Variable practice in learning the forehand drive in tennis

Stimulus variability improves generalization following response inhibition training

The present study examined the effect of stimulus variability and practice order on generalization to novel stimuli following a single session of response inhibition training. Ninety-six young adults practiced the Go/No-go task online in three training conditions: (1) constant (N = 32)-inhibition practiced on one stimulus; (2) variable-blocked (N = 32)-inhibition practiced on 6 stimuli, each in a separate block; and (3) variable-random (N = 32)-inhibition practiced on 6 stimuli in random order. Generalization was measured by comparing groups on inhibition of novel stimuli and a trained stimulus immediately and 24 h after training. Consistent with our hypothesis, the variable-random and the variable-blocked groups showed better generalization to the novel items than the constant group, demonstrating the benefit of stimulus variability. The variable-random group also showed better generalization than the variable-blocked group, demonstrating the benefit of presenting stimuli in random order. Participants' capacity for working memory maintenance was found to modulate the effect of practice order. While the benefit of variability was retained 24 h after training, the effect of order was not. Results also show generalization to (1) different type of stimuli using the same task and (2) the same stimuli on a different response inhibition task (the Stop-Signal Task), however, the effect of variable practice and order were not evident in these cases. The study findings illustrate the advantage of using variable stimuli presented in random order for generalization and suggest that these principles of motor learning can be applied to learning of cognitive skills.

Effects of biofeedback on biomechanical factors associated with chronic ankle instability: a systematic review with meta-analysis

BACKGROUND

Biofeedback may alter the biomechanics of lower extremities in patients with chronic ankle instability (CAI). We aimed to systematically review the literature on the effect of gait-training and biofeedback on biomechanical parameters in individuals with CAI and conduct a meta-analysis.

METHODS

We searched four databases including PubMed, Web of Science, Scopus and Embase from their inception through 30th June 2022. The Downs and Black appraisal scale was applied to assess quality of included studies. Two reviewers screened studies to identify those reporting the effect of biofeedback on biomechanical factors associated with CAI. Outcomes of interest were kinetics and kinematics. Two authors separately extracted data from included studies. Data of interest were study design, number of sessions, intervention, tools, outcomes, number, sex, age, height, and body mass of participants.

RESULTS

Thirteen studies with a total of 226 participants were included. Biofeedback was capable of shifting center of pressure (COP) and lateral plantar pressure medially and reducing foot inversion, adduction, propulsive vertical ground reaction force (vGRF), ankle joint contact force, peak pressure and pressure time integral in the lateral mid-foot and forefoot. Auditory biofeedback had agreater impact on modifying plantar pressure in individuals with CAI. The meta-analyses revealed that visual biofeedback reduces peak pressure in lateral mid-foot and pressure time integral at lateral and medial heel and pressure increases under the hallux.

CONCLUSION

Biofeedback can alter pressure, vGRF, and foot inversion associated with CAI. Auditory biofeedback had greater impact on modifying plantar pressure in individuals with CAI. Further studies are required to assess the prolonged effect and clinical consequences of biofeedback or a combination of feedback on CAI in different age groups. Moreover, developing a low-cost and user-friendly device that can be evaluated in high quality RCTs is important prior to implementing the intervention in the clinical setting to reduce symptoms of CAI.

Grip position affects upper limb kinematic chain during tennis double-handed backhand topspin strokes: considerations for transitioning tennis grip position technique

The purpose of this study was to compare the upper limb kinematic chain of tennis players using either an eastern or continental non-dominant grip position during the forward swing of the double-handed backhand stroke. Sixteen right-handed tennis players performed backhands using two non-dominant grip positions (eastern and continental), aiming for two cross-court zones (deep and short). Trajectory data were captured using sixty reflective markers attached to the upper limb and racket using a 12-camera Vicon motion capture system (250 Hz). Peak angular velocity was significantly greater for multiple joint rotations at the dominant shoulder and entire non-dominant limb in the eastern grip. Subsequently, greater peak racket head angular velocity and post-impact ball speed were generated by the eastern grip, while shot accuracy was similar between grip types. There was delayed dominant shoulder peak adduction angular velocity for the continental grip, possibly due to a lack of skill familiarity causing changes in coordinative patterns. Collectively, the non-dominant grip position appears to influence proximal and distal upper limb movement. Future research should explore upper limb segment coordination comparing preferred and non-preferred double-handed backhand techniques and complete inter-disciplinary investigations to understand what grip positions are most effective for individuals to learn double-handed backhands.

Immediate effects of vibration biofeedback on ankle kinematics in people with chronic ankle instability

BACKGROUND

People with chronic ankle instability are more inverted during initial contact and loading response which may increase the risk of subsequent ankle injuries. Vibration feedback gait retraining causes medial center of pressure shifts but its impact on ankle kinematics remains unknown. The purpose of this study was to understand kinematic ankle changes in people with chronic ankle instability following vibration feedback gait retraining.

METHODS

Nineteen participants with chronic ankle instability walked with vibration feedback for 10 min on a treadmill and for one mile in the real-world. A vibration stimulus occurred at the lower leg when pressure under the 5th metatarsal exceeded a threshold. Three-dimensional kinematics of the ankle were recorded in the lab before and after training. Paired t-tests compared baseline and posttest ankle, hindfoot, and forefoot positions during initial contact and loading response for the lab and real-world conditions.

FINDINGS

After lab training the ankle (mean difference:-1.68 ± 1.62°, effect size:0.95) and forefoot (mean difference:-1.68 ± 1.67°, effect size:0.92) were more abducted. After real-world training, the ankle (mean difference:-1.19 ± 2.12°, effect size:0.54) and forefoot (mean difference:-1.87 ± 3.00°, effect size:0.63) were more everted. Similarly the ankle (mean difference:-2.37 ± 4.79°, effect size:0.46) and forefoot (mean difference:-2.78 ± 4.91°, effect size:0.51) were more abducted after real-world training.

INTERPRETATION

Vibration feedback decreases inversion and adduction during loading response. However, RW compared to lab training may have more beneficial frontal plane changes for people with chronic ankle instability.

Interacting With Multiple Partners Improves Communication Skills

Successful communication is important for both society and people's personal life. Here we show that people can improve their communication skills by interacting with multiple others, and that this improvement seems to come about by a greater tendency to take the addressee's perspective when there are multiple partners. In Experiment 1, during a training phase, participants described figures to a new partner in each round or to the same partner in all rounds. Then all participants interacted with a new partner and their recordings from that round were presented to naïve listeners. Participants who had interacted with multiple partners during training were better understood. This occurred despite the fact that the partners had not provided the participants with any input other than feedback on comprehension during the interaction. In Experiment 2, participants were asked to provide descriptions to a different future participant in each round or to the same future participant in all rounds. Next they performed a surprise memory test designed to tap memory for global details, in line with the addressee's perspective. Those who had provided descriptions for multiple future participants performed better. These results indicate that people can improve their communication skills by interacting with multiple people, and that this advantage might be due to a greater tendency to take the addressee's perspective in such cases. Our findings thus show how the social environment can influence our communication skills by shaping our own behavior during interaction in a manner that promotes the development of our communication skills.

Practice Variability Combined with Task-Oriented Electromyographic Biofeedback Enhances Strength and Balance in People with Chronic Stroke

Objectives

To investigate the effects of practice variability combined with task-oriented electromyographic biofeedback (EMGBFB) on strength and balance in people with chronic stroke.

Methods

Thirty-three participants were randomly assigned into the constant force EMGBFB tibialis anterior (TA) exercise (constant) group, the variable force EMGBFB tibialis anterior exercise (variable) group, or the upper extremity exercise without EMGBFB (control) group. Subjects in each group received 6 weekly sessions of exercise training (18 sessions, 40 minutes each). Motor outcomes were TA strength, balance (anteroposterior sway amplitude defined by limits of stability test in dynamic posturography), walking speed, Timed Up and Go test (TUGT), and six-minute walk test (6MWT). Data were measured at baseline, 1 day, 2 weeks, and 6 weeks posttraining.

Results

TA strength increased significantly in both the constant and variable groups after training. Balance significantly improved only in the variable group. All participants showed improvements in walking speed, TUGT, and 6MWT.

Conclusions

Task-oriented EMGBFB-assisted TA exercise training improved muscle strength in people with chronic stroke. Practicing to reach varying force levels during EMGBFB-assisted tibialis anterior exercises facilitated improvements in the ability to sway in the anteroposterior direction while standing. Our findings highlight the importance of task-oriented and motor learning principles while using the EMGBFB as an adjunct therapy in stroke rehabilitation. This trial was registered with trial registration number NCT01962662.

Precise isometric hand grip learning of hemiparetic stroke patients

Rehabilitation of hand movements after stroke aims at skills that can be well retained and transferred to novel conditions. These functions may be altered by training schedules such as constant and variable practice. A total of 36 participants with hemiparesis completed one of these schedules counterbalanced. Precise isometric hand grip force production was practiced for 4 days with a target force of 25% maximum voluntary contraction. The constant group practiced only the target force, whereas the variable group practiced the same amount including ±5 and 10% maximum voluntary contraction. Target force presentation and feedback were provided visually. Results indicated that both practice schedule led to learning. Variable practice resulted in a superior performance in retention and transfer tests, suggesting that it may be effective not only in the healthy population but also in stroke rehabilitation.

Effects of practice variability on spinal manipulation learning

OBJECTIVE

To evaluate the effects of practice variability on chiropractic students' capacity to deliver spinal manipulations (SMs) of a targeted peak force.

METHODS

Forty students participated in an experimental session including either a variable or a constant practice protocol of 45 SMs. SMs were delivered on a computer-connected device that recorded force-time profiles. Ten SMs with a target peak force of 350-N were performed before practice, immediately following practice, and 2 days later. Mixed-design analyses of variance were used to assess the effect of practice type on SM biomechanical parameters and on the constant, the absolute error (AE), and the variable error (VE).

RESULTS

The practice period led to significantly more accurate (F_AE[2,76] = 6.17, p < .01) and consistent (F_VE[2,76] = 3.90, p = .02) performances at the postintervention assessment regardless of practice type. Among biomechanical parameters, preload force was higher at the retention assessment than at baseline (F[2,76] = 6.53, p < .01), while rate of force application significantly decreased between the baseline and the retention assessment (F[2,76] = 4.10, p = .02).

CONCLUSION

This experimental study showed that 1 session of SM practice including feedback leads to an increase in SM peak force accuracy and consistency, whether or not the practice period included variable practice. The current results confirmed that short practice periods with feedback should be included in the chiropractic curriculum.

Learning better by repetition or variation? Is transfer at odds with task specific training?

Objective

Transfer of motor skills is the ultimate goal of motor training in rehabilitation practice. In children with Developmental Coordination Disorder (DCD), very little is known about how skills are transferred from training situations to real life contexts. In this study we examined the influence of two types of practice on transfer of motor skills acquired in a virtual reality (VR) environment.

Method

One hundred and eleven children with DCD and their typically developing (TD) peers, aged 6–10 years (M = 8.0 SD = 1.0) were randomly assigned to either variable (n = 56) or repetitive practice (n = 55). Participants in the repetitive practice played the same exergame (ski slalom) twice weekly for 20 minutes, over a period of 5 weeks, while those in the variable group played 10 different games. Motor skills such as balance tasks (hopping), running and agility tasks, ball skills and functional activities were evaluated before and after 5 weeks of training.

Results

ANOVA repeated measures indicated that both DCD and TD children demonstrated transfer effects to real life skills with identical and non-identical elements at exactly the same rate, irrespective of the type of practice they were assigned to.

Conclusion

Based on these findings, we conclude that motor skills acquired in the VR environment, transfers to real world contexts in similar proportions for both TD and DCD children. The type of practice adopted does not seem to influence children’s ability to transfer skills acquired in an exergame to life situations but the number of identical elements does.

Transfer in Motor Sequence Learning: Effects of Practice Schedule and Sequence Context

Transfer (i.e., the application of a learned skill in a novel context) is an important and desirable outcome of motor skill learning. While much research has been devoted to understanding transfer of explicit skills the mechanisms of skill transfer after incidental learning remain poorly understood. The aim of this study was to (1) examine the effect of practice schedule on transfer and (2) investigate whether sequence-specific knowledge can transfer to an unfamiliar sequence context. We trained two groups of participants on an implicit serial response time task under a Constant (one sequence for 10 blocks) or Variable (alternating between two sequences for a total of 10 blocks) practice schedule. We evaluated response times for three types of transfer: task-general transfer to a structurally non-overlapping sequence, inter-manual transfer to a perceptually identical sequence, and sequence-specific transfer to a partially overlapping (three shared triplets) sequence. Results showed partial skill transfer to all three sequences and an advantage of Variable practice only for task-general transfer. Further, we found expression of sequence-specific knowledge for familiar sub-sequences in the overlapping sequence. These findings suggest that (1) constant practice may create interference for task-general transfer and (2) sequence-specific knowledge can transfer to a new sequential context.

Effects of variability of practice in music: a pilot study on fast goal-directed movements in pianists

Variability of Practice (VOP) refers to the acquisition of a particular target movement by practicing a range of varying targets rather than by focusing on fixed repetitions of the target only. VOP has been demonstrated to have beneficial effects on transfer to a novel task and on skill consolidation. This study extends the line of research to musical practice. In a task resembling a barrier-knockdown paradigm, 36 music students trained to perform a wide left-hand interval leap on the piano. Performance at the target distance was tested before and after a 30-min standardized training session. The high-variability group (VAR) practiced four different intervals including the target. Another group (FIX) practiced the target interval only. A third group (SPA) performed spaced practice on the target only, interweaving with periods of not playing. Transfer was tested by introducing an interval novel to either group. After a 24-h period with no further exposure to the instrument, performance was retested. All groups performed at comparable error levels before training, after training, and after the retention (RET) interval. At transfer, however, the FIX group, unlike the other groups, committed significantly more errors than in the target task. After the RET period, the effect was washed out for the FIX group but then was present for VAR. Thus, the results provide only partial support for the VOP hypothesis for the given setting. Additional exploratory observations suggest tentative benefits of VOP regarding execution speed, loudness, and performance confidence. We derive specific hypotheses and specific recommendations regarding sample selection and intervention duration for future investigations. Furthermore, the proposed leap task measurement is shown to be (a) robust enough to serve as a standard framework for studies in the music domain, yet (b) versatile enough to allow for a wide range of designs not previously investigated for music on a standardized basis.

Specificity and variability of practice, and contextual interference in acquisition and transfer of an underhand volleyball serve

The present study investigated the effects of practice composition on acquisition and transfer of the underhand volleyball serve in a standard high school physical education setting. 72 middle-school students (M age = 14.1 yr., SD = 0.7) were selected and assigned to six groups: five experimental (Random, Serial, Blocked, Constant, Specific), and one Control group all pretested. The five experimental groups received 45 acquisition trials over three class periods. Directional quantitative knowledge of results was provided to the students after each trial. After a 72-hr. retention interval, all groups performed 15 underhand volleyball serves without knowledge of results. Analyses indicated (a) better acquisition in the Specific and Constant groups relative to the Serial, Random, and Blocked groups, and (b) significantly superior transfer performance in the Specific and Random groups relative to the Serial, Blocked, Constant, and Control groups. This provides partial support for specificity of learning and contextual interference hypotheses. Practice in accord with the contextual interference hypothesis permits differentiations among varied practice schedules only during transfer.