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Carnero-Diaz A, Pecci J, Calvo-Lluch Á, Camacho-Lazarraga P. Use your imagination for better performance. Effects of analogy instruction in motor skills. A systematic review and meta-analysis. PSYCHOLOGY OF SPORT AND EXERCISE 2025; 76:102766. [PMID: 39419241 DOI: 10.1016/j.psychsport.2024.102766] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2024] [Revised: 10/12/2024] [Accepted: 10/14/2024] [Indexed: 10/19/2024]
Abstract
This systematic review and meta-analysis examined the effects of analogy instruction (ANA) on motor performance and knowledge declared (KD) compared with explicit learning (EXP) and control conditions. Five databases were included. The study analyzed 16 randomized controlled trials. Subsequent analysis was performed for moderators variables as age, skill, retention, stress situations number of rules, specificity and number of trials. The ANA instruction demonstrated greater efficacy than the control (ES = 0.32, p = 0.03) or EXP condition (ES = 0.29, p = 0.02) in motor tasks performance in general terms. ANA instructions also showed superiority in motor performance when compared to control conditions in retention (ES = 5.72, p = 0.004), and a trend towards significance was found under stress (ES = 1.18, p = 0.05). ANA also showed superiority in motor performance when compared to EXP instruction (ES = 0.29, p = 0.02). ANA demonstrated greater effects than EXP in retention (ES = 7.25, p = 0.01), but not under stress (ES = 0.62, p = 0.18). Sub-analyses demonstrated that children (all p < 0.01) and novices (all p < 0.01) are more likely to benefit from ANA instruction when compared to control or EXP. A subgroup analysis based on quantity of information comparing ANA versus EXP condition shows that ANA is more effective for enhancing motor performance than EXP when the number of rules are similar. Sub-analyses comparing ANA versus CNT shows that as the number of repetitions increases and the task becomes less specific, ANA instruction significantly improves performance. A comparison between ANA and EXP indicates no significant differences in performance regarding the number of repetitions and task specificity. A secondary analysis examined KD of different instructions. KD was greater in EXP instructions (ES = -1.48, p < 0.001) when compared to ANA. Findings suggest that analogy instruction may improve motor performance, especially in novice and child populations. However, caution is needed due to concerns when comparing with other instructional types and environments, as well as due to high heterogeneity in most of the comparisons and high risk of bias in included studies.
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Affiliation(s)
- Angel Carnero-Diaz
- Universidad Pablo de Olavide, Seville, Spain; Department of Physical Education and Sport, Universidad Pablo de Olavide, Seville, Spain.
| | - Javier Pecci
- Department of Physical Education and Sport, Universidad Pablo de Olavide, Seville, Spain.
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Muñoz-García D, Serrano JI, Ferrer-Peña R, d'Eudeville V, Brero M, Boisson M, Del Castillo MD. Visually-Induced Motor Imagery Effects on Motor Adaptation to Reverse Steering Cycling. A Randomized Controlled Trial. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2024; 95:458-465. [PMID: 37826855 DOI: 10.1080/02701367.2023.2252479] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2020] [Accepted: 08/02/2023] [Indexed: 10/14/2023]
Abstract
Purpose: First, testing an intervention of neuromodulation based on motor imagery and action observation as a promoter of motor adaptation of a complex motor task involving balance. Second, determining what prior balance factors can affect the motor adaptation task. Methods: A double-blind randomized controlled trial was performed. Forty-eight healthy subjects were recruited. The balance of all participants during gait and standing was assessed before adapting to the complex, multi-limb motor task of riding an inverse steering bicycle (ISB). Two interventions were carried out interleaved among trials of adaptation to the motor task: the experimental group (n = 24) was asked to perform neuromodulation (EN) by watching first-person ISB riding through immersive VR glasses and, simultaneously, mentally mimicking the movements. The control group (CG) was asked to watch a slideshow video of steady landscape images. Results: The results showed that the EN group did not improve the motor adaptation rate and induced higher adaptation times with respect to the CG. However, while the motor adaptation success showed a significant dependence on the prior proprioceptive participation in balance in the CG, the EN group did not present any relationship between the prior balance profile and motor adaptation outcome. Conclusions: Results point to a benefit of the visually guided neuromodulation for the motor adaptation of the subjects with low participation of proprioception in balance. Moreover, the results from the control group would allow to disclose prognostic factors about the success of the motor adaptation, and also prescription criteria for the proposed neuromodulation based on the balance profile.
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Bianco KM, Barhoun P, Lum JAG, Fuelscher I, Enticott PG, Williams J, Silk TJ, Caeyenberghs K, Hyde C. Atypical procedural learning in children with developmental coordination disorder: A combined behavioral and neuroimaging study. Brain Cogn 2024; 177:106160. [PMID: 38670051 DOI: 10.1016/j.bandc.2024.106160] [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: 02/20/2024] [Revised: 04/04/2024] [Accepted: 04/05/2024] [Indexed: 04/28/2024]
Abstract
While procedural learning (PL) has been implicated in delayed motor skill observed in developmental coordination disorder (DCD), few studies have considered the impact of co-occurring attentional problems. Furthermore, the neurostructural basis of PL in children remains unclear. We investigated PL in children with DCD while controlling for inattention symptoms, and examined the role of fronto-basal ganglia-cerebellar morphology in PL. Fifty-nine children (6-14 years; nDCD = 19, ncontrol = 40) completed the serial reaction time (SRT) task to measure PL. The Attention-Deficit Hyperactivity Disorder Rating Scale-IV was administered to measure inattention symptoms. Structural T1 images were acquired for a subset of participants (nDCD = 10, ncontrol = 28), and processed using FreeSurfer. Volume was extracted for the cerebellum, basal ganglia, and frontal regions. After controlling for inattention symptoms, the reaction time profile of controls was consistent with learning on the SRT task. This was not the case for those with DCD. SRT task performance was positively correlated with cerebellar cortical volume, and children with DCD trended towards lower cerebellar volume compared to controls. Children with DCD may not engage in PL during the SRT task in the same manner as controls, with this differential performance being associated with atypical cerebellar morphology.
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Affiliation(s)
- Kaila M Bianco
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia.
| | - Pamela Barhoun
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia
| | - Jarrad A G Lum
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia
| | - Ian Fuelscher
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia
| | - Peter G Enticott
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia
| | - Jacqueline Williams
- Institute for Health and Sport, College of Sport Health and Engineering, Victoria University, Melbourne, Australia
| | - Timothy J Silk
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia; Developmental Imaging, Murdoch Children's Research Institute, Melbourne, Australia
| | - Karen Caeyenberghs
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia
| | - Christian Hyde
- Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Australia
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van der Veer IPA, Bastiaenen CHG, Rameckers EAA, Klingels K. Experts' perspectives on how to promote implicit and explicit motor learning in children: A mixed-methods study. Child Care Health Dev 2024; 50:e13147. [PMID: 37365914 DOI: 10.1111/cch.13147] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/25/2023] [Revised: 04/26/2023] [Accepted: 06/06/2023] [Indexed: 06/28/2023]
Abstract
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.
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Affiliation(s)
- Ingrid P A van der Veer
- Rehabilitation Research Centre - REVAL, Faculty of Rehabilitation Sciences, Hasselt University, Hasselt, Belgium
| | - Caroline H G Bastiaenen
- Department of Epidemiology, Functioning, Participation & Rehabilitation Research Line, Research School CAPHRI, Maastricht University, Maastricht, The Netherlands
| | - Eugene A A Rameckers
- Rehabilitation Research Centre - REVAL, Faculty of Rehabilitation Sciences, Hasselt University, Hasselt, Belgium
- Department of Rehabilitation Medicine, Functioning, Participation & Rehabilitation Research Line, Research School CAPHRI, Maastricht University, Maastricht, The Netherlands
- Centre of Expertise, Adelante Rehabilitation Centre, Valkenburg, The Netherlands
| | - Katrijn Klingels
- Rehabilitation Research Centre - REVAL, Faculty of Rehabilitation Sciences, Hasselt University, Hasselt, Belgium
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Individual differences in working memory capacity and conscious processing do not explain explicit and implicit learning outcomes in physical education. Hum Mov Sci 2022; 86:103003. [PMID: 36272202 DOI: 10.1016/j.humov.2022.103003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Revised: 08/30/2022] [Accepted: 09/24/2022] [Indexed: 11/04/2022]
Abstract
This study examined the effects of explicit versus implicit learning methods on motor learning and self-efficacy of 11-to 14-year old students (n = 81) practicing the basketball layup during physical education. The main aim was to test the effects of students' verbal working memory capacity (WMC) and propensity for conscious motor processing (CMP) on explicit and implicit learning outcomes. The students practiced basketball layups for three weeks (one session/week) during regular PE classes under practice conditions that either promoted explicit or implicit learning. Verbal WMC and CMP propensity were measured separately. At the posttest, students had significantly improved their layup performance and technique, and self-efficacy, but no differences were noted between the intervention groups (explicit vs. implicit). Students' verbal WMC and CMP propensity did not differentially predict the learning outcomes for the explicit or implicit learning groups. Therefore, in this PE setting, both explicit and implicit learning methods seemed to similarly improve movement skill. Further study is needed to examine under which conditions individual constraints such as verbal WMC and propensity for conscious processing influence the effects of explicit and implicit learning.
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Xia Q, Ke L, Zheng Z. Is video creation more effective than self-exercise in motor skill learning? Front Psychol 2022; 13:1032680. [PMID: 36329752 PMCID: PMC9624247 DOI: 10.3389/fpsyg.2022.1032680] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Accepted: 09/27/2022] [Indexed: 12/03/2022] Open
Abstract
Parallel to the tremendous growth and expansion of video technology, it is easy and enjoyable for students to create a video as a learning activity. However, most previous studies primarily focused on declarative knowledge learning (e.g., language learning, science learning) rather than motor skill learning. The current study aimed to investigate whether creating and sharing a video with classmates would be more effective than merely creating a video and self-exercise to learn a motor skill in terms of intrinsic motivation, perseverance in learning, learning satisfaction, and roller-skating skill. Partially consistent with our hypothesis, we found that creating and sharing a video with classmates increased students' intrinsic motivation, perseverance in motor tasks, and learning satisfaction, but not roller-skating skill, followed by merely creating a video and then self-exercise. The findings have an important implication for motor skills learning: during teaching motor skills, teachers can use encourage students to create and share a video with classmates as a homework activity to increase students' intrinsic motivation, perseverance in motor tasks, and learning satisfaction.
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Affiliation(s)
- Qiudong Xia
- Department of Physical Education, Zhejiang Gongshang University, Hangzhou, China
| | - Lu’an Ke
- Department of Physical Education, Zhejiang Gongshang University, Hangzhou, China
| | - Zheng Zheng
- Ministry of Public Foundation, Zhejiang College of Shanghai University of Finance and Economics, Jinhua, China
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Bondi D, Robazza C, Lange-Küttner C, Pietrangelo T. Fine motor skills and motor control networking in developmental age. Am J Hum Biol 2022; 34:e23758. [PMID: 35613316 PMCID: PMC9541226 DOI: 10.1002/ajhb.23758] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Revised: 04/30/2022] [Accepted: 05/04/2022] [Indexed: 11/29/2022] Open
Abstract
Objectives We investigated the relationships between fine motor skills, fitness, anthropometrics, gender and perceived motor performance in school beginners. The aim of our study was to delineate whether and to what extent fine motor control would show meaningful synchrony with other motor variables in the age of onset of handwriting in school. Methods A sample of N = 239 of 6‐to‐8‐year‐old children were tested with an array of tasks measuring fine motor (i.e., dexterity and speed) and grapho‐motor performance (tracing on a tablet screen), anthropometric indexes, and fitness (shuttle run) measures. A subset of 95 children was also tested for perceived motor competence. Results In spite of an overall poor anthropometric condition, our participants were relatively fit. As expected, older children performed better in both, fine motor tasks and the shuttle test. The girls were better in fine motor skills, and an original speed‐quality trade‐off in the drawing was found. However, the magnitude of difference by grade was greater for boys' fine motor skills than those of girls'. A network analysis revealed three specific clusters, (1) perceived competencies, (2) fitness, and (3) fine motor skills. Conclusions Given the relative independence of these areas of physical performance, we suggest focusing on these three clusters as distinct areas of physical education. Fine motor skills deserve further consideration, especially at an early school age. We have demonstrated that network analysis and technology devices used to evaluate motor development are useful and meaningful tools.
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Affiliation(s)
- Danilo Bondi
- Department of Neuroscience, Imaging and Clinical Sciences, University "G. d'Annunzio" of Chieti-Pescara, Chieti, Italy
| | - Claudio Robazza
- Department of Medicine and Aging Sciences, University "G. d'Annunzio" of Chieti-Pescara, Chieti, Italy
| | - Christiane Lange-Küttner
- Department of Psychology, University of Greifswald, Germany.,Department of Psychology, University of Bremen, Bremen, Land Bremen, Germany
| | - Tiziana Pietrangelo
- Department of Neuroscience, Imaging and Clinical Sciences, University "G. d'Annunzio" of Chieti-Pescara, Chieti, Italy
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Kok M, Kal E, van Doodewaard C, Savelsbergh G, van der Kamp J. Tailoring explicit and implicit instruction methods to the verbal working memory capacity of students with special needs can benefit motor learning outcomes in physical education. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102019] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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Xie T, Wang L, Wang T. In which case is working memory for movements affected by verbal interference? Evidence from the verbal description of movement. Memory 2021; 29:762-777. [PMID: 34148533 DOI: 10.1080/09658211.2021.1944217] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Current perspectives on whether verbal interference affects working memory for movements have not yet reached a consensus. This study explored the causes of this controversy to reveal the relation between working memory for movements and the phonological loop. Experiment 1 explored whether the verbal description of movement moderated the effect of verbal interference (articulatory suppression) on working memory for movements. Verbal interference only affected working memory for easy-to-describe movements (lower accuracy). Experiment 2 excluded the interpretation of familiarity to the controversy and the effect of familiarity on the results of Experiment 1. Experiment 3 verified the results of Experiment 1 with another form of verbal interference, i.e., presenting irrelevant words visually. These three experiments suggest that the phonological loop is not recruited for processing working memory for movements in nature, but the two may interact through the verbal description prestored in the long-term memory. Thus, the current study provides a certain level of support for the separable movement-based subsystem hypothesis (Smyth, M. M., Pearson, N. A., & Pendleton, L. R. (1988). Movement and working memory: Patterns and positions in space. The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 40(3), 497-514. doi:10.1080/02724988843000041).
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Affiliation(s)
- Tingting Xie
- School of Psychology, Northeast Normal University, Changchun, People's Republic of China
| | - Lijuan Wang
- School of Psychology, Northeast Normal University, Changchun, People's Republic of China
| | - Tianze Wang
- Faculty of Education, Guangxi Normal University, Guilin, People's Republic of China
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Fine Motor Skills and Unsystematic Spatial Binding in the Common Region Test: Under-Inclusivity in Autism Spectrum Disorder and Over-Inclusivity in Attention-Deficit Hyperactivity Disorder. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2020. [DOI: 10.1123/jmld.2019-0033] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Introduction: The Common Region Test (CRT) is useful for predicting children’s visual memory as individual object-place binding predicted better object memory while objects-region coding predicted better place memory. Aim: To test children with autism spectrum disorder (ASD) and attention-deficit hyperactivity disorder (ADHD) with regards to spatial binding in the CRT. Methods: 19 children with ASD and 20 children with ADHD were gender-matched with 39 typically developing children by chronological age and with another 39 children by verbal mental age as control groups (N = 117) and tested with the CRT and Bender Gestalt test. Results: Children with ASD and ADHD showed more unsystematic coding than typically developing children. This was due to lower fine motor skills, and in children with ADHD also because of reduced verbal naming. Almost all children with ASD presented the less mature under-inclusive Type I unsystematic coding which included object-place binding, while children with ADHD showed the over-inclusive Type II unsystematic coding that was overriding the Gestalt-like properties of proximity and similarity. Conclusions: It was demonstrated that the CRT is a useful screening instrument for ASD and ADHD that shows that their spatial categorization varies in their unsystematic visuo-spatial classification due to fine motor skill deficiencies.
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Meier C, Fett J, Gröben B. The influence of analogy instruction and motion rule instruction on the learning process of junior tennis players. GERMAN JOURNAL OF EXERCISE AND SPORT RESEARCH 2019. [DOI: 10.1007/s12662-019-00589-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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van Cappellen – van Maldegem SJ, van Abswoude F, Krajenbrink H, Steenbergen B. Motor learning in children with developmental coordination disorder: The role of focus of attention and working memory. Hum Mov Sci 2018; 62:211-220. [DOI: 10.1016/j.humov.2018.11.001] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2018] [Revised: 10/31/2018] [Accepted: 11/01/2018] [Indexed: 11/16/2022]
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