Motor skill learning decreases movement variability and increases planning horizon

Motor learning alters vision, but vision does not alter motor learning

During visuomotor learning, improvements in motor performance accompany changes in how people use vision. However, the dependencies between altered visual reliance and improvements in motor skill is unclear. The present studies used an online sequence learning task to quantify how changing the availability of visual information affected motor skill learning (study 1) and how changing motor skill affected visual reliance (study 2). Participants used their keyboard to respond to targets falling vertically down a game screen. In study 1 (n = 49), the availability of visual information was altered by manipulating where the targets were visible on the screen. Three experimental groups practiced the task during full or limited vision conditions (when the targets were only visible in specific areas). We hypothesized that limiting visual information would reduce motor learning (i.e., the rate of improvement during training trial blocks). Instead, although participants performed worse during limited vision trials (P < 0.001), there was no difference in learning rate (P = 0.87). In study 2 (n = 119), all participants practiced the task with full vision and their visual reliance (i.e., their performance change between full and limited vision conditions) was quantified before and after training. We hypothesized that with motor learning, visual reliance on future targets would increase, whereas visual reliance on the current targets would decrease. The results of study 2 partially support our hypotheses with visual reliance decreasing for all visual areas (P < 0.001). Together, the results suggest changing motor skill alters how people use vision, but changing visual availability does not affect motor learning.NEW & NOTEWORTHY Previous research has established how people use visual information changes with motor learning. However, the dependencies of these two processes on each other are unclear. We find that limiting the availability of visual information degrades motor performance but not motor learning. We also find that motor learning reduces the impact of limiting the availability of visual information on motor performance. Together, these results suggest that how people use visual information depends on their motor skill.

The influence of foreperiod duration on the preparation and control of sequential aiming movements

Reaction time (RT) and movement times (MTs) to the first target are typically longer for two-target sequential movements compared to one-target movements. While this one-target advantage has been shown to be dependent on the availability of advance information about the numbers of targets, there has been no systematic investigation of how foreperiod duration (i.e., interval between presentation of the target(s) and stimulus) influences the planning and execution of sequential movements. Two experiments were performed to examine how the one-target advantage is influenced by the availability and timing of advance target information. In Experiment 1, participants performed one- and two-target movements in two separate blocks. In Experiment 2, target conditions were randomised from trial to trial. The interval between target(s) appearing and stimulus tone (i.e., foreperiod) was varied randomly (0, 500, 1,000, 1,500, and 2,000 ms). The results of Experiment 1 revealed that while the one-target advantage in RT was not influenced by foreperiod duration, the one-target advantage in MT increased as foreperiod duration increased. The variability of endpoints at the first target was greater in the two- compared to one-target condition. In Experiment 2, the one-target advantage in both RT and MT increased as the length of the foreperiod increased. However, there was no difference in limb trajectory variability between target conditions. The implication of these findings for theories of motor planning and execution of multiple segment movements is discussed.

Seeing does not mean processing: where we look and the visual information we rely on change independently as we learn a novel walking task

People use vision to inform motor control strategies during walking. With practice performing a target stepping task, people shift their gaze farther ahead, transitioning from watching their feet contact the target to looking for future target locations. The shift in gaze focus suggests the role of vision in motor control changes from emphasizing feedback to feedforward control. The present study examines whether changing visual fixation location is accompanied by a similar change in reliance upon visual information. Twenty healthy young adults practiced stepping on moving targets projected on the surface of a treadmill. Periodically, participants' visual reliance was probed by hiding stepping targets which inform feedback or feedforward (targets < or > 1.5 steps ahead, respectively) motor control strategies. We calculated visual reliance as the increase in step error when targets were hidden. We hypothesized that with practice, participant reliance on feedback visual information would decrease and their reliance on feedforward visual information would increase. Contrary to our hypothesis, participants became significantly more reliant on feedback visual information with practice (p < 0.001) but their reliance on feedforward visual information did not change (p = 0.49). Participants' reliance on visual information increased despite looking significantly farther ahead with practice (p < 0.016). Together, these results suggest that participants fixated on feedback information less. However, changes in fixation pattern did not reduce their reliance upon feedback information as stepping performance still significantly decreased when feedback information was removed after training. These findings provide important context for how the role of vision in controlling walking changes with practice.

Decision making influences movement variability and performance of high-level female football players in an elastic resistance task

Introduction

The inclusion of sport-specific constraints in resistance training promotes the development of player abilities in an integrated way, which maximises the effectiveness of player adaptations induced by training. Considering that perceptual-cognitive abilities play a fundamental role in football, decision making could be introduced to enhance the cognitive similarity of resistance tasks to sport actions. However, it is unknown how decision making as a constraint could affect the player during an elastic resistance task. Therefore, the aim of this study was to investigate the effects of decision making of high-level female football players on movement variability and performance during an elastic band resistance task.

Methods

Twenty-three high-level female football players performed the elastic resistance task with a ball, both as attackers and as defenders without decision making (NDM) and with decision making (DM). The movement variability was quantified using the sample entropy derived from the acceleration recorded with an accelerometer placed at the lower back of each player. The passing accuracy of the attacker was quantified using a scoring scale.

Results

Results revealed that adding decision making to an elastic resistance task increased the movement variability of the defender but did not affect the movement variability of the attacker. In contrast, the passing accuracy of the attacker was reduced. Overall, the attacker had a higher movement variability compared to the defender.

Discussion

These findings suggest that decision making, as a football-specific constraint, can enhance the potential of an elastic resistance task in training. This is due to the fact that it reduces control and regularity of movement for the defensive role player and increases technical difficulty for the attacking role player. Furthermore, these effects are beneficial, as they can promote the adaptive processes necessary to optimise the performance of the players.

Continuous evaluation of cost-to-go for flexible reaching control and online decisions

Humans consider the parameters linked to movement goal during reaching to adjust their control strategy online. Indeed, rapid changes in target structure or disturbances interfering with their initial plan elicit rapid changes in behavior. Here, we hypothesize that these changes could result from the continuous use of a decision variable combining motor and cognitive components. We combine an optimal feedback controller with a real-time evaluation of the expected cost-to-go, which considers target- and movement-related costs, in a common theoretical framework. This model reproduces human behaviors in presence of changes in the target structure occurring during movement and of online decisions to flexibly change target following external perturbations. It also predicts that the time taken to decide to select a novel goal after a perturbation depends on the amplitude of the disturbance and on the rewards of the different options, which is a direct result of the continuous monitoring of the cost-to-go. We show that this result was present in our previously collected dataset. Together our developments point towards a continuous evaluation of the cost-to-go during reaching to update control online and make efficient decisions about movement goal.

Don't watch your step: gaze behavior adapts with practice of a target stepping task

Vision plays a vital role in locomotor learning, providing feedback information to correct movement errors, and feedforward information to inform learned movement plans. Gaze behavior, or the distribution of fixation locations, can quantify how visual information is used during the motor learning process. How gaze behavior adapts during motor learning and in response to changing motor performance is poorly understood. This study examines if and how an individual's gaze behavior adapts during a sequence learning, target stepping task. We monitored the gaze behavior of 12 healthy young adults while they walked on a treadmill and attempted to precisely step on moving targets that were separated by variable distances (80%, 100%, and 120% of preferred step length). Participants completed a total of 11 trial blocks of 102 steps each. We hypothesized that both mean fixation distance would increase (participants would look farther ahead), and step error would decrease with experience. Following practice, participants significantly increased their fixation distance (P < 0.001) by 0.27 ± 0.18 steps and decreased their step error (P < 0.001) by 4.0 ± 1.7 cm, supporting our hypothesis. Our results suggest that early in the learning process, participants gaze behavior emphasized gathering visual information necessary for feedback motor control. As motor performance improved with experience, participants shifted their gaze fixation farther ahead placing greater emphasis on the visual information used for feedforward motor control. These findings provide important information about how gaze behavior changes in parallel with improvements in walking performance.NEW & NOTEWORTHY People consistently vary how they use visual information to inform walking. However, what drives this variation and how sampled visual information changes with locomotor learning is not well understood. Here, we find that gaze fixation locations moved farther ahead while step error decreases as participants practice a target stepping task. The results suggest that participants increasingly used a feedforward locomotor control strategy with practice.