD = 24.68, p < 0.05). In addition, the SC group showed a more advanced phase of cognitive processing compared to the YK group, and the SC group showed a superior improvement in their technical knowledge level (p < 0.001) compared to the YK group (p < 0.05). Thus, key elements to correcting motor errors in children's weightlifting through self-controlled feedback were improvements in information processing and technical knowledge.

Short and long versions of a 12-week netball specific neuromuscular warm-up improves landing technique in youth netballers

OBJECTIVE

To investigate the efficacy of two 'NetballSmart', netball specific warm-ups in improving landing technique measures in New Zealand secondary school netball players.

DESIGN

Multi-site cluster experimental trial.

PARTICIPANTS

77 youth participants, mean ± SD age = 15.8 ± 0.9 were recruited from secondary school netball teams.

SETTING

12 teams from 6 schools performed either the NetballSmart Dynamic Warm-up (NSDW) (n = 37); or Power warm-up (PWU) (n = 40), three times a week for 12 weeks. All players within a school (2 teams) were assigned the same warm-up, avoiding treatment contamination.

MAIN OUTCOME MEASURES

A series of unilateral and bilateral drop vertical jumps on to a portable force plate were completed by all participants. Measures included peak vertical ground reaction force (GRF) for single-leg and bilateral landings; frontal plane projection angle (FPPA) for right and left single-leg landings and Landing error scoring system (LESS) for bilateral landings. Paired t-tests were used to assess mean differences pre and post the warm-up. Generalised linear mixed effects models were developed to evaluate the effects between the NSDW and PWU groups.

RESULTS

Significant improvements were found in all the landing technique outcome measures for both warm-up groups (ES Range- GRF = -0.6 to -1.1; FPPA = 0.8 to 1.2; LESS = -1.6 to-3.2; p < 0.05). Results of mixed effects models revealed that there was only a significantly greater improvement in LESS for the PWU group (β = -0.30, p = 0.001).

CONCLUSION

Results show both warm-ups can improve landing technique measures in youth secondary school netball players. It is recommended that coaches should consider implementing one of the two warm-ups in their netball programmes. Their choice of warm-up will likely be dependent on their environment and time demands.

Effects of adaptive and non-adaptive three-week executive control training on interference control: Evidence from the N2, CRN, and ERN

The current pilot study investigated if interference control can be improved by a three-week at-home training comprising a flanker and a n-back task in healthy adults, thus exploring the training's suitability for future clinical application, i.e. as a treatment augmentation for psychological disorders. As training gains are assumed to be modulated by the amount of mismatch between task demands and brain resources, an adaptive and a non-adaptive training were contrasted in separate experiments. In the adaptive training, task difficulty was continuously adapted to participants' performance. In the non-adaptive training procedure, task difficulty remained stable on the lowest difficulty level. As deficits in interference control in psychological disorders often predominantly manifest on the electrophysiological level, the impact of the training procedures on medio-frontal negativities (N2, CRN, ERN) was investigated in addition to behavioral measures. The adaptive training led to significant improvements in interference control, as reflected in reduced response times and error rates in incompatible trials. This was accompanied by specific and complementary changes in medio-frontal negativities: After the adaptive training the N2 in incompatible trials was larger and the CRN in incompatible trials was reduced. The non-adaptive training procedure led to generally faster response times but also an increased error rate, indicating a speed-accuracy trade-off. This was accompanied by global changes to medio-frontal negativities irrespective of compatibility, possibly indicating task disengagement. Taken together, the current studies demonstrate that an adaptive training procedure can improve interference control thereby opening up possible clinical applications.

Effect of Self-Controlled Practice on Neuro-Cortical Dynamics During the Processing of Visual Performance Feedback

Evidence has accumulated that learners participating in self-controlled practice can both acquire skills and process task-relevant information more effectively than those participating in externally controlled practice. However, the impact of self-controlled practice on neuro-cognitive information processing during visual performance-related feedback has received limited investigation. We expected that individuals participating in self-controlled practice would exhibit elevated neuro-cognitive information processing, as assessed via electroencephalography (EEG), compared with those engaged with externally controlled practice. Participants practiced a golf-putting task under self-controlled or externally controlled (yoked) conditions while EEG data were recorded. Results indicated that EEG theta power was maintained at an elevated level during the feedback period in the self-controlled group relative to the yoked group. The yoked group did not display increases in theta power until the time at which the ball stopped. Both groups displayed similar improvement over the course of the experiment. Correlational analyses revealed that performance improvement within each group was related differently to EEG theta power. Specifically, the self-controlled group displayed positive relationships between theta power and performance improvement, while the yoked group displayed negative relationships. These results have implications regarding the relative effectiveness of self-controlled and externally controlled practice and the instances in which they may provide the most benefit.

Cognitive Loading During and After Continuous Task Execution Alters the Effects of Self-Controlled Knowledge of Results

Previous research has repeatedly demonstrated that providing learners with self-control (SC) over their feedback schedules enhances motor skill learning. Increased information processing under SC conditions has been shown to contribute to these benefits. However, the timing of critical information processing for SC participants during the acquisition of continuous tasks is unknown. The present study was designed to enhance clarity related to this issue. Participants learned a continuous tracing task under SC or yoked (YK) conditions. Groups of participants also completed a secondary cognitive load task either during or after the execution of each primary task trial. Results showed enhanced learning for SC compared to YK participants who did not complete the cognitive load task. However, this benefit was eliminated for SC participants who completed the cognitive load task either during or after the primary task. These findings suggest that effective information processing both during and after continuous task execution is critical for reaping the benefits of self-controlled practice. Further interpretations and implications of these findings as well as suggestions for future research are discussed.

Principles of Motor Learning to Support Neuroplasticity After ACL Injury: Implications for Optimizing Performance and Reducing Risk of Second ACL Injury

Athletes who wish to resume high-level activities after an injury to the anterior cruciate ligament (ACL) are often advised to undergo surgical reconstruction. Nevertheless, ACL reconstruction (ACLR) does not equate to normal function of the knee or reduced risk of subsequent injuries. In fact, recent evidence has shown that only around half of post-ACLR patients can expect to return to competitive level of sports. A rising concern is the high rate of second ACL injuries, particularly in young athletes, with up to 20% of those returning to sport in the first year from surgery experiencing a second ACL rupture. Aside from the increased risk of second injury, patients after ACLR have an increased risk of developing early onset of osteoarthritis. Given the recent findings, it is imperative that rehabilitation after ACLR is scrutinized so the second injury preventative strategies can be optimized. Unfortunately, current ACLR rehabilitation programs may not be optimally effective in addressing deficits related to the initial injury and the subsequent surgical intervention. Motor learning to (re-)acquire motor skills and neuroplastic capacities are not sufficiently incorporated during traditional rehabilitation, attesting to the high re-injury rates. The purpose of this article is to present novel clinically integrated motor learning principles to support neuroplasticity that can improve patient functional performance and reduce the risk of second ACL injury. The following key concepts to enhance rehabilitation and prepare the patient for re-integration to sports after an ACL injury that is as safe as possible are presented: (1) external focus of attention, (2) implicit learning, (3) differential learning, (4) self-controlled learning and contextual interference. The novel motor learning principles presented in this manuscript may optimize future rehabilitation programs to reduce second ACL injury risk and early development of osteoarthritis by targeting changes in neural networks.

Principles of Neurorehabilitation After Stroke Based on Motor Learning and Brain Plasticity Mechanisms

What are the principles underlying effective neurorehabilitation? The aim of neurorehabilitation is to exploit interventions based on human and animal studies about learning and adaptation, as well as to show that the activation of experience-dependent neuronal plasticity augments functional recovery after stroke. Instead of teaching compensatory strategies that do not reduce impairment but allow the patient to return home as soon as possible, functional recovery might be more sustainable as it ensures a long-term reduction in impairment and an improvement in quality of life. At the same time, neurorehabilitation permits the scientific community to collect valuable data, which allows inferring about the principles of brain organization. Hence neuroscience sheds light on the mechanisms of learning new functions or relearning lost ones. However, current rehabilitation methods lack the exact operationalization of evidence gained from skill learning literature, leading to an urgent need to bridge motor learning theory and present clinical work in order to identify a set of ingredients and practical applications that could guide future interventions. This work aims to unify the neuroscientific literature relevant to the recovery process and rehabilitation practice in order to provide a synthesis of the principles that constitute an effective neurorehabilitation approach. Previous attempts to achieve this goal either focused on a subset of principles or did not link clinical application to the principles of motor learning and recovery. We identified 15 principles of motor learning based on existing literature: massed practice, spaced practice, dosage, task-specific practice, goal-oriented practice, variable practice, increasing difficulty, multisensory stimulation, rhythmic cueing, explicit feedback/knowledge of results, implicit feedback/knowledge of performance, modulate effector selection, action observation/embodied practice, motor imagery, and social interaction. We comment on trials that successfully implemented these principles and report evidence from experiments with healthy individuals as well as clinical work.

The Effect of Gradual Self-Control of Task Difficulty and Feedback on Learning Golf Putting

Purpose: This study aimed to examine the effect of gradual self-control of task difficulty and feedback on accuracy and movement pattern of the golf putting sport skill. Method: Sixty students were quasi-randomly assigned to four groups under a varying combination of the two factors of task difficulty control (self-controlled or yoked) and feedback control (self-controlled or yoked). The participants in the two groups (dual-factor gradual self-control and self-controlled task difficulty group) that granted control over task difficulty in the acquisition phase were told they could choose any of the pre-set distances from the target. All groups were given 100% feedback in the first half of the acquisition phase, but the participants in the two groups (dual-factor gradual self-control group and self-controlled feedback) that could control their feedback were told that in the second half of the acquisition phase they would be able to ask for feedback when needed. The practice schedule of each member of the dual-factor gradual self-control group was used as a basis to plan the practice of predetermined distances and feedback presentation to the corresponding participants in the yoked conditions. Results: ANOVA with repeated measures showed that the practice method involving gradual self-control of two factors had a positive impact on accuracy and movement pattern of golf putting in the retention and transfer tests compared to other methods (p_s < .05). Conclusion: The advantages of self-control practice presumably come from better adjustment of challenge points by the learner in the course of the practice.

Increased cognitive load during acquisition of a continuous task eliminates the learning effects of self-controlled knowledge of results

Previous research has demonstrated that providing learners with self-control over some aspect of practice enhances motor learning (for a review see Wulf, 2007). One explanation for the self-control effect is that learners engage in deeper information processing when they are allowed to make choices during practice. Recent research has supported this line of thinking by showing that the self-control effect was eliminated for learners who engaged in a cognitive load task during the interval following completion of discrete task trials (Carter & Ste-Marie, 2017). The current study tested the effects of imposing a cognitive load task during the completion of continuous task trials. Participants (N = 48) were divided into self-control (SC), self-control with load (SCL), and two corresponding yoked (YK, YKL) groups. Participants learned a continuous tracing task and then performed 24-hour retention and transfer tests. Retention and transfer test movement times were significantly faster for SC compared to YK participants within the No Load condition but did not differ between these participants within the Load condition. Errors were similar among all groups in retention and transfer. These results provide support for the importance of information processing in regards to the self-controlled learning benefit.

Self-Controlled Practice to Achieve Neuro-Cognitive Engagement: Underlying Brain Processes to Enhance Cognitive-Motor Learning and Performance

While self-controlled practice has been shown to be an effective practice methodology, the neuro-cognitive correlates of its effectiveness are unclear. We investigated whether learners participating in self-controlled practice exhibit increased neuro-cognitive engagement compared to externally controlled practice. Two groups (self-controlled and yoked) of 16 participants practiced and performed a golf putting task over 3 days. Working memory engagement, central executive activity, and cortical activation were assessed via electroencephalography as indicators of neuro-cognitive engagement. The self-controlled group exhibited more consistent working memory engagement, and greater central executive activity, compared to the yoked group during practice. Relationships were also observed between neuro-cognitive engagement during self-controlled practice and performance improvement, indicating that self-controlled practice uniquely benefitted from increased neuro-cognitive engagement.

Examining the impact of error estimation on the effects of self-controlled feedback

Two experiments were conducted that examined the motivational and informational perspectives concerning learning advantages from self-controlled practice. Three groups were tasked with learning a novel skill; self-controlled (SC), yoked traditional (YT), and yoked with error estimation required during the acquisition phase (YE). Results from the delayed learning measures showed the YE group performed better than the SC and YT groups, for Expt. 1. A similar pattern emerged for Expt. 2, albeit, this was not significant. While there were no motivation differences across the groups in either experiment, a strong correlation in Expt. 2 was shown between error estimation capabilities, which were best for the YE group, and learning. These combined results suggest that informational processes contribute more to the self-controlled feedback learning advantage, relative to motivational contributions.

Changes in Mental Workload and Motor Performance Throughout Multiple Practice Sessions Under Various Levels of Task Difficulty

The allocation of mental workload is critical to maintain cognitive-motor performance under various demands. While mental workload has been investigated during performance, limited efforts have examined it during cognitive-motor learning, while none have concurrently manipulated task difficulty. It is reasonable to surmise that the difficulty level at which a skill is practiced would impact the rate of skill acquisition and also the rate at which mental workload is reduced during learning (relatively slowed for challenging compared to easier tasks). This study aimed to monitor mental workload by assessing cortical dynamics during a task practiced under two difficulty levels over four days while perceived task demand, performance, and electroencephalography (EEG) were collected. As expected, self-reported mental workload was reduced, greater working memory engagement via EEG theta synchrony was observed, and reduced cortical activation, as indexed by progressive EEG alpha synchrony was detected during practice. Task difficulty was positively related to the magnitude of alpha desynchrony and accompanied by elevations in the theta-alpha ratio. Counter to expectation, the absence of an interaction between task difficulty and practice days for both theta and alpha power indicates that the refinement of mental processes throughout learning occurred at a comparable rate for both levels of difficulty. Thus, the assessment of brain dynamics was sensitive to the rate of change of cognitive workload with practice, but not to the degree of difficulty. Future work should consider a broader range of task demands and additional measures of brain processes to further assess this phenomenon.

Self-Control of Haptic Assistance for Motor Learning: Influences of Frequency and Opinion of Utility

Studies of self-controlled practice have shown benefits when learners controlled feedback schedule, use of assistive devices and task difficulty, with benefits attributed to information processing and motivational advantages of self-control. Although haptic assistance serves as feedback, aids task performance and modifies task difficulty, researchers have yet to explore whether self-control over haptic assistance could be beneficial for learning. We explored whether self-control of haptic assistance would be beneficial for learning a tracing task. Self-controlled participants selected practice blocks on which they would receive haptic assistance, while participants in a yoked group received haptic assistance on blocks determined by a matched self-controlled participant. We inferred learning from performance on retention tests without haptic assistance. From qualitative analysis of open-ended questions related to rationales for/experiences of the haptic assistance that was chosen/provided, themes emerged regarding participants' views of the utility of haptic assistance for performance and learning. Results showed that learning was directly impacted by the frequency of haptic assistance for self-controlled participants only and view of haptic assistance. Furthermore, self-controlled participants' views were significantly associated with their requested haptic assistance frequency. We discuss these findings as further support for the beneficial role of self-controlled practice for motor learning.

Lassoing Skill Through Learner Choice

The authors examined several issues related to the motor learning benefits resulting from giving learners choices. In 2 experiments, participants practiced a novel task, throwing a lasso. In Experiment 1, giving learners a choice ostensibly irrelevant to performance (color of mat under target) resulted in enhanced learning relative to a control group. The choice group also reported more positive affect. Experiment 2 compared the effectiveness of task-irrelevant (mat color) versus task-relevant (video demonstrations of the skill) choices. In both choice groups, each participant was yoked to a participant in the other group, and each received the same mat color or saw the video demonstration, respectively, as chosen by their counterpart in the other group. In the control group, participants were yoked to their respective counterparts in each of the choice groups. On a retention test, the 2 choice groups did not differ from each other, but both outperformed the control group. The affective and learning effects seen when learners are given choices, and the fact that task-relevant and task-irrelevant choices resulted in similar learning benefits, are consistent with a content-neutral mechanism for the effects of choice on learning, as described in the OPTIMAL theory of motor learning (Wulf & Lewthwaite, 2016 ).

Relatedness support enhances motor learning

The present experiment was designed to test the effects of practice with relatedness support on motor learning. Forty-five young adults practiced a task in which they were required to learn to swim the front crawl stroke for one length in an indoor swimming pool (25 m) using 50% of the maximal speed. In the relatedness support condition (RS group), the instructions emphasized acknowledgement, caring, and interest in the participants' experiences, while in the relatedness thwart condition (RTh group), instructions emphasized disinterest in the participant as a person. A third, neutral condition (Control group) did not receive specific relatedness instructions. One day after practice, participants completed retention and transfer tests. The RS group demonstrated greater improvement in performance during practice and enhanced learning relative to the RTh and Control groups, while the RTh group showed decreased learning compared with the Control group. Furthermore, RS participants reported higher motivation and greater positive affect than the RTh and Control groups. The present findings demonstrate that relatedness support enhances the learning of motor skills. They also highlight motivational and affective effects that are observed when learners are provided with relatedness support.

Attentional Focus in Motor Learning, the Feldenkrais Method, and Mindful Movement

The present paper discusses attentional focus in motor learning and performance from the point of view of mindful movement practices, taking as a starting point the Feldenkrais method. It is argued that earlier criticism of the Feldenkrais method (and thereby implicitly of mindful movement practices more generally) because of allegedly inappropriate attentional focus turns out to be unfounded in light of recent developments in the study of motor learning and performance. Conversely, the examples of the Feldenkrais method and Ki-Aikido are used to illustrate how both Western and Eastern (martial arts derived) mindful movement practices might benefit sports psychology.

Choose to move: The motivational impact of autonomy support on motor learning

Numerous studies in the motor learning domain have demonstrated learning advantages of self-controlled practice relative to yoked conditions. In separate lines of evidence in the social-psychological literature, findings show that providing participants with task-relevant autonomy support or minor incidental choices can result in superior outcomes when compared with conditions that thwart autonomy or do not offer choice. We hypothesized that motor learning could be enhanced by providing learners with choices - even if those choices are unrelated to task performance. In Experiment 1, two groups of participants practiced a golf putting task. While one group (the choice group) was able to select the color of golf balls (white, yellow, or orange) to be used in each upcoming block of 10 trials, participants in the second group (the yoked group) were provided with the same colored golf balls their choice-group counterparts had chosen. The results of a 24-h delayed retention test indicated significantly greater putting accuracy for the choice compared with the yoked group. Experiment 2 went one step further by asking choice group participants for their preferences regarding two issues unrelated to the practice task (balancing on a stabilometer): (1) which of two subsequent tasks (coincident timing or hand dynamometry) they wanted to perform and (2) which of two prints of paintings by Renoir they thought the investigator should hang on the laboratory wall. Yoked group participants were simply informed about which task they would perform afterwards and of which painting the experimenter would put on the wall. Balance learning was significantly more effective in the choice group on a retention test. Thus, self-controlled practice conditions can influence motor learning without providing task-relevant information, content, or strategic learning advantages. Self-controlled effects in motor learning may be motivational in nature, attributable to satisfaction of fundamental autonomy needs.

The effect of learner's control of self-observation strategies on learning of front crawl

This study investigated the effect of learner's control of self-observation strategies on motor skill learning. For this purpose, beginner and intermediate learner swimmers practised the front crawl. Seventy college students took part in this experiment. They comprised 40 novice learners, both male (n=19) and female (n=21), with an average age of 20.7 years (±0.44), and 30 intermediate learners, both male (n=17) and female (n=13), with an average age of 21.1 years (±0.86). The design involved a pretest (one day), four acquisition sessions (four days), and a retention test (one day). They were divided into three groups: (1) choice, which could choose to watch a video with their best or overall performance during practise; (2) yoked, which were paired to those of the choice group; and (3) control (did not watch any video). The measures included the performance of front crawl and self-efficacy. The results showed that: (1) beginners who chose a type of observation strategy had superior motor skill learning; (2) for intermediate learners, self-observation promoted better motor learning, regardless of the control of choices; (3) self-observation improved self-efficacy beliefs.

Enhanced retention of drop vertical jump landing technique: A randomized controlled trial

External focus instructions have been shown to result in superior motor performance compared to internal focus instructions. Using an EF may help to optimize current anterior cruciate ligament (ACL) injury prevention programs. The purpose of the current study was to investigate the effects of instructions on landing technique and performance by comparing an external focus (EF), internal focus (IF), video (VI) and control (CTRL) group. Subjects (age 22.50±1.62years, height 179.70±10.43cm, mass 73.98±12.68kg) were randomly assigned to IF (n=10), EF (n=10), VI (n=10) or CTRL group (n=10). Landing was assessed from a drop vertical jump (DVJ) in five sessions: pretest, two training blocks (TR1 and TR2) and directly after the training sessions (post test) and retention test 1week later. Group specific instructions were offered in TR1 and TR2. Landing technique was assessed with the Landing Error Scoring System (LESS) and jump height was taken as performance measure. The results show that males in the VI group and females both in the VI and EF groups significantly improved jump-landing technique. Retention was achieved and jump height was maintained for males in the VI group and females both in the VI and EF groups. It is therefore concluded that EF and VI instructions have great potential in ACL injury prevention.

High User Control in Game Design Elements Increases Compliance and In-game Performance in a Memory Training Game

Computer games are increasingly being used for training cognitive functions like working memory and attention among the growing population of older adults. While cognitive training games often include elements like difficulty adaptation, rewards, and visual themes to make the games more enjoyable and effective, the effect of different degrees of afforded user control in manipulating these elements has not been systematically studied. To address this issue, two distinct implementations of the three aforementioned game elements were tested among healthy older adults (N = 21, 69.9 ± 6.4 years old) playing a game-like version of the n-back task on a tablet at home for 3 weeks. Two modes were considered, differentiated by the afforded degree of user control of the three elements: user control of difficulty vs. automatic difficulty adaptation, difficulty-dependent rewards vs. automatic feedback messages, and user choice of visual theme vs. no choice. The two modes ("USER-CONTROL" and "AUTO") were compared for frequency of play, duration of play, and in-game performance. Participants were free to play the game whenever and for however long they wished. Participants in USER-CONTROL exhibited significantly higher frequency of playing, total play duration, and in-game performance than participants in AUTO. The results of the present study demonstrate the efficacy of providing user control in the three game elements, while validating a home-based study design in which participants were not bound by any training regimen, and could play the game whenever they wished. The results have implications for designing cognitive training games that elicit higher compliance and better in-game performance, with an emphasis on home-based training.

Optimization of the anterior cruciate ligament injury prevention paradigm: novel feedback techniques to enhance motor learning and reduce injury risk

Primary anterior cruciate ligament (ACL) injury prevention programs effectively reduce ACL injury risk in the short term. Despite these programs, ACL injury incidence is still high, making it imperative to continue to improve current prevention strategies. A potential limitation of current ACL injury prevention training may be a deficit in the transfer of conscious, optimal movement strategies rehearsed during training sessions to automatic movements required for athletic activities and unanticipated events on the field. Instructional strategies with an internal focus of attention have traditionally been utilized, but may not be optimal for the acquisition of the control of complex motor skills required for sports. Conversely, external-focus instructional strategies may enhance skill acquisition more efficiently and increase the transfer of improved motor skills to sports activities. The current article will present insights gained from the motor-learning domain that may enhance neuromuscular training programs via improved skill development and increased retention and transfer to sports activities, which may reduce ACL injury incidence in the long term.

Effects of self-control and instructor-control feedback on motor learning in individuals with cerebral palsy

In this study we investigated the effects of "self-control and instructor-control feedback" on motor learning in individuals with cerebral palsy (CP). For this reason 22 boy students with CP type I (12.26±3.11 years of age) were chosen. They were put into self-control feedback, instructor-control feedback and control groups. All participants practiced dart throwing skill for 5 sessions (4 blocks of 5 trails each session). The self-control group received knowledge of results (KR) feedback for half of their trials whenever they wanted. The instructor-control group received KR feedback after half of both their good and bad trails. The control group received no feedback for any trails. The acquisition test was run immediately at the end of each practice session (the last block) and the retention and transfer tests were run 24h following the acquisition phase. Analyses of variance with repeated measures and Post hoc tests were used to analyze the data. According to the results of this study, individuals with CP have the ability of acquiring and retaining a new motor skill. Also, it was found that self-control feedback is effective than instructor-control feedback on learning of a motor task in individuals with CP as in the average population. These findings show that rules regarding feedback also apply to people afflicted with CP.

Novel methods of instruction in ACL injury prevention programs, a systematic review

Anterior cruciate ligament (ACL) injury prevention programs have been successful in the short term. Motor learning strategies with an internal focus (IF) to body movements have traditionally been utilized, but may be less suitable than an external focus (EF) for the acquisition and control of complex motor skills required for sport. To investigate the available literature and provide an overview of the effect of IF and EF instructions on jump landing technique. Systematic searches were conducted in PubMed (1966 to May 2014), CINAHL (1981 to May 2014) and PsycInfo (1989 to May 2014). A priori defined inclusion criteria were: (i) full text; (ii) published in English, German or Dutch; (iii) healthy adult subjects (mean age ≥18 years); (iv) jump and landing performance tested and (v) study used comparison between an EF and IF. Performance (jump height and distance) and technique (kinematics and kinetics) were the primary outcome variables of interest. Nine papers were included. Significant better motor performance and movement technique was found with an EF compared to an IF. Considering the beneficial results in the included studies when utilizing an EF, it is suggested to implement these strategies into ACL injury prevention programs.

Understanding Self-Controlled Motor Learning Protocols through the Self-Determination Theory

The purpose of the present review was to provide a theoretical understanding of the learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT). Three micro-theories within the macro-theory of SDT (Basic psychological needs theory, Cognitive Evaluation Theory, and Organismic Integration Theory) are used as a framework for examining the current self-controlled motor learning literature. A review of 26 peer-reviewed, empirical studies from the motor learning and medical training literature revealed an important limitation of the self-controlled research in motor learning: that the effects of motivation have been assumed rather than quantified. The SDT offers a basis from which to include measurements of motivation into explanations of changes in behavior. This review suggests that a self-controlled practice context can facilitate such factors as feelings of autonomy and competence of the learner, thereby supporting the psychological needs of the learner, leading to long term changes to behavior. Possible tools for the measurement of motivation and regulation in future studies are discussed. The SDT not only allows for a theoretical reinterpretation of the extant motor learning research supporting self-control as a learning variable, but also can help to better understand and measure the changes occurring between the practice environment and the observed behavioral outcomes.

Self-controlled learning: the importance of protecting perceptions of competence

Recent studies examining the role of self-controlled feedback have shown that learners ask for feedback after what they believe was a “good” rather than “poor” trial. Also, trials on which participants request feedback are often more accurate than those without feedback. The present study examined whether manipulating participants’ perception of “good” performance would have differential effects on learning. All participants practiced a coincident-anticipation timing task with a self-controlled feedback schedule during practice. Specifically, they were able to ask for feedback after 3 trials in each of three 10-trial practice blocks. While one group (Self-30) was told that an error of 30 ms or less would be considered good performance, another group (Self-4) was informed that an error of 4 ms or less would be considered a good trial. A third, self-control group (Self) did not receive any information about what constituted good performance. The results showed that participants of all groups asked for feedback primarily after relatively good trials. At the end of practice, both the Self-30 and Self groups demonstrated greater perceived competence and self-efficacy than the Self-4 group. The Self-30 and Self groups also performed with greater accuracy and less variability in retention and transfer (non-dominant hand) 1 day later. The present findings indicated that the typical learning benefits of self-controlled practice can be thwarted by depriving learners of the opportunity of experiencing competence through good performance. They add to the accumulating evidence of motivational influences on motor learning.