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Apolinário-Souza T, Lelis-Torres N, Czyż SH, Lage GM. The Effect of Different Combinations of Practice Schedules on Motor Response Stability during Practice. J Mot Behav 2023; 55:174-185. [PMID: 36436833 DOI: 10.1080/00222895.2022.2141677] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Many results in motor learning have indicated that relative and absolute timing dimensions are modulated by factors that modify response stability among trials. One of these factors is the combination of constant and variable practices. Although many researchers have investigated the combination of practice schedules, these researchers have used measurements that do not assess performance and motor response separately. This study aimed to investigate the effect of different combinations of practice schedules on motor response stability during practice. Participants performed a sequential key-pressing task with two goals: (1) to learn the relative timing dimension and (2) the absolute timing dimension. Participants were assigned to one of two groups: constant-variable or variable-constant. Our findings indicate an influence of the increase in variability over the practice in the constant-variable group. Precisely, the increase in variability of total time in the second half (constant-variable group) of practice was followed by the maintenance of the same level of cross-correlate between absolute timing error and variability of total time. Finally, our findings support the hypothesis that practicing in a constant schedule favors the relative timing dimension of learning regardless of the order in which the constant practice is provided.
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Affiliation(s)
| | | | - Stanisław H Czyż
- Akademia Wychowania Fizycznego we Wrocławiu, Wrocław, Poland
- Faculty of Sport Studies, Masaryk University, Brno, Czechia
- Physical Activity, Sport and Recreation (PhASRec), North-West University (NWU), South Africa
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Young DR, Banks CL, McGuirk TE, Patten C. Evidence for shared neural information between muscle synergies and corticospinal efficacy. Sci Rep 2022; 12:8953. [PMID: 35624121 PMCID: PMC9142531 DOI: 10.1038/s41598-022-12225-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 04/26/2022] [Indexed: 11/29/2022] Open
Abstract
Stroke survivors often exhibit gait dysfunction which compromises self-efficacy and quality of life. Muscle Synergy Analysis (MSA), derived from electromyography (EMG), has been argued as a method to quantify the complexity of descending motor commands and serve as a direct correlate of neural function. However, controversy remains regarding this interpretation, specifically attribution of MSA as a neuromarker. Here we sought to determine the relationship between MSA and accepted neurophysiological parameters of motor efficacy in healthy controls, high (HFH), and low (LFH) functioning stroke survivors. Surface EMG was collected from twenty-four participants while walking at their self-selected speed. Concurrently, transcranial magnetic stimulation (TMS) was administered, during walking, to elicit motor evoked potentials (MEPs) in the plantarflexor muscles during the pre-swing phase of gait. MSA was able to differentiate control and LFH individuals. Conversely, motor neurophysiological parameters, including soleus MEP area, revealed that MEP latency differentiated control and HFH individuals. Significant correlations were revealed between MSA and motor neurophysiological parameters adding evidence to our understanding of MSA as a correlate of neural function and highlighting the utility of combining MSA with other relevant outcomes to aid interpretation of this analysis technique.
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Affiliation(s)
- David R Young
- Biomechanics, Rehabilitation, and Integrative Neuroscience (BRaIN) Lab, UC Davis School of Medicine, Sacramento, CA, USA.,UC Davis Center for Neuroengineering and Medicine, University of California, Davis, Davis, CA, USA
| | - Caitlin L Banks
- Biomechanics, Rehabilitation, and Integrative Neuroscience (BRaIN) Lab, UC Davis School of Medicine, Sacramento, CA, USA.,UC Davis Center for Neuroengineering and Medicine, University of California, Davis, Davis, CA, USA.,VA Northern California Health Care System, Martinez, CA, USA
| | - Theresa E McGuirk
- Biomechanics, Rehabilitation, and Integrative Neuroscience (BRaIN) Lab, UC Davis School of Medicine, Sacramento, CA, USA.,UC Davis Center for Neuroengineering and Medicine, University of California, Davis, Davis, CA, USA.,VA Northern California Health Care System, Martinez, CA, USA
| | - Carolynn Patten
- Biomechanics, Rehabilitation, and Integrative Neuroscience (BRaIN) Lab, UC Davis School of Medicine, Sacramento, CA, USA. .,UC Davis Center for Neuroengineering and Medicine, University of California, Davis, Davis, CA, USA. .,VA Northern California Health Care System, Martinez, CA, USA.
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Bahri F, Elghoul Y, Masmoudi L, Clark CCT, Glenn JM, Souissi N. The Effects of Manipulating Task Difficulty and Feedback Frequency on Children's Dart Throwing Accuracy and Consistency. Percept Mot Skills 2021; 128:2787-2804. [PMID: 34412539 DOI: 10.1177/00315125211039341] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
In the present study we investigated the effects of manipulating task difficulty (constant vs. progressive difficulty) and frequency of knowledge of results (KR) on the accuracy and consistency of children's performance of a novel fine motor coordination task (dart throwing). We assigned 69 right-handed physical education (PE) students (M age = 10.73, SD = 0.89 years) to progressive (PDG) or constant difficulty (CDG) groups. PDG and CDG were each split into three subgroups who received varying KR frequency (100%KR, 50%KR, and 33%KR), creating a total of six groups. We increased difficulty in the PDG by manipulating the distance to the target (2 m, 2.37 m, and 3.56 m), while distance to the target was constant for CDG throughout the experiment (2.37 m). We conducted performance assessments during familiarization (pre-test), acquisition (post-test), and retention (retention testing) learning phases under both normal condition (NC) and a time pressure condition (TPC). Repeated-measures analysis of variance revealed a significant effect of difficulty manipulation on skill learning under both NC and TPC. Further analyses revealed that skill learning was enhanced by progressive difficulty manipulation. However, learning was not affected by KR frequency changes. Progressive difficulty practice enhanced both accuracy and consistency, specifically at retention testing. These results suggest that motor learning in children may be enhanced by practicing with progressive increases in difficulty. PE teachers are encouraged to gradually introduce difficulty levels in motor learning tasks that require high accuracy.
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Affiliation(s)
- Fatma Bahri
- Education, Motor Skills, Sports and Health (EM2S), LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Yousri Elghoul
- Education, Motor Skills, Sports and Health (EM2S), LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Liwa Masmoudi
- Education, Motor Skills, Sports and Health (EM2S), LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Cain C T Clark
- Warwickshire Institute for Diabetes, Endocrinology & Metabolism (WISDEM), University Hospitals Coventry & Warwickshire (UHCW) NHS Trust, Coventry, United Kingdom
| | - Jordan M Glenn
- Exercise Science Research Center, Department of Health, Human Performance and Recreation, University of Arkansas, Fayetteville, Arkansas, United States
| | - Nizar Souissi
- Physical Activity: Sport and Health, UR18JS01, National Sport Observatory, Tunis, Tunisia
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Czyż SH. Variability of Practice, Information Processing, and Decision Making-How Much Do We Know? Front Psychol 2021; 12:639131. [PMID: 33679566 PMCID: PMC7933225 DOI: 10.3389/fpsyg.2021.639131] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Accepted: 01/22/2021] [Indexed: 11/23/2022] Open
Abstract
Decision-making is a complex action requiring efficient information processing. Specifically, in movement in which performance efficiency depends on reaction time, e.g., open-loop controlled movements, these processes may play a crucial role. Information processing includes three distinct stages, stimulus identification, response selection, and response programming. Mainly, response selection may play a substantial contribution to the reaction time and appropriate decision making. The duration of this stage depends on the number of possible choices an individual has to "screen" to make a proper decision. Given that reaction time is crucial in many sports, the possibilities of reducing it through practice are very tempting. The information processing and its relationship to the manner an individual is practicing are discussed. Especially the variability of practice issues will be explored. In variable practice conditions, an individual has to react to one or more stimuli and has to produce one of the many variations of the same movement or different movements they learned. One has to identify a stimulus appropriately and has to select a response optimally, i.e., choosing from as few choices as possible to reduce the reaction time. On the other hand, in constant practice conditions, an individual can be exposed to one or many stimuli. Still, there is only one variation of the movement that can be executed in the presence of a learned stimulus. Based on the information processing theory and the results of the research focusing on variability of practice, I discuss how the practice conditions may affect reaction time and, as a result, the decision-making process. I conceptually frame the possible implications of practice conditions on decision making related to information processing. In this review, a possible mechanism and relationship between practice conditions and decision-making are presented. Future research directions are presented.
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Affiliation(s)
- Stanisław H. Czyż
- Faculty of Physical Education and Sport, University School of Physical Education in Wrocław, Wrocław, Poland
- Faculty of Sport Studies, Masaryk University, Brno, Czechia
- Physical Activity, Sport and Recreation Research Focus Area, North-West University, Potchefstroom, South Africa
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