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Czyż SH, Wójcik AM, Solarská P, Kiper P. High contextual interference improves retention in motor learning: systematic review and meta-analysis. Sci Rep 2024; 14:15974. [PMID: 38987617 PMCID: PMC11237090 DOI: 10.1038/s41598-024-65753-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2024] [Accepted: 06/24/2024] [Indexed: 07/12/2024] Open
Abstract
The effect of practice schedule on retention and transfer has been studied since the first publication on contextual interference (CI) in 1966. However, strongly advocated by scientists and practitioners, the CI effect also aroused some doubts. Therefore, our objective was to review the existing literature on CI and to determine how it affects retention in motor learning. We found 1255 articles in the following databases: Scopus, EBSCO, Web of Science, PsycINFO, ScienceDirect, supplemented by the Google Scholar search engine. We screened full texts of 294 studies, of which 54 were included in the meta-analysis. In the meta-analyses, two different models were applied, i.e., a three-level mixed model and random-effects model with averaged effect sizes from single studies. According to both analyses, high CI has a medium beneficial effect on the whole population. These effects were statistically significant. We found that the random practice schedule in laboratory settings effectively improved motor skills retention. On the contrary, in the applied setting, the beneficial effect of random practice on the retention was almost negligible. The random schedule was more beneficial for retention in older adults (large effect size) and in adults (medium effect size). In young participants, the pooled effect size was negligible and statically insignificant.
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Affiliation(s)
- Stanisław H Czyż
- Faculty of Physical Education and Sports, Wrocław University of Health and Sport Sciences, Wrocław, Poland.
- Faculty of Sport Studies, Masaryk University, Brno, Czechia.
- Physical Activity, Sport and Recreation (PhASRec), North-West University, Potchefstroom, South Africa.
| | - Aleksandra M Wójcik
- Faculty of Physical Education and Sports, Wrocław University of Health and Sport Sciences, Wrocław, Poland
| | - Petra Solarská
- Faculty of Sport Studies, Masaryk University, Brno, Czechia
| | - Paweł Kiper
- Healthcare Innovation Technology Lab, IRCCS San Camillo Hospital, Venezia, Italy
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2
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Jack PS, Austin JH, Sarah NK, Tony GJI, Shaun GB. A kinematically complex multi-articular motor skill for investigating implicit motor learning. PSYCHOLOGICAL RESEARCH 2024:10.1007/s00426-024-01987-0. [PMID: 38940820 DOI: 10.1007/s00426-024-01987-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Accepted: 06/06/2024] [Indexed: 06/29/2024]
Abstract
Here we present a task developed to probe implicit learning of a complex motor skill. This task addresses limitations related to task complexity noted in the literature for methods investigating implicit motor learning, namely the serial reaction time task and continuous tracking task. Specifically, the serial reaction time task is limited by the kinematic simplicity of the required movement and the continuous tracing task faces time-on-task confounds and limitations in the control of task difficulty. The task presented herein addresses these issues by employing a kinematically complex multi-articular movement that controls factors that contribute to task difficulty: stimulus animation velocity and trajectory complexity. Accordingly, our objective was to validate the use of this task in probing implicit motor learning, hypothesizing that participants would learn one of the repeating stimuli implicitly. Participants engaged in six blocks of training whereby they first observed and then reproduced a seemingly random complex trajectory. Repeated trajectories were embedded amongst random trajectories. In line with the hypothesis, error for the repeated trajectories was decreased in comparison to that observed for the random trajectories and 73% of participants were unable to identify one of the repeated trajectories, demonstrating the occurrence of implicit learning. While the task requires minor alteration to optimize learning, ultimately the findings underline the task's potential to investigate implicit learning of a complex motor skill.
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Affiliation(s)
- P Solomon Jack
- Laboratory for Brain Recovery and Function, School of Physiotherapy, Dalhousie University, Rm 407, 4th Floor Forrest Building, 5869 University Avenue, PO Box 15000, Halifax, NS, B3H 4R2, Canada
- Department of Psychology and Neuroscience, Dalhousie University, Halifax, Canada
| | - J Hurst Austin
- Laboratory for Brain Recovery and Function, School of Physiotherapy, Dalhousie University, Rm 407, 4th Floor Forrest Building, 5869 University Avenue, PO Box 15000, Halifax, NS, B3H 4R2, Canada
- PhD Health Program, Faculty of Health, Dalhousie University, Halifax, Canada
| | - N Kraeutner Sarah
- Neuroplasticity, Imagery, and Motor Behaviour Laboratory, Department of Psychology, University of British Columbia, Okanagan Campus, Vancouver, Canada
| | - G J Ingram Tony
- Laboratory for Brain Recovery and Function, School of Physiotherapy, Dalhousie University, Rm 407, 4th Floor Forrest Building, 5869 University Avenue, PO Box 15000, Halifax, NS, B3H 4R2, Canada
| | - G Boe Shaun
- Laboratory for Brain Recovery and Function, School of Physiotherapy, Dalhousie University, Rm 407, 4th Floor Forrest Building, 5869 University Avenue, PO Box 15000, Halifax, NS, B3H 4R2, Canada.
- Department of Psychology and Neuroscience, Dalhousie University, Halifax, Canada.
- PhD Health Program, Faculty of Health, Dalhousie University, Halifax, Canada.
- School of Health and Human Performance, Dalhousie University, Halifax, Canada.
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Kaufmann P, Zweier L, Baca A, Kainz H. Muscle synergies are shared across fundamental subtasks in complex movements of skateboarding. Sci Rep 2024; 14:12860. [PMID: 38834832 DOI: 10.1038/s41598-024-63640-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Accepted: 05/30/2024] [Indexed: 06/06/2024] Open
Abstract
A common theory of motor control posits that movement is controlled by muscle synergies. However, the behavior of these synergies during highly complex movements remains largely unexplored. Skateboarding is a hardly researched sport that requires rapid motor control to perform tricks. The objectives of this study were to investigate three key areas: (i) whether motor complexity differs between skateboard tricks, (ii) the inter-participant variability in synergies, and (iii) whether synergies are shared between different tricks. Electromyography data from eight muscles per leg were collected from seven experienced skateboarders performing three different tricks (Ollie, Kickflip, 360°-flip). Synergies were extracted using non-negative matrix factorization. The number of synergies (NoS) was determined using two criteria based on the total variance accounted for (tVAF > 90% and adding an additional synergy does not increase tVAF > 1%). In summary: (i) NoS and tVAF did not significantly differ between tricks, indicating similar motor complexity. (ii) High inter-participant variability exists across participants, potentially caused by the low number of constraints given to perform the tricks. (iii) Shared synergies were observed in every comparison of two tricks. Furthermore, each participant exhibited at least one synergy vector, which corresponds to the fundamental 'jumping' task, that was shared through all three tricks.
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Affiliation(s)
- Paul Kaufmann
- Department of Biomechanics, Kinesiology and Computer Science in Sport, Centre for Sport Science and University Sports, University of Vienna, Auf der Schmelz 6a (USZ II), 1150, Vienna, Austria
- Neuromechanics Research Group, Centre for Sport Science and University Sports, University of Vienna, Vienna, Austria
| | - Lorenz Zweier
- Department of Biomechanics, Kinesiology and Computer Science in Sport, Centre for Sport Science and University Sports, University of Vienna, Auf der Schmelz 6a (USZ II), 1150, Vienna, Austria
- Neuromechanics Research Group, Centre for Sport Science and University Sports, University of Vienna, Vienna, Austria
| | - Arnold Baca
- Department of Biomechanics, Kinesiology and Computer Science in Sport, Centre for Sport Science and University Sports, University of Vienna, Auf der Schmelz 6a (USZ II), 1150, Vienna, Austria
| | - Hans Kainz
- Department of Biomechanics, Kinesiology and Computer Science in Sport, Centre for Sport Science and University Sports, University of Vienna, Auf der Schmelz 6a (USZ II), 1150, Vienna, Austria.
- Neuromechanics Research Group, Centre for Sport Science and University Sports, University of Vienna, Vienna, Austria.
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4
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Scotto CR, Blandin Y, Crolan R, Eon A, Laguillaumie P, Decatoire A. Visual feedbacks influence short-term learning of torque versus motion profile with robotic guidance among young adults. Hum Mov Sci 2024; 95:103221. [PMID: 38696914 DOI: 10.1016/j.humov.2024.103221] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2024] [Revised: 03/27/2024] [Accepted: 04/24/2024] [Indexed: 05/04/2024]
Abstract
Robotic assistance can improve the learning of complex motor skills. However, the assistance designed and used up to now mainly guides motor commands for trajectory learning, not dynamics learning. The present study explored how a complex motor skill involving the right arm can be learned without suppressing task dynamics, by means of an innovative device with robotic guidance that allows a torque versus motion profile to be learned with admittance control. In addition, we assessed how concurrent visual feedback on this profile can enhance learning without creating dependency, by means of a fading procedure (i.e., feedback reduction across trials). On Day 1, a Control group performed an acquisition session (6 blocks) featuring concurrent visual feedback, while a Fading group performed the session with a gradual reduction in feedback (from 100% to 0% over the 6 blocks). On Day 2, both groups performed a block first without feedback (i.e., Transfer test), then with feedback (i.e., Retention test). Results revealed that on Day 1, movement rehearsal induced a significant improvement in spatiotemporal parameters for the Control group, compared with the Fading group. On Day 2, the opposite was found when this visual feedback was removed, as the Fading group performed significantly better than the Control group on the Transfer test. Vision allows a relationship to be established between the required torque and the motion profile. Its suppression then forces the processing of more intrinsic information, leading to the development of a stable internal representation of the task.
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Affiliation(s)
- C R Scotto
- Université de Poitiers, Université de Tours, Centre National de la Recherche Scientifique, Centre de Recherches sur la Cognition et l'Apprentissage (UMR 7295), Poitiers, France.
| | - Y Blandin
- Université de Poitiers, Université de Tours, Centre National de la Recherche Scientifique, Centre de Recherches sur la Cognition et l'Apprentissage (UMR 7295), Poitiers, France
| | - R Crolan
- Université de Poitiers, ISAE-ENSMA, CNRS, PPRIME, Poitiers, France
| | - A Eon
- Université de Poitiers, ISAE-ENSMA, CNRS, PPRIME, Poitiers, France
| | - P Laguillaumie
- Université de Poitiers, ISAE-ENSMA, CNRS, PPRIME, Poitiers, France
| | - A Decatoire
- Université de Poitiers, ISAE-ENSMA, CNRS, PPRIME, Poitiers, France
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Moshon-Cohen TE, Weinbach N, Bitan T. Stimulus variability improves generalization following response inhibition training. PSYCHOLOGICAL RESEARCH 2024; 88:786-802. [PMID: 38227074 DOI: 10.1007/s00426-023-01913-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2023] [Accepted: 12/11/2023] [Indexed: 01/17/2024]
Abstract
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.
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Affiliation(s)
- Tamara E Moshon-Cohen
- Psychology Department, School of Psychological Sciences, University of Haifa, Abba Khoushy Ave 199, 3498838, Haifa, Israel.
- Institute of Information Processing and Decision Making (IIPDM), University of Haifa, Haifa, Israel.
- Integrated Brain and Behavior Research Center, University of Haifa, Haifa, Israel.
| | - Noam Weinbach
- Psychology Department, School of Psychological Sciences, University of Haifa, Abba Khoushy Ave 199, 3498838, Haifa, Israel
| | - Tali Bitan
- Psychology Department, School of Psychological Sciences, University of Haifa, Abba Khoushy Ave 199, 3498838, Haifa, Israel
- Institute of Information Processing and Decision Making (IIPDM), University of Haifa, Haifa, Israel
- Integrated Brain and Behavior Research Center, University of Haifa, Haifa, Israel
- Speech Language Pathology Department, University of Toronto, Toronto, Canada
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Dreger FA, Rinkenauer G. Evaluation of different feedback designs for target guidance in human controlled robotic cranes: A comparison between high and low performance groups. APPLIED ERGONOMICS 2024; 116:104204. [PMID: 38128400 DOI: 10.1016/j.apergo.2023.104204] [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: 08/22/2023] [Revised: 11/22/2023] [Accepted: 12/07/2023] [Indexed: 12/23/2023]
Abstract
Labour shortages and costly operator training are driving the need for digital on-board robotic crane operator support in forestry and construction. This simulator study investigated the effects of sonification (auditory, pitch/loudness) and continuous visual (brightness/size) feedback on aiming movements with a robotic crane for low and high performers. The feedback was designed non-linear and linear. Thirty-six participants controlled a robotic crane bimanually using joysticks across 320 movements. Performance and skill indicators (movement time, accuracy, trajectory, smoothness) as well as satisfaction, and usefulness were assessed. Low-performing participants showed higher movement accuracy, particularly with non-linear pitch feedback compared to visual feedback. High performers exhibited no significant performance improvement in movement time, accuracy, or smoothness. There was no effect of linear or non-linear mapping of the feedback. Additionally, perceived satisfaction was lower with auditory than visual feedback. These results suggest that real-time auditory feedback can enhance operator accuracy whereas acceptance remains challenging.
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Affiliation(s)
- Felix A Dreger
- Leibniz Research Centre for Working Environment and Human Factors, IfADo, Dortmund, Germany.
| | - Gerhard Rinkenauer
- Leibniz Research Centre for Working Environment and Human Factors, IfADo, Dortmund, Germany
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Tasci S, Celik H, Kirazci S. Effects of environmental and task related conditions on postural control under concurrent visual feedback. Hum Mov Sci 2024; 94:103186. [PMID: 38330630 DOI: 10.1016/j.humov.2024.103186] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Revised: 12/25/2023] [Accepted: 01/31/2024] [Indexed: 02/10/2024]
Abstract
BACKGROUND Previous studies have yielded conflicting results on the facilitative effects of concurrent visual feedback (CVFB) on postural control. In addition, these effects have generally been assessed only during a single postural task, and their scope has been limited to training sessions in the acquisition phase but not in the later retention phase. One explanation for these conflicting results is that assessing postural control during a single postural task, such as quiet stance, may not be sufficiently challenging for the postural control system to infer balance abilities. We aimed to address these shortcomings by diversifying postural tasks and environmental conditions and by including acquisition and retention phases in the experiments. RESEARCH QUESTIONS Does the provision of CVFB of the instantaneous COP position improve performance on a variety of postural tasks compared to no-CVFB controls? Are the effects of the CVFB retained the following day? Do the observed effect sizes differ in magnitude between the environmental and task conditions under CVFB? METHODS Forty healthy young adults were randomly assigned to CVFB and no-CVFB control groups. The subjects performed three postural tasks: quiet, tandem, and single-leg stance, under two environmental conditions based on the stiffness of the supporting ground surface. Seven measures of postural sway, including ellipse area, mean speed, and sample entropy, were examined. RESULTS The provision of CVFB significantly increased sample entropy and sway-path length of the normalized posturogram. In addition, ellipse area, standard deviation of resultant distance, and range in the anteroposterior direction were significantly reduced in the CVFB group compared to the no-CVFB controls; however, these effects were not retained the following day without the addition of CVFB augmentation. The postural sway measures under CVFB were affected by task and environmental constraints, with varying effect sizes. SIGNIFICANCE This study demonstrated environment and task-specific changes in postural sway measures under CVFB, which facilitated postural control in a variety of postural tasks. Providing CVFB significantly increased sample entropy, indicating less regular postural sway. The features of CVFB that attract external attention and reduce cognitive overload are possible explanations for these findings.
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Affiliation(s)
- Seda Tasci
- Department of Physical Education and Sports, Faculty of Education, Middle East Technical University, Ankara, Turkey
| | - Huseyin Celik
- Department of Biomechanics and Motor Control, Faculty of Sport Sciences, Hacettepe University, Ankara, Turkey.
| | - Sadettin Kirazci
- Department of Physical Education and Sports, Faculty of Education, Middle East Technical University, Ankara, Turkey
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Kato Y, Tsuji T, Cikajlo I. Feedback Type May Change the EMG Pattern and Kinematics During Robot Supported Upper Limb Reaching Task. IEEE OPEN JOURNAL OF ENGINEERING IN MEDICINE AND BIOLOGY 2024; 5:173-179. [PMID: 38487092 PMCID: PMC10939324 DOI: 10.1109/ojemb.2024.3363137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 12/02/2023] [Accepted: 02/02/2024] [Indexed: 03/17/2024] Open
Abstract
Haptic interfaces and virtual reality (VR) technology have been increasingly introduced in rehabilitation, facilitating the provision of various feedback and task conditions. However, correspondence between the feedback/task conditions and movement strategy during reaching tasks remains a question. To investigate movement strategy, we assessed velocity parameters and peak latency of electromyography. Ten neuromuscularly intact volunteers participated in the measurement using haptic interface and VR. Concurrent visual feedback and various terminal feedback (e.g., visual, haptic, visual and haptic) were given. Additionally, the object size for the reaching task was changed. The results demonstrated terminal haptic feedback had a significant impact on kinematic parameters; showed [Formula: see text] s ([Formula: see text]) shorter movement time and [Formula: see text] m/s ([Formula: see text]) higher mean velocity compared to no terminal feedback. Also, smaller peak latency was observed in different muscle regions based on the object size.
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Affiliation(s)
- Yasuhiro Kato
- Graduate School of Science and EngineeringSaitama UniversitySakura-ku338-8570Japan
| | - Toshiaki Tsuji
- Graduate School of Science and EngineeringSaitama UniversitySakura-ku338-8570Japan
| | - Imre Cikajlo
- University Rehabilitation Institute Republic of Slovenia1000LjubljanaSlovenia
- School of Engineering and ManagementUniversity of Nova Gorica5271VipavaSlovenia
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Eastwood C, McCabe P, Heard R. Unpacking the black box of voice therapy: A clinical application and revision of the Motor Learning Classification Framework (MLCF). INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 26:68-82. [PMID: 35706389 DOI: 10.1080/17549507.2022.2079723] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Voice therapy is a complex behavioural intervention. Understanding its components is integral for continued advancement of voice therapy research, translation of evidence into the clinical setting and improved client care. The Motor Learning Classification Framework (MLCF) offers an excellent opportunity for increasing such knowledge, specifically in relation to identifying variables that affect motor learning (ML), an important mechanism hypothesised to bring about voice change during voice therapy. The MLCF has shown promising results in identifying speech-language pathologists' (SLPs) use of ML variables during experimentally controlled voice therapy contexts. The purpose of this study was to test the feasibility of applying the framework in the clinical context of everyday voice therapy practice. METHOD Data consisted of two video-recorded voice therapy sessions representing usual voice therapy care. Classification of ML variables used by SLPs during the recorded sessions was attempted based on the MLCF. RESULT Several problematic features of the framework were identified. Based on deliberations between the authors of the current paper, the MLCF was revised using an iterative process. This resulted in the construction of an updated version of the framework (MLCF-V2). The MLCF-V2 organises ML strategies into two broad categories: directly observable behaviours and learning processes. The framework incorporates greater consideration of theory and empirical evidence supporting motivational, attentional focus and subjective error estimation influences on ML. Several examples of each ML variable are included as well as an attempt to provide clearer classification instruction. CONCLUSION It is anticipated that the MLCF-V2 will provide a more useful and reliable classification for use in future investigations of SLPs' use of ML variables during usual voice therapy practice.
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Affiliation(s)
- Clare Eastwood
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Patricia McCabe
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Robert Heard
- Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
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Beißel P, Künzell S. Task integration in complex, bimanual sequence learning tasks. PSYCHOLOGICAL RESEARCH 2024; 88:207-221. [PMID: 37329366 PMCID: PMC10805987 DOI: 10.1007/s00426-023-01848-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2023] [Accepted: 06/07/2023] [Indexed: 06/19/2023]
Abstract
Sequence learning and multitasking studies have largely focused on simple motor skills, which cannot be directly transferred to the plethora of complex skills found outside of laboratory conditions. Established theories e.g. for bimanual tasks and task integration thus have to be reassessed in the context of complex motor skills. We hypothesize that under more complex conditions, task integration facilitates motor learning, impedes or suppresses effector-specific learning and can still be observed despite partial secondary task interference. We used the Ξ-apparatus to assess the learning success of six groups in a bimanual dual-task, in which we manipulated the degree of possible integration between the right-hand and the left-hand sequences. We could show that task integration positively influences the learning of these complex, bimanual skills. However, the integration impedes but not fully suppresses effector-specific learning, as we could measure reduced hand-specific learning. Task integration improves learning despite the disruptive effect of partial secondary task interference, but its mitigating effect is only effective to some extent. Overall, the results suggest that previous insights on sequential motor learning and task integration can largely also be applied to complex motor skills.
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Affiliation(s)
- Patrick Beißel
- Institute of Sports Sciences, University of Augsburg, Universitätsstraße 3, 86135, Augsburg, Germany.
| | - Stefan Künzell
- Institute of Sports Sciences, University of Augsburg, Universitätsstraße 3, 86135, Augsburg, Germany
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11
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Erlacher D, Schmid D, Zahno S, Schredl M. Changing Sleep Architecture through Motor Learning: Influences of a Trampoline Session on REM Sleep Parameters. Life (Basel) 2024; 14:203. [PMID: 38398711 PMCID: PMC10890242 DOI: 10.3390/life14020203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2023] [Revised: 12/22/2023] [Accepted: 01/11/2024] [Indexed: 02/25/2024] Open
Abstract
Previous research has shown that learning procedural tasks enhances REM sleep the following night. Here, we investigate whether complex motor learning affects sleep architecture. An experiment in which twenty-two subjects either learned a motor task (trampolining) or engaged in a control task (ergometer) was carried out in a balanced within-group design. After an initial laboratory adaptation night, two experimental nights were consecutive. The results indicate that learning a motor task had an effect on REM sleep parameters and, therefore, support the hypothesis that learning a procedural skill is related to an increase in REM sleep parameters. However, the statistical effect on REM sleep is smaller than found in previous studies. One might speculate that the motor learning was not intense enough compared to other studies. For sports practice, the results suggest that REM sleep, which is particularly rich in the morning, plays an important role in motor memory consolidation. Thus, this phase should not be interrupted after complex motor skill learning sessions. In future studies, other motor tasks should be applied.
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Affiliation(s)
- Daniel Erlacher
- Institute of Sport Science, University of Bern, CH-3012 Bern, Switzerland; (D.S.); (S.Z.)
| | - Daniel Schmid
- Institute of Sport Science, University of Bern, CH-3012 Bern, Switzerland; (D.S.); (S.Z.)
| | - Stephan Zahno
- Institute of Sport Science, University of Bern, CH-3012 Bern, Switzerland; (D.S.); (S.Z.)
| | - Michael Schredl
- Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, 68159 Mannheim, Germany;
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Böttcher A, Adelhöfer N, Wilken S, Raab M, Hoffmann S, Beste C. TRACK-a new algorithm and open-source tool for the analysis of pursuit-tracking sensorimotor integration processes. Behav Res Methods 2024; 56:433-446. [PMID: 36698001 PMCID: PMC10794298 DOI: 10.3758/s13428-023-02065-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/11/2023] [Indexed: 01/27/2023]
Abstract
In daily life, sensorimotor integration processes are fundamental for many cognitive operations. The pursuit-tracking paradigm is an ecological and valid paradigm to examine sensorimotor integration processes in a more complex environment than many established tasks that assess simple motor responses. However, the analysis of pursuit-tracking performance is complicated, and parameters quantified to examine performance are sometimes ambiguous regarding their interpretation. We introduce an open-source algorithm (TRACK) to calculate a new tracking error metric, the spatial error, based on the identification of the intended target position for the respective cursor position. The identification is based on assigning cursor and target direction changes to each other as key events, based on the assumptions of similarity and proximity. By applying our algorithm to pursuit-tracking data, beyond replication of known effects such as learning or practice effects, we show a higher precision of the spatial tracking error, i.e., it fits our behavioral data better than the temporal tracking error and thus provides new insights and parameters for the investigation of pursuit-tracking behavior. Our work provides an important step towards fully utilizing the potential of pursuit-tracking tasks for research on sensorimotor integration processes.
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Affiliation(s)
- Adriana Böttcher
- Department of Child and Adolescent Psychiatry, Faculty of Medicine, Cognitive Neurophysiology, TU Dresden, Fetscherstraße 74, 01307, Dresden, Germany
- Faculty of Medicine, University Neuropsychology Center, TU Dresden, Dresden, Germany
| | - Nico Adelhöfer
- Department of Child and Adolescent Psychiatry, Faculty of Medicine, Cognitive Neurophysiology, TU Dresden, Fetscherstraße 74, 01307, Dresden, Germany
- Faculty of Medicine, University Neuropsychology Center, TU Dresden, Dresden, Germany
| | - Saskia Wilken
- General Psychology: Judgment, Decision Making, & Action, Institute of Psychology, University of Hagen, Hagen, Germany
| | - Markus Raab
- Performance Psychology, Institute of Psychology, German Sport University Cologne, Cologne, Germany
- School of Applied Sciences, London South Bank University, London, UK
| | - Sven Hoffmann
- General Psychology: Judgment, Decision Making, & Action, Institute of Psychology, University of Hagen, Hagen, Germany
| | - Christian Beste
- Department of Child and Adolescent Psychiatry, Faculty of Medicine, Cognitive Neurophysiology, TU Dresden, Fetscherstraße 74, 01307, Dresden, Germany.
- Faculty of Medicine, University Neuropsychology Center, TU Dresden, Dresden, Germany.
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Apidogo JB, Ammar A, Salem A, Burdack J, Schöllhorn WI. Resonance Effects in Variable Practice for Handball, Basketball, and Volleyball Skills: A Study on Contextual Interference and Differential Learning. Sports (Basel) 2023; 12:5. [PMID: 38251279 PMCID: PMC10821429 DOI: 10.3390/sports12010005] [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: 10/17/2023] [Revised: 12/11/2023] [Accepted: 12/14/2023] [Indexed: 01/23/2024] Open
Abstract
Effective sports training should be attuned to the athlete's specific conditionings and characteristics. In motor learning research, two often neglected factors that influence this resonance are the learner's athletic background and the structural diversity of exercises (e.g., relative similarity). In the setting of real-word training with higher external validity, this study examines the effects of three learning approaches (i.e., contextual interference (CI), differential learning (DL), and free-play control condition (CO)) on the parallel learning of handball (HB), volleyball (VB), and basketball (BB) skills, considering participants' prior sport backgrounds. Forty-five males (15 HB, 15 VB, and 15 BB players) with a mean age of 22 ± 1.4 years and at least 6 years of experience in the mastered discipline voluntarily participated in this study. A pre-post-retention test design including a 6-week-intervention program was employed. During the intervention period, participants engaged in three training sessions a week, with each one lasting approximately 80 min. Each of the three test sessions involved the execution of ten attempts of BB free-throw shooting, HB three-step goal throwing, and VB underarm passing following a blocked order. In terms of short-term (pre-post) gain, only the DL group significantly improved their performance in both non-mastered disciplines (p = 0.03, ES = 1.58 for the BB free-throw and p = 0.05, ES = 0.9 for the HB shooting tests), with a trend (ES = 0.53) towards an improvement in the performance of the mastered VB underarm-pass skill. In terms of relatively permanent gains, the CI group significantly improved their performances from pre- to retention test only in the non-mastered BB free-throw skill (p = 0.018, ES = 1.17). In contrast, the DL group significantly improved their performance at retention compared to the pre-test in both non-mastered BB (p = 0.004, ES = 1.65) and HB (p = 0.003, ES = 2.15) skills, with a trend (ES = 0.4) towards improvement in the mastered VB test. In both the short-term and relatively long-term, higher composite score gains were observed in DL compared to CI (p = 0.006, ES = 1.11 and 0.049, ES = 1.01) and CO (p = 0.001, ES = 1.73 and <0.0001, ES = 2.67). In conclusion, the present findings provide additional support for the potential advantages of the DL model over those of CI. These findings can serve as the basis for tailored training and intervention strategies and provide a new perspective for addressing various issues related to individual and situational learning.
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Affiliation(s)
- Julius Baba Apidogo
- Faculty of Education and Communication Science, Akenteng Appiah-Menkah University of Skills Training and Entrepreneurial Development, Kumasi P.O. Box 1277, Ghana;
| | - Achraf Ammar
- Institute for Sport Science, Johannes Gutenberg-University Mainz, 55128 Mainz, Germany; (A.A.); (J.B.)
- High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax 3000, Tunisia
- Research Laboratory, Molecular Bases of Human Pathology, LR19ES13, Faculty of Medicine, University of Sfax, Sfax 3000, Tunisia
- Interdisciplinary Laboratory in Neurosciences, Physiology and Psychology, Physical Activity, Health and Learning (LINP2), UPL, Paris Nanterre University, UFR STAPS, F-92000 Nanterre, France
| | - Atef Salem
- Institute for Sport Science, Johannes Gutenberg-University Mainz, 55128 Mainz, Germany; (A.A.); (J.B.)
- High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax 3000, Tunisia
| | - Johannes Burdack
- Institute for Sport Science, Johannes Gutenberg-University Mainz, 55128 Mainz, Germany; (A.A.); (J.B.)
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Raab M, Voigt L, Rothkopf C, Fiehler K. Studying naturalistic actions requires research programs and not trade-off decisions in individual studies: Comment on "Beyond simple laboratory studies: developing sophisticated models to study rich behavior" by Maselli, Gordon, Eluchans, Lancia, Thiery, Moretti, Cisek, and Pezzulo. Phys Life Rev 2023; 47:33-34. [PMID: 37690327 DOI: 10.1016/j.plrev.2023.08.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Accepted: 08/22/2023] [Indexed: 09/12/2023]
Affiliation(s)
- Markus Raab
- Institute of Psychology, German Sport University Cologne, Germany.
| | - Laura Voigt
- Institute of Psychology, German Sport University Cologne, Germany
| | - Constantin Rothkopf
- Institute of Psychology, Centre for Cognitive Science Technical University of Darmstadt, Germany
| | - Katja Fiehler
- Experimental Psychology, Justus Liebig University Giessen, Germany
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15
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Al-Saud LM. Simulated skill complexity and perceived cognitive load during preclinical dental training. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:992-1003. [PMID: 36540009 DOI: 10.1111/eje.12891] [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: 02/18/2022] [Revised: 12/11/2022] [Accepted: 12/13/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Cognitive Load theory (CLT) focuses on the information processing aspect of learning and how the working memory handles the mental effort associated with new task. The aim of this study is to investigate the association between the perceived cognitive load and performance amongst dental students during preclinical simulation training at various levels of procedural task complexity. Additionally, some cognitive load-modifying factors were examined. MATERIALS AND METHODS This cross-sectional study evaluated the perceived cognitive load amongst second-year dental students (n = 34), using the validated National Aeronautics and Space Administration's Task Load Index (NASA TLX index) after training on four dental tasks at two levels of complexity, in addition to structured online anonymous questionnaire about demographics, feedback and performance. The NASA TLX raw scores and the weighted global score were calculated for each exercise. Descriptive statistics and Pearson's correlations between performance and the corresponding NASA TLX-weighted score were calculated. Mean differences in the perceived cognitive load across the exercise levels were assessed using RM-ANOVA with Bonferroni corrections at p < .05. RESULTS Reduced performance was significantly associated with higher cognitive load particularly in high complexity dental task (class II-mirror vision). Simulated exercise complexity significantly influenced the students' perceived mental demand, physical demand and temporal demand; all were significantly higher for class II- mirror vision task than for direct vision tasks. The majority of participants (82.1%) preferred detailed feedback from instructors, and more than half of the participants (60.7%) preferred continuous feedback throughout the training session. CONCLUSION Complex dental tasks are associated with higher cognitive load in novice dental students during preclinical training. The NASA TLX index is a useful instrument to explore the level of perceived cognitive load associated with performance of simulated complex dental skills. Cognitive load theory is relevant to simulation-based dental education to improve the preclinical instructional efficiency and to enhance students learning.
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Affiliation(s)
- Loulwa M Al-Saud
- Division of Operative Dentistry, Department of Restorative Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
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Pantovic M, Lidstone DE, de Albuquerque LL, Wilkins EW, Munoz IA, Aynlender DG, Morris D, Dufek JS, Poston B. Cerebellar Transcranial Direct Current Stimulation Applied over Multiple Days Does Not Enhance Motor Learning of a Complex Overhand Throwing Task in Young Adults. Bioengineering (Basel) 2023; 10:1265. [PMID: 38002389 PMCID: PMC10669324 DOI: 10.3390/bioengineering10111265] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2023] [Revised: 10/08/2023] [Accepted: 10/26/2023] [Indexed: 11/26/2023] Open
Abstract
Cerebellar transcranial direct current stimulation (tDCS) enhances motor skill and learning in relatively simple motor tasks, but it is unclear if c-tDCS can improve motor performance in complex motor tasks. The purpose of this study was to determine the influence of c-tDCS applied over multiple days on motor learning in a complex overhand throwing task. In a double-blind, randomized, between-subjects, SHAM-controlled, experimental design, 30 young adults were assigned to either a c-tDCS or a SHAM group. Participants completed three identical experiments on consecutive days that involved overhand throwing in a pre-test block, five practice blocks with concurrent c-tDCS, and a post-test block. Overhand throwing endpoint accuracy was quantified as the endpoint error. The first dorsal interosseous muscle motor evoked potential (MEP) amplitude elicited by transcranial magnetic stimulation was used to quantify primary motor cortex (M1) excitability modulations via c-tDCS. Endpoint error significantly decreased over the 3 days of practice, but the magnitude of decrease was not significantly different between the c-tDCS and SHAM group. Similarly, MEP amplitude slightly increased from the pre-tests to the post-tests, but these increases did not differ between groups. These results indicate that multi-day c-tDCS does not improve motor learning in an overhand throwing task or increase M1 excitability.
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Affiliation(s)
- Milan Pantovic
- Health and Human Performance Department, Utah Tech University, St. George, UT 84770, USA;
| | - Daniel E. Lidstone
- Center for Neurodevelopment and Imaging Research, Kennedy Krieger Institute, Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, MD 21205, USA;
| | - Lidio Lima de Albuquerque
- School of Health and Applied Human Sciences, University of North Carolina Wilmington, Wilmington, NC 28403, USA;
| | - Erik W. Wilkins
- Department of Kinesiology and Nutrition Sciences, University of Nevada Las Vegas, Las Vegas, NV 89154, USA; (E.W.W.); (J.S.D.)
| | - Irwin A. Munoz
- School of Medicine, University of Nevada-Las Vegas, Las Vegas, NV 89154, USA; (I.A.M.); (D.G.A.); (D.M.)
| | - Daniel G. Aynlender
- School of Medicine, University of Nevada-Las Vegas, Las Vegas, NV 89154, USA; (I.A.M.); (D.G.A.); (D.M.)
| | - Desiree Morris
- School of Medicine, University of Nevada-Las Vegas, Las Vegas, NV 89154, USA; (I.A.M.); (D.G.A.); (D.M.)
| | - Janet S. Dufek
- Department of Kinesiology and Nutrition Sciences, University of Nevada Las Vegas, Las Vegas, NV 89154, USA; (E.W.W.); (J.S.D.)
| | - Brach Poston
- Department of Kinesiology and Nutrition Sciences, University of Nevada Las Vegas, Las Vegas, NV 89154, USA; (E.W.W.); (J.S.D.)
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Ranganathan R, Driska A. Is premature theorizing hurting skill acquisition research? Front Sports Act Living 2023; 5:1185734. [PMID: 37881641 PMCID: PMC10597622 DOI: 10.3389/fspor.2023.1185734] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2023] [Accepted: 09/19/2023] [Indexed: 10/27/2023] Open
Affiliation(s)
- Rajiv Ranganathan
- Department of Kinesiology, Michigan State University, East Lansing, MI, United States
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Pantovic M, de Albuquerque LL, Mastrantonio S, Pomerantz AS, Wilkins EW, Riley ZA, Guadagnoli MA, Poston B. Transcranial Direct Current Stimulation of Primary Motor Cortex over Multiple Days Improves Motor Learning of a Complex Overhand Throwing Task. Brain Sci 2023; 13:1441. [PMID: 37891809 PMCID: PMC10604977 DOI: 10.3390/brainsci13101441] [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: 08/16/2023] [Revised: 10/03/2023] [Accepted: 10/05/2023] [Indexed: 10/29/2023] Open
Abstract
Transcranial direct current stimulation (tDCS) applied to the primary motor cortex (M1) improves motor learning in relatively simple motor tasks performed with the hand and arm. However, it is unknown if tDCS can improve motor learning in complex motor tasks involving whole-body coordination with significant endpoint accuracy requirements. The primary purpose was to determine the influence of tDCS on motor learning over multiple days in a complex over-hand throwing task. This study utilized a double-blind, randomized, SHAM-controlled, between-subjects experimental design. Forty-six young adults were allocated to either a tDCS group or a SHAM group and completed three experimental sessions on three consecutive days at the same time of day. Each experimental session was identical and consisted of overhand throwing trials to a target in a pre-test block, five practice blocks performed simultaneously with 20 min of tDCS, and a post-test block. Overhand throwing performance was quantified as the endpoint error. Transcranial magnetic stimulation was used to obtain motor-evoked potentials (MEPs) from the first dorsal interosseus muscle to quantify changes in M1 excitability due to tDCS. Endpoint error significantly decreased over the three days of practice in the tDCS group but not in the SHAM group. MEP amplitude significantly increased in the tDCS group, but the MEP increases were not associated with increases in motor learning. These findings indicate that tDCS applied over multiple days can improve motor learning in a complex motor tasks in healthy young adults.
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Affiliation(s)
- Milan Pantovic
- Health and Human Performance Department, Utah Tech University, St. George, UT 84770, USA;
| | - Lidio Lima de Albuquerque
- School of Health and Applied Human Sciences, University of North Carolina-Wilmington, Wilmington, NC 28403, USA;
| | - Sierra Mastrantonio
- School of Medicine, University of Nevada-Las Vegas, Las Vegas, NV 89154, USA; (S.M.); (A.S.P.); (M.A.G.)
| | - Austin S. Pomerantz
- School of Medicine, University of Nevada-Las Vegas, Las Vegas, NV 89154, USA; (S.M.); (A.S.P.); (M.A.G.)
| | - Erik W. Wilkins
- Department of Kinesiology and Nutrition Sciences, University of Nevada-Las Vegas, Las Vegas, NV 89154, USA;
| | - Zachary A. Riley
- Department of Kinesiology, Indiana University Purdue University Indianapolis, Indianapolis, IN 46202, USA;
| | - Mark A. Guadagnoli
- School of Medicine, University of Nevada-Las Vegas, Las Vegas, NV 89154, USA; (S.M.); (A.S.P.); (M.A.G.)
| | - Brach Poston
- Department of Kinesiology and Nutrition Sciences, University of Nevada-Las Vegas, Las Vegas, NV 89154, USA;
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Chang CW, Fu S, Yu YH, Hsieh LC. Bi-Weekly Voice Therapy Versus Weekly Voice Therapy for Muscle Tension Dysphonia. J Voice 2023:S0892-1997(23)00211-4. [PMID: 37661523 DOI: 10.1016/j.jvoice.2023.07.004] [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: 05/27/2023] [Revised: 07/05/2023] [Accepted: 07/05/2023] [Indexed: 09/05/2023]
Abstract
OBJECTIVES To compare the outcomes of bi-weekly voice therapy (BWVT) with weekly voice therapy on perception, acoustics, and quality of life for individuals with muscle tension dysphonia (MTD). METHODS Thirty participants with MTD were enrolled either BWVT (40 min/session, two sessions per week for 4 weeks) or weekly voice therapy (40 min/session, once a week for 8 weeks). Auditory perceptual ratings, acoustic parameters, and the Mandarin version of the voice-related quality of life questionnaire (MV-RQOL) scores were statistically analyzed before and after treatment. RESULTS There were significant improvements in the voice qualities such as overall grade, roughness, asthenia, and strain in both groups after treatment. Acoustics analyses showed that fundamental frequency, speaking fundamental frequency, jitter, shimmer, and cepstral peak prominence significantly improved in both groups after treatment. For the MV-RQOL questionnaire scores, the result also demonstrated that both groups felt significant improvements in voice-related quality of life after treatment. However, there were no significant differences between the two groups of treatment effects. CONCLUSIONS Patients with MTD can restore voice qualities and quality of life if they are able to complete a full course of voice therapy, regardless of the intensity of voice therapy. However, if they can receive the BWVT, they would be able to regain their voice faster. The results of this study can be provided as a reference for clinicians when treating patients with MTD.
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Affiliation(s)
- Chin-Wen Chang
- Department of Otolaryngology Head and Neck Surgery, Mackay Memorial Hospital, Taipei, Taiwan; Department of Audiology and Speech Language Pathology, Mackay Medical College, New Taipei City, Taiwan
| | - Sherry Fu
- Department of Audiology and Speech Language Pathology, Mackay Medical College, New Taipei City, Taiwan; Lower School, Taipei American School, Taipei, Taiwan
| | - Yi-Hsuan Yu
- Department of Otolaryngology Head and Neck Surgery, Mackay Memorial Hospital, Taipei, Taiwan; Department of Audiology and Speech Language Pathology, Mackay Medical College, New Taipei City, Taiwan
| | - Li-Chun Hsieh
- Department of Otolaryngology Head and Neck Surgery, Mackay Memorial Hospital, Taipei, Taiwan; Department of Audiology and Speech Language Pathology, Mackay Medical College, New Taipei City, Taiwan; Department of Medicine, Mackay Medical College, New Taipei City, Taiwan.
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Kovanur Sampath K, Arumugam A, Yaghi E, Fairs E, Andersen P. Perception and knowledge of learners about the use of 3D technologies in manual therapy education - a qualitative study. BMC MEDICAL EDUCATION 2023; 23:509. [PMID: 37461000 DOI: 10.1186/s12909-023-04497-6] [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: 11/15/2022] [Accepted: 07/05/2023] [Indexed: 07/20/2023]
Abstract
OBJECTIVES Manual therapy is a specific hands-on approach used and taught by various professions such as physiotherapy and osteopathy. The current paradigm of teaching manual therapy incorporates the traditional 'See one, do one, teach one' approach. However, this 'teacher centred' approach may not enable learners to develop the complex clinical skills of manual therapy. In this context, 3D technologies such as virtual reality may facilitate the teaching and learning of manual therapy. Hence the aim of the current study was to investigate the perception, knowledge and attitude of manual therapy learners about the use of 3D technologies in manual therapy education. METHODS An exploratory qualitative research design using semi-structured interviews was used in this study. A total of ten manual therapy (5 physiotherapy and 5 osteopathic) students (mean age = 32; 80% female) enrolled in an appropriate physiotherapy or osteopathic degree provided by a New Zealand recognized institution (e.g., university or polytechnic) participated in this study. Data saturation was achieved after 10 interviews (average duration: 35 min) that provided thick data. A thematic analysis was used for data analysis. RESULTS Six factors were identified which appeared to influence participants' perception of role of technology in manual therapy education. These were (1) the sufficiency of current teaching method; (2) evolution as a learner (a novice to an expert); (3) need for objectivity; (4) tutor feedback; (5) knowledge and (6) barriers and enablers. These six factors influenced the participants' perception about the role of 3D technologies in manual therapy education with participants evidently taking two distinct/polarized positions ('no role' (techstatic) versus a 'complete role' (techsavvy)). CONCLUSION Although 3D technology may not replace face-to-face teaching, it may be used to complement the traditional approach of learning/teaching to facilitate the learning of complex skills according to the perceptions of manual therapy learners in our study. The advantage of such an approach is an area of future research.
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Affiliation(s)
- Kesava Kovanur Sampath
- Centre for Health and Social Practice, Waikato Institute of Technology, 51, Akoranga Road, Hamilton, New Zealand.
| | - Ashokan Arumugam
- Department of Physiotherapy, College of Health Sciences, University of Sharjah, P.O.Box 27272, Sharjah, United Arab Emirates
- Neuromusculoskeletal Rehabilitation Research Group, RIMHS-Research Institute of Medical and Health Sciences, University of Sharjah, P.O.Box: 27272, Sharjah, United Arab Emirates
- Sustainable Engineering Asset Management Research Group, RISE-Research Institute of Sciences and Engineering, University of Sharjah, P.O.Box: 27272, Sharjah, United Arab Emirates
- Department of Physiotherapy, Manipal College of Health Professions, Manipal Academy of Higher Education, Manipal, Karnataka, India
| | - Esra Yaghi
- Centre for Health and Social Practice, Waikato Institute of Technology, 51, Akoranga Road, Hamilton, New Zealand
| | - Emma Fairs
- Ara Institute of Canterbury, Christchurch, New Zealand
| | - Patrea Andersen
- Centre for Health and Social Practice, Waikato Institute of Technology, 51, Akoranga Road, Hamilton, New Zealand
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Sippy Dow, QLD, 4556, Australia
- School of Nursing, Midwifery and Social Science, CQ University, Queensland, 4702, Australia
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Messina MG, Ziv G, Byosiere SE. A preliminary examination of the contextual interference effect on trained trick retention in domestic dogs. J Exp Anal Behav 2023; 120:36-49. [PMID: 37219081 DOI: 10.1002/jeab.858] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Accepted: 05/09/2023] [Indexed: 05/24/2023]
Abstract
This study sought to enhance current dog training practices by determining whether a finding from human motor skill learning research, the contextual interference (CI) effect, could be replicated in a trick-training paradigm with companion dogs. In humans, research shows that practicing skills in random order, as compared with blocked order, improves learning of those skills. To test this question in dogs, we randomly allocated 17 dogs to blocked training (low CI) or random training (high CI). The dogs performed three behaviors of varying difficulty. After training, we conducted a retention test in which half of the dogs in each group performed the tasks in blocked order and the other half in random order. We scored each trick, measured duration, and measured whether dogs required one or two tries to perform a behavior. We found no significant differences between dogs who practiced three tricks in random or in blocked order during training and during a retention test. This study is the first to apply the CI effect to dog trick training. Although no evidence of the CI effect was found, the current research provides a preliminary framework for future studies with potential implications for increasing retention of trained skills.
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Affiliation(s)
- Maddie G Messina
- Thinking Dog Center, Hunter College, City University of New York, NY, USA
| | - Gal Ziv
- The Academic College at Wingate, Netanya, Israel
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Hegi H, Heitz J, Kredel R. Sensor-based augmented visual feedback for coordination training in healthy adults: a scoping review. Front Sports Act Living 2023; 5:1145247. [PMID: 37502095 PMCID: PMC10370279 DOI: 10.3389/fspor.2023.1145247] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2023] [Accepted: 06/13/2023] [Indexed: 07/29/2023] Open
Abstract
Introduction Recent advances in sensor technology demonstrate the potential to enhance training regimes with sensor-based augmented visual feedback training systems for complex movement tasks in sports. Sensorimotor learning requires feedback that guides the learning process towards an optimal solution for the task to be learned, while considering relevant aspects of the individual control system-a process that can be summarized as learning or improving coordination. Sensorimotor learning can be fostered significantly by coaches or therapists providing additional external feedback, which can be incorporated very effectively into the sensorimotor learning process when chosen carefully and administered well. Sensor technology can complement existing measures and therefore improve the feedback provided by the coach or therapist. Ultimately, this sensor technology constitutes a means for autonomous training by giving augmented feedback based on physiological, kinetic, or kinematic data, both in real-time and after training. This requires that the key aspects of feedback administration that prevent excessive guidance can also be successfully automated and incorporated into such electronic devices. Methods After setting the stage from a computational perspective on motor control and learning, we provided a scoping review of the findings on sensor-based augmented visual feedback in complex sensorimotor tasks occurring in sports-related settings. To increase homogeneity and comparability of the results, we excluded studies focusing on modalities other than visual feedback and employed strict inclusion criteria regarding movement task complexity and health status of participants. Results We reviewed 26 studies that investigated visual feedback in training regimes involving healthy adults aged 18-65. We extracted relevant data regarding the chosen feedback and intervention designs, measured outcomes, and summarized recommendations from the literature. Discussion Based on these findings and the theoretical background on motor learning, we compiled a set of considerations and recommendations for the development and evaluation of future sensor-based augmented feedback systems in the interim. However, high heterogeneity and high risk of bias prevent a meaningful statistical synthesis for an evidence-based feedback design guidance. Stronger study design and reporting guidelines are necessary for future research in the context of complex skill acquisition.
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Herrebrøden H, Jensenius AR, Espeseth T, Bishop L, Vuoskoski JK. Cognitive load causes kinematic changes in both elite and non-elite rowers. Hum Mov Sci 2023; 90:103113. [PMID: 37331066 DOI: 10.1016/j.humov.2023.103113] [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: 02/28/2023] [Revised: 05/01/2023] [Accepted: 06/01/2023] [Indexed: 06/20/2023]
Abstract
The current motor literature suggests that extraneous cognitive load may affect performance and kinematics in a primary motor task. A common response to increased cognitive demand, as observed in past studies, might be to reduce movement complexity and revert to previously learned movement patterns, in line with the progression-regression hypothesis. However, according to several accounts of automaticity, motor experts should be able to cope with dual task demands without detriment to their performance and kinematics. To test this, we conducted an experiment asking elite and non-elite rowers to use a rowing ergometer under conditions of varying task load. We employed single-task conditions with low cognitive load (i.e., rowing only) and dual-task conditions with high cognitive load (i.e., rowing and solving arithmetic problems). The results of the cognitive load manipulations were mostly in line with our hypotheses. Overall, participants reduced movement complexity, for example by reverting towards tighter coupling of kinematic events, in their dual-task performance as compared to single-task performance. The between-group kinematic differences were less clear. In contradiction to our hypotheses, we found no significant interaction between skill level and cognitive load, suggesting that the rowers' kinematics were affected by cognitive load irrespective of skill level. Overall, our findings contradict several past findings and automaticity theories, and suggest that attentional resources are required for optimal sports performance.
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Affiliation(s)
- Henrik Herrebrøden
- RITMO Centre for Interdisciplinary Studies in Rhythm, Time and Motion, University of Oslo, Oslo, Norway; Department of Psychology, University of Oslo, P.O. Box 1094, Blindern, Oslo 0317, Norway.
| | - Alexander Refsum Jensenius
- RITMO Centre for Interdisciplinary Studies in Rhythm, Time and Motion, University of Oslo, Oslo, Norway; Department of Musicology, University of Oslo, Oslo, Norway.
| | - Thomas Espeseth
- Department of Psychology, University of Oslo, P.O. Box 1094, Blindern, Oslo 0317, Norway; Department of Psychology, Oslo New University College, Lovisenberggata 13, Oslo 0456, Norway.
| | - Laura Bishop
- RITMO Centre for Interdisciplinary Studies in Rhythm, Time and Motion, University of Oslo, Oslo, Norway; Department of Musicology, University of Oslo, Oslo, Norway.
| | - Jonna Katariina Vuoskoski
- RITMO Centre for Interdisciplinary Studies in Rhythm, Time and Motion, University of Oslo, Oslo, Norway; Department of Psychology, University of Oslo, P.O. Box 1094, Blindern, Oslo 0317, Norway; Department of Musicology, University of Oslo, Oslo, Norway.
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van der Veer IPA, Bastiaenen CHG, Goetschalckx M, van der Wielen-Heezius NNF, Rameckers EAA, Klingels K. Therapists' Use of Instructions and Feedback in Motor Learning Interventions in Children with Developmental Coordination Disorder: A Video Observation Study. Phys Occup Ther Pediatr 2023; 43:678-696. [PMID: 37012672 DOI: 10.1080/01942638.2023.2194408] [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: 07/01/2022] [Revised: 03/02/2023] [Accepted: 03/20/2023] [Indexed: 04/05/2023]
Abstract
AIM This qualitative study explored therapists' use of instructions and feedback when teaching motor tasks to children with developmental coordination disorder (DCD) as a first step in developing practical recommendations. METHODS A conventional content analysis approach was used to analyze videotaped treatment sessions of physical therapists using a newly developed analysis plan. Inductive coding was used to code purposively selected video segments. The codes were sorted into categories to identify key themes. Analyses were performed independently by two researchers until data saturation was reached. RESULTS Ten video-taped sessions were analyzed and 61 segments were coded. Three key themes were identified: (1) therapists' intention with the instructions and feedback was to motivate or to provide information; (2) the preferred therapists' teaching style was either direct or indirect; and (3) parameters to shape specific instructions and feedback were the focus of attention, modality, information content, timing and frequency. CONCLUSION Therapists used numerous instructions and feedback with different information content, often shaped by multiple focuses and/or modalities to motivate children or to provide specific information about task performance. Although therapists adapted instructions and feedback to child and task, future research should explore how characteristics of child and task can guide therapists' clinical decision-making.
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Affiliation(s)
| | - Caroline H G Bastiaenen
- Department of Epidemiology, Functioning, Participation & Rehabilitation research line, Research School CAPHRI, Maastricht University, Maastricht, The Netherlands
| | - Mieke Goetschalckx
- Rehabilitation Research Centre - REVAL, Hasselt University, Hasselt, Belgium
| | | | - Eugene A A Rameckers
- Rehabilitation Research Centre - REVAL, 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, Hasselt University, Hasselt, Belgium
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Aniszewska-Stȩpień A, Hérault R, Hacques G, Seifert L, Gasso G. Evaluating transfer prediction using machine learning for skill acquisition study under various practice conditions. Front Psychol 2023; 13:961435. [PMID: 36817389 PMCID: PMC9937057 DOI: 10.3389/fpsyg.2022.961435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2022] [Accepted: 11/29/2022] [Indexed: 01/20/2023] Open
Abstract
Recent research highlighted the interest in 1) investigating the effect of variable practice on the dynamics of learning and 2) modeling the dynamics of motor skill learning to enhance understanding of individual pathways learners. Such modeling has not been suitable for predicting future performance, both in terms of retention and transfer to new tasks. The present study attempted to quantify, by means of a machine learning algorithm, the prediction of skill transfer for three practice conditions in a climbing task: constant practice (without any modifications applied during learning), imposed variable practice (with graded contextual modifications, i.e., the variants of the climbing route), and self-controlled variable practice (participants were given some control over their variant practice schedule). The proposed pipeline allowed us to measure the fitness of the test to the dataset, i.e., the ability of the dataset to be predictive of the skill transfer test. Behavioral data are difficult to model with statistical learning and tend to be 1) scarce (too modest data sample in comparison with the machine learning standards) and 2) flawed (data tend to contain voids in measurements). Despite these adversities, we were nevertheless able to develop a machine learning pipeline for behavioral data. The main findings demonstrate that the level of learning transfer varies, according to the type of practice that the dynamics pertain: we found that the self-controlled condition is more predictive of generalization ability in learners than the constant condition.
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Affiliation(s)
- Anna Aniszewska-Stȩpień
- LITIS EA4108, INSA Rouen Normandy, Normandy University, Saint-Etienne-du-Rouvray, France,CETAPS EA3832, Faculty of Sport Sciences, University of Rouen Normandy, Normandy University, Mont-Saint-Aignan, France,*Correspondence: Anna Aniszewska-Stȩpień ✉
| | - Romain Hérault
- LITIS EA4108, INSA Rouen Normandy, Normandy University, Saint-Etienne-du-Rouvray, France
| | - Guillaume Hacques
- CETAPS EA3832, Faculty of Sport Sciences, University of Rouen Normandy, Normandy University, Mont-Saint-Aignan, France
| | - Ludovic Seifert
- CETAPS EA3832, Faculty of Sport Sciences, University of Rouen Normandy, Normandy University, Mont-Saint-Aignan, France,Institut Universitaire de France, Paris, France
| | - Gilles Gasso
- LITIS EA4108, INSA Rouen Normandy, Normandy University, Saint-Etienne-du-Rouvray, France
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Flesch T, Nagy DG, Saxe A, Summerfield C. Modelling continual learning in humans with Hebbian context gating and exponentially decaying task signals. PLoS Comput Biol 2023; 19:e1010808. [PMID: 36656823 PMCID: PMC9851563 DOI: 10.1371/journal.pcbi.1010808] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Accepted: 12/11/2022] [Indexed: 01/20/2023] Open
Abstract
Humans can learn several tasks in succession with minimal mutual interference but perform more poorly when trained on multiple tasks at once. The opposite is true for standard deep neural networks. Here, we propose novel computational constraints for artificial neural networks, inspired by earlier work on gating in the primate prefrontal cortex, that capture the cost of interleaved training and allow the network to learn two tasks in sequence without forgetting. We augment standard stochastic gradient descent with two algorithmic motifs, so-called "sluggish" task units and a Hebbian training step that strengthens connections between task units and hidden units that encode task-relevant information. We found that the "sluggish" units introduce a switch-cost during training, which biases representations under interleaved training towards a joint representation that ignores the contextual cue, while the Hebbian step promotes the formation of a gating scheme from task units to the hidden layer that produces orthogonal representations which are perfectly guarded against interference. Validating the model on previously published human behavioural data revealed that it matches performance of participants who had been trained on blocked or interleaved curricula, and that these performance differences were driven by misestimation of the true category boundary.
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Affiliation(s)
- Timo Flesch
- Department of Experimental Psychology, University of Oxford; Oxford, United Kingdom
- * E-mail:
| | - David G. Nagy
- Department of Computational Sciences, Wigner Research Centre for Physics; Budapest, Hungary
| | - Andrew Saxe
- Gatsby Computational Neuroscience Unit & Sainsbury Wellcome Centre, University College London; London, United Kingdom
- CIFAR Azrieli Global Scholars program, CIFAR; Toronto, Canada
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Error-based and reinforcement learning in basketball free throw shooting. Sci Rep 2023; 13:499. [PMID: 36627301 PMCID: PMC9832021 DOI: 10.1038/s41598-022-26568-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2022] [Accepted: 12/16/2022] [Indexed: 01/12/2023] Open
Abstract
This study investigates the effects of error-based and reinforcement training on the acquisition and long-term retention of free throw accuracy in basketball. Sixty participants were divided into four groups (n = 15 per group): (i) the error-based group (sensory feedback), (ii) the reinforcement group (binary feedback including success or failure), (iii) the mixed group (sensory feedback followed by binary feedback), and (iv) the control group (without training). Free throws success was recorded before training (PreT), immediately after (Postd0), one day later (Postd1), and seven days later (Postd7). The error-based group, but not the reinforcement group, showed a significant immediate improvement in free throw accuracy (PreT vs Postd0). Interestingly, over time (Postd0 vs Postd1 vs Postd7), the reinforcement group significantly improved its accuracy, while the error-based group decreased it, returning to the PreT level (PreT vs Post7). The mixed group showed the advantage of both training methods, i.e., fast acquisition and retention on a long-term scale. Error-based learning leads to better acquisition, while reinforcement learning leads to better retention. Therefore, the combination of both types of learning is more efficient for both acquisition and retention processes. These findings provide new insight into the acquisition and retention of a fundamental basketball skill in free throw shooting.
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Cristini J, Parwanta Z, De las Heras B, Medina-Rincon A, Paquette C, Doyon J, Dagher A, Steib S, Roig M. Motor Memory Consolidation Deficits in Parkinson's Disease: A Systematic Review with Meta-Analysis. JOURNAL OF PARKINSON'S DISEASE 2023; 13:865-892. [PMID: 37458048 PMCID: PMC10578244 DOI: 10.3233/jpd-230038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/21/2023] [Indexed: 07/18/2023]
Abstract
BACKGROUND The ability to encode and consolidate motor memories is essential for persons with Parkinson's disease (PD), who usually experience a progressive loss of motor function. Deficits in memory encoding, usually expressed as poorer rates of skill improvement during motor practice, have been reported in these patients. Whether motor memory consolidation (i.e., motor skill retention) is also impaired is unknown. OBJECTIVE To determine whether motor memory consolidation is impaired in PD compared to neurologically intact individuals. METHODS We conducted a pre-registered systematic review (PROSPERO: CRD42020222433) following PRISMA guidelines that included 46 studies. RESULTS Meta-analyses revealed that persons with PD have deficits in retaining motor skills (SMD = -0.17; 95% CI = -0.32, -0.02; p = 0.0225). However, these deficits are task-specific, affecting sensory motor (SMD = -0.31; 95% CI -0.47, -0.15; p = 0.0002) and visuomotor adaptation (SMD = -1.55; 95% CI = -2.32, -0.79; p = 0.0001) tasks, but not sequential fine motor (SMD = 0.17; 95% CI = -0.05, 0.39; p = 0.1292) and gross motor tasks (SMD = 0.04; 95% CI = -0.25, 0.33; p = 0.7771). Importantly, deficits became non-significant when augmented feedback during practice was provided, and additional motor practice sessions reduced deficits in sensory motor tasks. Meta-regression analyses confirmed that deficits were independent of performance during encoding, as well as disease duration and severity. CONCLUSION Our results align with the neurodegenerative models of PD progression and motor learning frameworks and emphasize the importance of developing targeted interventions to enhance motor memory consolidation in PD.
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Affiliation(s)
- Jacopo Cristini
- Memory and Motor Rehabilitation Laboratory (MEMORY-LAB), Feil and Oberfeld Research Centre, Jewish Rehabilitation Hospital, Montreal Center for Interdisciplinary Research in Rehabilitation (CRIR), Laval, QC, Canada
- School of Physical and Occupational Therapy, Faculty of Medicine, McGill University, Montreal, QC, Canada
| | - Zohra Parwanta
- Memory and Motor Rehabilitation Laboratory (MEMORY-LAB), Feil and Oberfeld Research Centre, Jewish Rehabilitation Hospital, Montreal Center for Interdisciplinary Research in Rehabilitation (CRIR), Laval, QC, Canada
- School of Physical and Occupational Therapy, Faculty of Medicine, McGill University, Montreal, QC, Canada
| | - Bernat De las Heras
- Memory and Motor Rehabilitation Laboratory (MEMORY-LAB), Feil and Oberfeld Research Centre, Jewish Rehabilitation Hospital, Montreal Center for Interdisciplinary Research in Rehabilitation (CRIR), Laval, QC, Canada
- School of Physical and Occupational Therapy, Faculty of Medicine, McGill University, Montreal, QC, Canada
| | - Almudena Medina-Rincon
- Memory and Motor Rehabilitation Laboratory (MEMORY-LAB), Feil and Oberfeld Research Centre, Jewish Rehabilitation Hospital, Montreal Center for Interdisciplinary Research in Rehabilitation (CRIR), Laval, QC, Canada
- Grupo de investigación iPhysio, San Jorge University, Zaragoza, Aragón, Spain
- Department of Physiotherapy, San Jorge University, Zaragoza, Aragón, Spain
| | - Caroline Paquette
- Department of Kinesiology & Physical Education, McGill University, Montreal, QC,Canada
- Feil and Oberfeld Research Centre, Jewish Rehabilitation Hospital, Montreal Center for Interdisciplinary Research in Rehabilitation (CRIR), Laval, QC, Canada
| | - Julien Doyon
- Montreal Neurological Institute, Department of Neurology and Neurosurgery, McGill University, Montreal, QC, Canada
| | - Alain Dagher
- Montreal Neurological Institute, Department of Neurology and Neurosurgery, McGill University, Montreal, QC, Canada
| | - Simon Steib
- Department of Human Movement, Training and Active Aging, Institute of Sports and Sports Sciences, Heidelberg University, Heidelberg, Germany
| | - Marc Roig
- Memory and Motor Rehabilitation Laboratory (MEMORY-LAB), Feil and Oberfeld Research Centre, Jewish Rehabilitation Hospital, Montreal Center for Interdisciplinary Research in Rehabilitation (CRIR), Laval, QC, Canada
- School of Physical and Occupational Therapy, Faculty of Medicine, McGill University, Montreal, QC, Canada
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Orientation control strategies and adaptation to a visuomotor perturbation in rotational hand movements. PLoS Comput Biol 2022; 18:e1010248. [DOI: 10.1371/journal.pcbi.1010248] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Revised: 12/15/2022] [Accepted: 11/14/2022] [Indexed: 12/12/2022] Open
Abstract
Computational approaches to biological motor control are used to discover the building blocks of human motor behaviour. Models explaining features of human hand movements have been studied thoroughly, yet only a few studies attempted to explain the control of the orientation of the hand; instead, they mainly focus on the control of hand translation, predominantly in a single plane. In this study, we present a new methodology to study the way humans control the orientation of their hands in three dimensions and demonstrate it in two sequential experiments. We developed a quaternion-based score that quantifies the geodicity of rotational hand movements and evaluated it experimentally. In the first experiment, participants performed a simple orientation-matching task with a robotic manipulator. We found that rotations are generally performed by following a geodesic in the quaternion hypersphere, which suggests that, similarly to translation, the orientation of the hand is centrally controlled, possibly by optimizing geometrical properties of the hand’s rotation. This result established a baseline for the study of human response to perturbed visual feedback of the orientation of the hand. In the second experiment, we developed a novel visuomotor rotation task in which the rotation is applied on the hand’s rotation, and studied the adaptation of participants to this rotation, and the transfer of the adaptation to a different initial orientation. We observed partial adaptation to the rotation. The patterns of the transfer of the adaptation to a different initial orientation were consistent with the representation of the orientation in extrinsic coordinates. The methodology that we developed allows for studying the control of a rigid body without reducing the dimensionality of the task. The results of the two experiments open questions for future studies regarding the mechanisms underlying the central control of hand orientation. These results can be of benefit for many applications that involve fine manipulation of rigid bodies, such as teleoperation and neurorehabilitation.
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Langhanns C, Ewolds H, Künzell S, Müller H. Contributions of open-loop and closed-loop control in a continuous tracking task differ depending on attentional demands during practice. Hum Mov Sci 2022; 85:103001. [PMID: 36095983 DOI: 10.1016/j.humov.2022.103001] [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: 11/03/2021] [Revised: 08/26/2022] [Accepted: 09/01/2022] [Indexed: 11/25/2022]
Abstract
Improving tracking performance requires numerous adjustments in the motor system, including peripheral muscle functions and central motor commands. These commands can rely on sensory feedback processing during tracking, i.e., closed-loop control. In the case of repeated tracking sequences, these commands can rely on an inner representation of the target trajectory to optimize pre-planning, i.e., open-loop control. Implicit learning in a continuous tracking task with repeated sequences proves the availability of an inner target representation, which emerges by learning task regularities, even without explicit knowledge. We hypothesize that the actual use of open-loop or closed-loop control is influenced by the demand for attention. Specifically, we suggest that closed-loop control and its development during practice need attentional resources, whereas open-loop control can work and evolve in a more automatic way without attentional demands. To test this, we investigated motor-control strategies when extensively practicing a continuous compensatory force-tracking task using isometric leg muscle activation, either as a single-motor task or as a motor-cognitive dual task. After training, we found evidence for predominantly closed-loop control in the single-task training group and for open-loop control in the dual-task training group. In particular, we ascertained dual-task motor costs and a weakly developed implicit knowledge of task regularities in the single-task training group. In contrast, in the dual-task training group dual-task motor costs disappeared, while implicit learning was clearly observed. We conclude that motor-cognitive dual-task training may boost implicit motor learning, without necessarily impeding concurrent improvement in the cognitive task. Data repository: reserved doi: https://doi.org/10.5281/zenodo.6759377.
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Affiliation(s)
- Christine Langhanns
- Department of Psychology and Sports Science, Justus Liebig University Giessen, Germany; nemolab, University of Giessen, Justus Liebig University Giessen, Germany.
| | - Harald Ewolds
- Department of Sports Science and Sport Center, University of Augsburg, Germany.
| | - Stefan Künzell
- Department of Sports Science and Sport Center, University of Augsburg, Germany.
| | - Hermann Müller
- Department of Psychology and Sports Science, Justus Liebig University Giessen, Germany; nemolab, University of Giessen, Justus Liebig University Giessen, Germany; CMBB Center for Mind, Brain and Behavior, Universities of Marburg and Giessen, Germany.
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Magelssen C, Haugen P, Reid R, Gilgien M. Is there a contextual interference effect for sub-elite alpine ski racers learning complex skills? Front Bioeng Biotechnol 2022; 10:966041. [PMID: 36185422 PMCID: PMC9521505 DOI: 10.3389/fbioe.2022.966041] [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: 06/10/2022] [Accepted: 08/29/2022] [Indexed: 11/13/2022] Open
Abstract
Scientific understanding of the contextual interference effect stems mainly from studies on unskilled participants learning artificial laboratory tasks. Although one goal of such studies is to extrapolate the findings to include real-world learning situations such as sports, this generalization is not straightforward. This study tested the contextual interference effect with 66 sub-elite, competitive alpine ski racers who learned a new movement pattern−the pumping technique to increase velocity in slalom−by practicing this skill in three different slalom courses over a 3-day training period. The interleaved group practiced all three courses each day in a semi-random order. In contrast, the blocked group practiced only one course each day, which was randomized and counterbalanced across the participants in this group. A retention test was delivered 72 h after the last practice day. In contrast to our hypothesis, the interleaved group did not display significantly better retention than the blocked group. The interleaved group’s performance was also not significantly attenuated during skill learning compared to the blocked group. Our results underscore the importance of conducting motor learning experiments in natural environments to understand the conditions that facilitate learning beyond the laboratory environment.
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Affiliation(s)
- Christian Magelssen
- Institute for Physical Performance, Norwegian School of Sport Sciences, Oslo, Norway
- *Correspondence: Christian Magelssen,
| | - Per Haugen
- Institute for Physical Performance, Norwegian School of Sport Sciences, Oslo, Norway
| | | | - Matthias Gilgien
- Institute for Physical Performance, Norwegian School of Sport Sciences, Oslo, Norway
- The Norwegian Ski Federation, Oslo, Norway
- Center of Alpine Sports Biomechanics, Engadin Health and Innovation Foundation, Samedan, Switzerland
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Invernizzi PL, Signorini G, Rigon M, Larion A, Raiola G, D’Elia F, Bosio A, Scurati R. Promoting Children's Psychomotor Development with Multi-Teaching Didactics. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191710939. [PMID: 36078655 PMCID: PMC9517746 DOI: 10.3390/ijerph191710939] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 08/30/2022] [Accepted: 08/31/2022] [Indexed: 05/13/2023]
Abstract
This group randomized control trial examined the dose-response effect of varied combinations of linear and nonlinear pedagogy (enriched physical education with specific program led by specialist vs. conventional physical education led by generalist) for improving first-grade children's motor creativity, executive functions, self-efficacy, and learning enjoyment. We led three physical education classes per group through 12 weeks of combined instruction, based on linear and nonlinear pedagogy: mostly linear (ML; 80% linear, 20% nonlinear; n = 62); mostly nonlinear (MNL; 20% linear, 80% nonlinear; n = 61); and control (C; conventional teaching from generalists; n = 60). MNL improved in (a) motor creativity ability (DMA; 48.7%, 76.5%, and 47.6% for locomotor, stability, and manipulative tasks, respectively); (b) executive functions (working memory and inhibitory control) for RNG task (14.7%) and task errors (70.8%); (c) self-efficacy (5.9%); and (d) enjoyment (8.3%). In ML, DMA improved by 18.0% in locomotor and 60.9% in manipulative tasks. C improved of 10.5% in enjoyment, and RNG task worsened by 22.6%. MNL improvements in DMA tasks, executive functions, and self-efficacy were significantly better than those in C. ML was better than C in DMA task and in executive functions' task errors. Overall, ML and MNL approaches were more effective than conventional generalist teaching (C), and the MNL combination of 80% nonlinear and 20% linear pedagogy was optimal. We recommend that educators favor the MNL approach.
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Affiliation(s)
- Pietro Luigi Invernizzi
- Department of Biomedical Sciences for Health, Università degli Studi di Milano, 20129 Milan, Italy
| | - Gabriele Signorini
- Department of Biomedical Sciences for Health, Università degli Studi di Milano, 20129 Milan, Italy
| | - Marta Rigon
- Department of Biomedical Sciences for Health, Università degli Studi di Milano, 20129 Milan, Italy
- Sport Faculty, San Antonio Catholic University of Murcia, 30107 Murcia, Spain
| | - Alin Larion
- Faculty of Physical Education and Sport, Ovidius University of Constanta, 900527 Constanta, Romania
| | - Gaetano Raiola
- Department of Political and Social Sciences, University of Salerno, 84084 Fisciano, Italy
| | - Francesca D’Elia
- Department of Humanities, Philosophy and Education, University of Salerno, 84084 Fisciano, Italy
| | - Andrea Bosio
- Human Performance Laboratory, Mapei Sport, 21057 Olgiate Olona, Italy
| | - Raffaele Scurati
- Department of Biomedical Sciences for Health, Università degli Studi di Milano, 20129 Milan, Italy
- Correspondence:
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van der Veer IPA, Verbecque E, Rameckers EAA, Bastiaenen CHG, Klingels K. How can instructions and feedback with external focus be shaped to enhance motor learning in children? A systematic review. PLoS One 2022; 17:e0264873. [PMID: 36007080 PMCID: PMC9409566 DOI: 10.1371/journal.pone.0264873] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2022] [Accepted: 08/08/2022] [Indexed: 11/18/2022] Open
Abstract
Aim
This systematic review investigates the effectiveness of instructions and feedback with external focus applied with reduced frequency, self-controlled timing and/or in visual or auditory form, on the performance of functional gross motor tasks in children aged 2 to 18 with typical or atypical development.
Methods
Four databases (PubMed, Web of Science, Scopus, Embase) were systematically searched (last updated May 31st 2021). Inclusion criteria were: 1. children aged 2 to 18 years old; 2. Instructions/feedback with external focus applied with reduced frequency, self-controlled timing, and/or visual or auditory form as intervention, to learn functional gross motor tasks; 3. Instructions/feedback with external focus applied with continuous frequency, instructor-controlled timing, and/or verbal form as control; 4. performance measure as outcome; 5. (randomized) controlled studies. Article selection and risk of bias assessment (with the Cochrane risk of bias tools) was conducted by two reviewers independently. Due to heterogeneity in study characteristics and incompleteness of the reported data, a best-evidence synthesis was performed.
Results
Thirteen studies of low methodological quality were included, investigating effectiveness of reduced frequencies (n = 8), self-controlled timing (n = 5) and visual form (n = 1) on motor performance of inexperienced typically (n = 348) and atypically (n = 195) developing children, for acquisition, retention and/or transfer. For accuracy, conflicting or no evidence was found for most comparisons, at most time points. However, there was moderate evidence that self-controlled feedback was most effective for retention, and limited evidence that visual analogy was most effective for retention and transfer. To improve quality of movement, there was limited evidence that continuous frequency was most effective for retention and transfer.
Conclusion
More methodologically sound studies are needed to draw conclusions about the preferred frequency, timing or form. However, we cautiously advise considering self-controlled feedback, visual instructions, and continuous frequency.
Trial registration
Registration: Prospero CRD42021225723. https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021225723.
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Affiliation(s)
- Ingrid P. A. van der Veer
- Faculty of Rehabilitation Sciences and Physiotherapy, Rehabilitation Research Centre—REVAL, Hasselt University, Hasselt, Belgium
- * E-mail:
| | - Evi Verbecque
- Faculty of Rehabilitation Sciences and Physiotherapy, Rehabilitation Research Centre—REVAL, Hasselt University, Hasselt, Belgium
| | - Eugene A. A. Rameckers
- Faculty of Rehabilitation Sciences and Physiotherapy, Rehabilitation Research Centre—REVAL, Hasselt University, Hasselt, Belgium
- Department of Functioning and Rehabilitation, Research School CAPHRI, Maastricht University, Maastricht, The Netherlands
- Centre of Expertise, Adelante Rehabilitation Centre, Valkenburg, The Netherlands
| | - Caroline H. G. Bastiaenen
- Department of Epidemiology, Functioning, Participation & Rehabilitation, Research School CAPHRI, Maastricht University, Maastricht, The Netherlands
| | - Katrijn Klingels
- Faculty of Rehabilitation Sciences and Physiotherapy, Rehabilitation Research Centre—REVAL, Hasselt University, Hasselt, Belgium
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O'Connor EJ, Murphy A, Kohler MJ, Chan RW, Immink MA. Instantaneous effects of mindfulness meditation on tennis return performance in elite junior athletes completing an implicitly sequenced serve return task. Front Sports Act Living 2022; 4:907654. [PMID: 36081619 PMCID: PMC9446240 DOI: 10.3389/fspor.2022.907654] [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: 03/30/2022] [Accepted: 07/29/2022] [Indexed: 11/13/2022] Open
Abstract
Single-session meditation augmentation of sport-specific skill performance was tested with elite junior tennis athletes. Athletes completed one of two styles of mindfulness meditation (focused-attention or open-monitoring) or a control listening condition prior to performing an implicitly sequenced tennis serve return task involving the goal of hitting a target area placed on the service court. Unbeknownst to athletes, six distinct serves followed a repeating second-order conditional sequence for two task blocks before the sequence was altered in a third transfer block. Task performance was operationalized as serve return outcome and analyzed using beta regression modeling. Models analyzed group by block differences in the proportion of returned serves (i.e., non-aces), returns placed in the service court, and target hits. Contrary to previous laboratory findings, results did not support meditation-related augmentation of performance and/or sequence learning. In fact, compared to control, meditation may have impaired performance improvements and acquisition of serve sequence information. It is possible that the effects of single-session meditation seen in laboratory research may not extend to more complex motor tasks, at least in highly-trained adolescents completing a well-learned skill. Further research is required to elucidate the participant, task, and meditation-related characteristics that might promote single-session meditation performance enhancement.
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Cowin J, Nimphius S, Fell J, Culhane P, Schmidt M. A Proposed Framework to Describe Movement Variability within Sporting Tasks: A Scoping Review. SPORTS MEDICINE - OPEN 2022; 8:85. [PMID: 35759128 PMCID: PMC9237196 DOI: 10.1186/s40798-022-00473-4] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2021] [Accepted: 06/06/2022] [Indexed: 05/25/2023]
Abstract
Movement variability is defined as the normal variations in motor performance across multiple repetitions of a task. However, the term "movement variability" can mean different things depending on context, and when used by itself does not capture the specifics of what has been investigated. Within sport, complex movements are performed repeatedly under a variety of different constraints (e.g. different situations, presence of defenders, time pressure). Movement variability has implications for sport performance and injury risk management. Given the importance of movement variability, it is important to understand the terms used to measure and describe it. This broad term of "movement variability" does not specify the different types of movement variability that are currently being assessed in the sporting literature. We conducted a scoping review (1) to assess the current terms and definitions used to describe movement variability within sporting tasks and (2) to utilise the results of the review for a proposed framework that distinguishes and defines the different types of movement variability within sporting tasks. To be considered eligible, sources must have assessed a sporting movement or skill and had at least one quantifiable measure of movement variability. A total of 43 peer-reviewed journal article sources were included in the scoping review. A total of 280 terms relating to movement variability terminology were extracted using a data-charting form jointly developed by two reviewers. One source out of 43 (2%) supplied definitions for all types of movement variability discussed. Moreover, 169 of 280 terms (60%) were undefined in the source material. Our proposed theoretical framework explains three types of movement variability: strategic, execution, and outcome. Strategic variability describes the different approaches or methods of movement used to complete a task. Execution variability describes the intentional and unintentional adjustments of the body between repetitions within the same strategy. Outcome variability describes the differences in the result or product of a movement. These types emerged from broader frameworks in motor control and were adapted to fit the movement variability needs in sports literature. By providing specific terms with explicit definitions, our proposed framework can ensure like-to-like comparisons of previous terms used in the literature. The practical goal of this framework is to aid athletes, coaches, and support staff to gain a better understanding of how the different types of movement variability within sporting tasks contribute to performance. The framework may allow training methods to be tailored to optimise the specific aspects of movement variability that contribute to success. This review was retrospectively registered using the Open Science Framework (OSF) Registries ( https://osf.io/q73fd ).
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Affiliation(s)
- Jake Cowin
- School of Health Sciences, University of Tasmania, Newnham, TAS, Australia.
- Tasmanian Institute of Sport (Sports Performance Unit), Prospect, TAS, Australia.
| | - Sophia Nimphius
- School of Medical and Health Sciences, Centre for Human Performance, Edith Cowan University, Joondalup, WA, Australia
| | - James Fell
- School of Health Sciences, University of Tasmania, Newnham, TAS, Australia
| | - Peter Culhane
- Tasmanian Institute of Sport (Sports Performance Unit), Prospect, TAS, Australia
| | - Matthew Schmidt
- School of Health Sciences, University of Tasmania, Hobart, TAS, Australia
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The Role of Verbal Feedback in the Motor Learning of Gymnastic Skills: A Systematic Review. APPLIED SCIENCES-BASEL 2022. [DOI: 10.3390/app12125940] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The main purpose of this study was to systematically review the effects of feedback on motor skill acquisition in gymnastic skills. A systematic literature search was conducted in the electronic databases MEDLINE (EBSCO), Scopus, SPORTDiscus (EBSCO), and Web of Science. Of the initial 743 search articles, 13 studies were included in the quantitative analysis. Studies were included if they met the following criteria: (a) healthy subjects, (b) studies with gymnastic, artistic gymnastic, or trampoline elements in the study protocol, (c) verbal feedback intervention, (d) the study compared verbal feedback intervention with other forms of feedback, instructional intervention, or with a control intervention, and (e) task performance evaluation. Methodological quality was identified using the PEDro scale. Combining verbal instructions with different forms of feedback is beneficial when learning complex gymnastic skills. Verbal feedback may be useful to improve the technical performance of a gymnastic element; in particular, information regarding the errors committed in a key element of the performance seems to be effective in the motor learning process.
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Wang KP, Frank C, Hung TM, Schack T. Neurofeedback training: Decreases in Mu rhythm lead to improved motor performance in complex visuomotor skills. CURRENT PSYCHOLOGY 2022; 42:1-12. [PMID: 35600260 PMCID: PMC9115543 DOI: 10.1007/s12144-022-03190-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/03/2022] [Indexed: 11/03/2022]
Abstract
The physiological function of the Mu rhythm (8-13 Hz in the central region) is still unclear, particularly its role in visuomotor performance in sports (shooting vs. golf putting), as both the complexity of the motor skills (i.e., simple vs. complex visuomotor skills) and the skill level (e.g., novices vs. experts or low-skilled vs. highly skilled) may modulate Mu rhythm. To gain a broader understanding of the association between Mu rhythm and visuomotor skill performance, a study design that considers both a control moderator (the difference in skill level) and the ability to manipulate Mu rhythm (i.e., either increase or decrease Mu rhythm) is required. To achieve this, we recruited 30 novice golfers who were randomly assigned to either the increased Mu rhythm group (IMG), decreased Mu rhythm group (DMG), or sham group (SG) and used electroencephalographic-neurofeedback training (EEG-NFT) to manipulate Mu rhythm during a golf putting task (complex visuomotor skill). The aim was to determine whether the complexity of the motor skill was a potential moderator of Mu rhythm. We mainly found that Mu power was significantly decreased in the DMG following EEG-NFT, which lead to increased motor control and improved performance. We suggest that (1) the complexity of the motor skill, rather than the difference in skill level, may be a potential moderator of Mu rhythm and visuomotor performance, as our results were not consistent with a previous study that reported that increased Mu rhythm improved shooting performance (a simple visuomotor task) in novices.
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Affiliation(s)
- Kuo-Pin Wang
- Center for Cognitive Interaction Technology (CITEC), Bielefeld University, Inspiration 1, 33619 Bielefeld, Germany
- Neurocognition and Action - Biomechanics Research Group, Faculty of Psychology and Sports Science, Bielefeld University, Universitätsstraße 25, 33615 Bielefeld, Germany
| | - Cornelia Frank
- Sports and Movement Group, Department of Sports Science, School of Educational and Cultural Studies, Osnabrück University, Jahnstraße 75, 49080 Osnabrück, Germany
| | - Tsung-Min Hung
- Department of Physical Education and Sport Sciences, National Taiwan Normal University, No. 162, Section 1, Heping East Road, Da-an District, Taipei, 106 Republic of China (Taiwan)
- Institute for Research Excellence in Learning Science, National Taiwan Normal University, No. 162, Section 1, Heping East Road, Da-an District, Taipei, 106 Republic of China (Taiwan)
| | - Thomas Schack
- Center for Cognitive Interaction Technology (CITEC), Bielefeld University, Inspiration 1, 33619 Bielefeld, Germany
- Neurocognition and Action - Biomechanics Research Group, Faculty of Psychology and Sports Science, Bielefeld University, Universitätsstraße 25, 33615 Bielefeld, Germany
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Hensel L, Lange F, Tscherpel C, Viswanathan S, Freytag J, Volz LJ, Eickhoff SB, Fink GR, Grefkes C. Recovered grasping performance after stroke depends on interhemispheric frontoparietal connectivity. Brain 2022; 146:1006-1020. [PMID: 35485480 PMCID: PMC9976969 DOI: 10.1093/brain/awac157] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 03/19/2022] [Accepted: 04/14/2022] [Indexed: 01/11/2023] Open
Abstract
Activity changes in the ipsi- and contralesional parietal cortex and abnormal interhemispheric connectivity between these regions are commonly observed after stroke, however, their significance for motor recovery remains poorly understood. We here assessed the contribution of ipsilesional and contralesional anterior intraparietal cortex (aIPS) for hand motor function in 18 recovered chronic stroke patients and 18 healthy control subjects using a multimodal assessment consisting of resting-state functional MRI, motor task functional MRI, online-repetitive transcranial magnetic stimulation (rTMS) interference, and 3D movement kinematics. Effects were compared against two control stimulation sites, i.e. contralesional M1 and a sham stimulation condition. We found that patients with good motor outcome compared to patients with more substantial residual deficits featured increased resting-state connectivity between ipsilesional aIPS and contralesional aIPS as well as between ipsilesional aIPS and dorsal premotor cortex. Moreover, interhemispheric connectivity between ipsilesional M1 and contralesional M1 as well as ipsilesional aIPS and contralesional M1 correlated with better motor performance across tasks. TMS interference at individual aIPS and M1 coordinates led to differential effects depending on the motor task that was tested, i.e. index finger-tapping, rapid pointing movements, or a reach-grasp-lift task. Interfering with contralesional aIPS deteriorated the accuracy of grasping, especially in patients featuring higher connectivity between ipsi- and contralesional aIPS. In contrast, interference with the contralesional M1 led to impaired grasping speed in patients featuring higher connectivity between bilateral M1. These findings suggest differential roles of contralesional M1 and aIPS for distinct aspects of recovered hand motor function, depending on the reorganization of interhemispheric connectivity.
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Affiliation(s)
- Lukas Hensel
- Faculty of Medicine and University Hospital Cologne, Department of Neurology, University of Cologne, Cologne, Germany
| | - Fabian Lange
- Faculty of Medicine and University Hospital Cologne, Department of Neurology, University of Cologne, Cologne, Germany
| | - Caroline Tscherpel
- Faculty of Medicine and University Hospital Cologne, Department of Neurology, University of Cologne, Cologne, Germany,Cognitive Neuroscience, Institute of Neuroscience and Medicine (INM-3), Research Centre Jülich, Jülich, Germany
| | - Shivakumar Viswanathan
- Cognitive Neuroscience, Institute of Neuroscience and Medicine (INM-3), Research Centre Jülich, Jülich, Germany
| | - Jana Freytag
- Faculty of Medicine and University Hospital Cologne, Department of Neurology, University of Cologne, Cologne, Germany
| | - Lukas J Volz
- Faculty of Medicine and University Hospital Cologne, Department of Neurology, University of Cologne, Cologne, Germany
| | - Simon B Eickhoff
- Institute of Systems Neuroscience, Medical Faculty, Heinrich Heine University Düsseldorf, Düsseldorf, Germany,Institute of Neuroscience and Medicine, Brain & Behaviour (INM-7), Research Centre Jülich, Jülich, Germany
| | - Gereon R Fink
- Faculty of Medicine and University Hospital Cologne, Department of Neurology, University of Cologne, Cologne, Germany,Cognitive Neuroscience, Institute of Neuroscience and Medicine (INM-3), Research Centre Jülich, Jülich, Germany
| | - Christian Grefkes
- Correspondence to: Christian Grefkes Institute of Neuroscience and Medicine - Cognitive Neuroscience (INM-3) Research Centre Juelich, Juelich, Germany E-mail:
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SmartSwim, a Novel IMU-Based Coaching Assistance. SENSORS 2022; 22:s22093356. [PMID: 35591046 PMCID: PMC9102691 DOI: 10.3390/s22093356] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Revised: 04/26/2022] [Accepted: 04/27/2022] [Indexed: 01/27/2023]
Abstract
Swimming coaches provide regular timed and technical feedback to swimmers and guide them efficiently in training sessions. Due to the complexity of swimmers’ performance, which is not visible in qualitative observation, quantitative and objective performance evaluation can better assist the coach in this regard. Inertial measurement units (IMUs) are used in swimming for objective performance evaluation. In this study, we propose a new performance evaluation feedback (SmartSwim) using IMU and investigate its effects on the swimmer’s weekly progress. Measurements were conducted each week with 15 competitive swimmers for 10 weeks using a Sacrum IMU. The SmartSwim report included a comprehensive representation of performance based on goal metrics of each phase extracted from the IMU signals. The swimmers were divided into two groups: the experimental and control groups. The SmartSwim report for each swimmer in the experimental group was given to the coach, who used it to adjust the training accordingly. The results showed that the experimental group outperformed the control group when comparing each swimmer, each session and the whole sessions. At the level of each individual, more members of the experimental group showed significant downward trend of average lap time (Mann-Kendall trend test, 95% confidence level). While comparing the sessions, the experimental group showed significantly lower lap time than the control group from the sixth session onwards (p-value < 0.05 from t-test). Considering all sessions, the experimental group showed significantly higher progress, lower average lap time, and more consistent records (Mann-Whitney U test at 95% confidence level) than the control group. This study demonstrated that SmartSwim can assist coaching by quantitatively assessing swimmers’ performance, leading to more efficient training.
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Alipour Ataabadi Y, Cormier DL, Kowalski KC, Oates AR, Ferguson LJ, Lanovaz JL. The Associations Among Self-Compassion, Self-Esteem, Self-Criticism, and Concern Over Mistakes in Response to Biomechanical Feedback in Athletes. Front Sports Act Living 2022; 4:868576. [PMID: 35520096 PMCID: PMC9062879 DOI: 10.3389/fspor.2022.868576] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Accepted: 03/08/2022] [Indexed: 11/16/2022] Open
Abstract
Athletes regularly face the possibility of failing to meet expectations in training and competition, and it is essential that they are equipped with strategies to facilitate coping after receiving performance feedback. Self-compassion is a potential resource to help athletes manage the various setbacks that arise in sport over and above other psychological resources. The primary purpose of this research was to explore how athletes respond to objective biomechanical feedback given after a performance. Specifically, we investigated if levels of self-compassion, self-esteem, self-criticism, and concern over mistakes were related to one another before and after a series of sprint tests interspersed with biomechanical feedback, and whether self-compassionate athletes achieved a better sprint performance after receiving and implementing biomechanical feedback. Forty-eight athletes (20 female: Mage = 19.8 years, SD = 3.1; 28 male: Mage = 23.6 years, SD = 7.8) completed online measures of self-compassion, self-esteem, self-criticism and concern over mistakes before performing four sets of 40-m sprints. Participants received personalized biomechanical feedback after each sprint that compared their performance to gold standard results. Following all sprints, they then completed measures of self-criticism, and reported emotions, thoughts, and reactions. Self-compassion was positively correlated with self-esteem (r = 0.57, p < 0.01) and negatively related to both self-criticism (r = −0.52, p < 0.01) and concern over mistakes (r = −0.69, p < 0.01). We also found that athletes with higher levels of self-compassion prior to sprint performance experienced less self-critical thoughts following biomechanical feedback and subsequent sprint trials (r = −0.38, p < 0.01). Although the results of this study provide some support for the effectiveness of self-compassion in promoting healthy emotions, thoughts, and reactions in response to sprint performance-based biomechanical feedback, a moderated regression analysis between the first and fourth sprint time variables revealed that self-compassion was not a moderator for change in sprint performance (R2 = 0.64, ΔR2 = 0.10, p > 0.05). These findings suggest that there are likely longer-term benefits of athletes using self-compassion to cope with biomechanical feedback, but that any benefits might be limited in a short series of sprint trials.
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Abstract
Can interleaved retrieval practice enhance learning in classrooms? Across a 4-week period, ninth- through 12th-grade students (N = 155) took a weekly quiz in their science courses that tested half of the concepts taught that week. Questions on each quiz were either blocked by concept or interleaved with different concepts. A month after the final quiz, students were tested on the concepts covered in the 4-week period. Replicating the retrieval-practice effect, results showed that participants performed better on concepts that had been on blocked quizzes (M = 54%, SD = 28%) than on concepts that had not been quizzed (M = 47%, SD = 20%; d = 0.30). Interleaved quizzes led to even greater benefits: Participants performed better on concepts that had been on interleaved quizzes (M = 63%, SD = 26%) than on concepts that had been on blocked quizzes (d = 0.35). These results demonstrate a cost-effective strategy to promote classroom learning.
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Affiliation(s)
- Faria Sana
- Centre for Social Sciences, Athabasca University
| | - Veronica X Yan
- Department of Educational Psychology, The University of Texas at Austin
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42
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Exercise Effects on Motor Skill Consolidation and Intermuscular Coherence Depend on Practice Schedule. Brain Sci 2022; 12:brainsci12040436. [PMID: 35447968 PMCID: PMC9030594 DOI: 10.3390/brainsci12040436] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Revised: 03/21/2022] [Accepted: 03/22/2022] [Indexed: 11/16/2022] Open
Abstract
Cardiorespiratory or aerobic exercise immediately after practice of an upper-extremity motor skill task can facilitate skill consolidation, as demonstrated by enhanced performances at 24 h and 7-day retention tests. The purpose of this study was to examine the effect of acute cardiorespiratory exercise on motor skill consolidation when skill practice involved low and high levels of contextual interference introduced through repetitive and interleaved practice schedules, respectively. Forty-eight young healthy adults were allocated to one of four groups who performed either repetitive or interleaved practice of a pinch grip motor sequence task, followed by either a period of seated rest or a bout of high-intensity interval cycling. At pre- and post-practice and 24 h and 7-day retention tests, we assessed motor skill performance and β-band (15–35 Hz) intermuscular coherence using surface electromyography (EMG) collected from the abductor pollicis brevis and first dorsal interosseous. At the 7-day retention test, off-line consolidation was enhanced in the cardiorespiratory exercise relative to the rest group, but only among individuals who performed interleaved motor skill practice (p = 0.02). Similarly, at the 7-day retention test, β-band intermuscular coherence increased to a greater extent in the exercise group than in the rest group for those who performed interleaved practice (p = 0.02). Under the present experimental conditions, cardiorespiratory exercise preferentially supported motor skill consolidation and change in intermuscular coherence when motor skill practice involved higher rather than lower levels of contextual interference.
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43
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Du Y, Krakauer JW, Haith AM. The relationship between habits and motor skills in humans. Trends Cogn Sci 2022; 26:371-387. [DOI: 10.1016/j.tics.2022.02.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Revised: 02/01/2022] [Accepted: 02/06/2022] [Indexed: 12/18/2022]
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Proulx CE, Louis Jean MT, Higgins J, Gagnon DH, Dancause N. Somesthetic, Visual, and Auditory Feedback and Their Interactions Applied to Upper Limb Neurorehabilitation Technology: A Narrative Review to Facilitate Contextualization of Knowledge. FRONTIERS IN REHABILITATION SCIENCES 2022; 3:789479. [PMID: 36188924 PMCID: PMC9397809 DOI: 10.3389/fresc.2022.789479] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 01/14/2022] [Indexed: 11/13/2022]
Abstract
Reduced hand dexterity is a common component of sensorimotor impairments for individuals after stroke. To improve hand function, innovative rehabilitation interventions are constantly developed and tested. In this context, technology-based interventions for hand rehabilitation have been emerging rapidly. This paper offers an overview of basic knowledge on post lesion plasticity and sensorimotor integration processes in the context of augmented feedback and new rehabilitation technologies, in particular virtual reality and soft robotic gloves. We also discuss some factors to consider related to the incorporation of augmented feedback in the development of technology-based interventions in rehabilitation. This includes factors related to feedback delivery parameter design, task complexity and heterogeneity of sensory deficits in individuals affected by a stroke. In spite of the current limitations in our understanding of the mechanisms involved when using new rehabilitation technologies, the multimodal augmented feedback approach appears promising and may provide meaningful ways to optimize recovery after stroke. Moving forward, we argue that comparative studies allowing stratification of the augmented feedback delivery parameters based upon different biomarkers, lesion characteristics or impairments should be advocated (e.g., injured hemisphere, lesion location, lesion volume, sensorimotor impairments). Ultimately, we envision that treatment design should combine augmented feedback of multiple modalities, carefully adapted to the specific condition of the individuals affected by a stroke and that evolves along with recovery. This would better align with the new trend in stroke rehabilitation which challenges the popular idea of the existence of an ultimate good-for-all intervention.
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Affiliation(s)
- Camille E. Proulx
- School of Rehabilitation, Faculty of Medecine, Université de Montréal, Montreal, QC, Canada
- Center for Interdisciplinary Research in Rehabilitation of Greater Montreal – Site Institut universitaire sur la réadaptation en déficience physique de Montréal, CIUSSS Centre-Sud-de-l'Île-de-Montréal, Montreal, QC, Canada
- *Correspondence: Camille E. Proulx
| | | | - Johanne Higgins
- School of Rehabilitation, Faculty of Medecine, Université de Montréal, Montreal, QC, Canada
- Center for Interdisciplinary Research in Rehabilitation of Greater Montreal – Site Institut universitaire sur la réadaptation en déficience physique de Montréal, CIUSSS Centre-Sud-de-l'Île-de-Montréal, Montreal, QC, Canada
| | - Dany H. Gagnon
- School of Rehabilitation, Faculty of Medecine, Université de Montréal, Montreal, QC, Canada
- Center for Interdisciplinary Research in Rehabilitation of Greater Montreal – Site Institut universitaire sur la réadaptation en déficience physique de Montréal, CIUSSS Centre-Sud-de-l'Île-de-Montréal, Montreal, QC, Canada
| | - Numa Dancause
- Department of Neurosciences, Faculty of Medecine, Université de Montréal, Montreal, QC, Canada
- Centre interdisciplinaire de recherche sur le cerveau et l'apprentissage (CIRCA), Université de Montréal, Montreal, QC, Canada
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Lehmann N, Villringer A, Taubert M. Priming cardiovascular exercise improves complex motor skill learning by affecting the trajectory of learning-related brain plasticity. Sci Rep 2022; 12:1107. [PMID: 35064175 PMCID: PMC8783021 DOI: 10.1038/s41598-022-05145-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2021] [Accepted: 12/31/2021] [Indexed: 11/24/2022] Open
Abstract
In recent years, mounting evidence from animal models and studies in humans has accumulated for the role of cardiovascular exercise (CE) in improving motor performance and learning. Both CE and motor learning may induce highly dynamic structural and functional brain changes, but how both processes interact to boost learning is presently unclear. Here, we hypothesized that subjects receiving CE would show a different pattern of learning-related brain plasticity compared to non-CE controls, which in turn associates with improved motor learning. To address this issue, we paired CE and motor learning sequentially in a randomized controlled trial with healthy human participants. Specifically, we compared the effects of a 2-week CE intervention against a non-CE control group on subsequent learning of a challenging dynamic balancing task (DBT) over 6 consecutive weeks. Structural and functional MRI measurements were conducted at regular 2-week time intervals to investigate dynamic brain changes during the experiment. The trajectory of learning-related changes in white matter microstructure beneath parieto-occipital and primary sensorimotor areas of the right hemisphere differed between the CE vs. non-CE groups, and these changes correlated with improved learning of the CE group. While group differences in sensorimotor white matter were already present immediately after CE and persisted during DBT learning, parieto-occipital effects gradually emerged during motor learning. Finally, we found that spontaneous neural activity at rest in gray matter spatially adjacent to white matter findings was also altered, therefore indicating a meaningful link between structural and functional plasticity. Collectively, these findings may lead to a better understanding of the neural mechanisms mediating the CE-learning link within the brain.
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Affiliation(s)
- Nico Lehmann
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103, Leipzig, Germany. .,Faculty of Humanities, Institute III, Department of Sport Science, Otto von Guericke University, Zschokkestraße 32, 39104, Magdeburg, Germany.
| | - Arno Villringer
- Department of Neurology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstraße 1a, 04103, Leipzig, Germany.,Mind and Brain Institute, Charité and Humboldt University, Luisenstraße 56, 10117, Berlin, Germany
| | - Marco Taubert
- Faculty of Humanities, Institute III, Department of Sport Science, Otto von Guericke University, Zschokkestraße 32, 39104, Magdeburg, Germany.,Center for Behavioral and Brain Science (CBBS), Otto von Guericke University, Universitätsplatz 2, 39106, Magdeburg, Germany
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Johnson BP, Cohen LG. Reward and plasticity: Implications for neurorehabilitation. HANDBOOK OF CLINICAL NEUROLOGY 2022; 184:331-340. [PMID: 35034746 DOI: 10.1016/b978-0-12-819410-2.00018-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Neuroplasticity follows nervous system injury in the presence or absence of rehabilitative treatments. Rehabilitative interventions can be used to modulate adaptive neuroplasticity, reducing motor impairment and improving activities of daily living in patients with brain lesions. Learning principles guide some rehabilitative interventions. While basic science research has shown that reward combined with training enhances learning, this principle has been only recently explored in the context of neurorehabilitation. Commonly used reinforcers may be more or less rewarding depending on the individual or the context in which the task is performed. Studies in healthy humans showed that both reward and punishment can enhance within-session motor performance; but reward, and not punishment, improves consolidation and retention of motor skills. On the other hand, neurorehabilitative training after brain lesions involves complex tasks (e.g., walking and activities of daily living). The contribution of reward to neurorehabilitation is incompletely understood. Here, we discuss recent research on the role of reward in neurorehabilitation and the needed directions of future research.
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Affiliation(s)
- Brian P Johnson
- Human Cortical Physiology and Neurorehabilitation Section, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, MD, United States
| | - Leonardo G Cohen
- Human Cortical Physiology and Neurorehabilitation Section, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, MD, United States.
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Sousa FYM, Silva YDMRE, Santos AKDS, Palma GCDS, Lemos RLF, Bonuzzi GMG. The role of nocturnal sleep on the retention, adaptability, and relearning rate of a motor skill. MOTRIZ: REVISTA DE EDUCACAO FISICA 2022. [DOI: 10.1590/s1980-657420220017221] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
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48
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Küçüktabak EB, Kim SJ, Wen Y, Lynch K, Pons JL. Human-machine-human interaction in motor control and rehabilitation: a review. J Neuroeng Rehabil 2021; 18:183. [PMID: 34961530 PMCID: PMC8714449 DOI: 10.1186/s12984-021-00974-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Accepted: 12/07/2021] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND Human-human (HH) interaction mediated by machines (e.g., robots or passive sensorized devices), which we call human-machine-human (HMH) interaction, has been studied with increasing interest in the last decade. The use of machines allows the implementation of different forms of audiovisual and/or physical interaction in dyadic tasks. HMH interaction between two partners can improve the dyad's ability to accomplish a joint motor task (task performance) beyond either partner's ability to perform the task solo. It can also be used to more efficiently train an individual to improve their solo task performance (individual motor learning). We review recent research on the impact of HMH interaction on task performance and individual motor learning in the context of motor control and rehabilitation, and we propose future research directions in this area. METHODS A systematic search was performed on the Scopus, IEEE Xplore, and PubMed databases. The search query was designed to find studies that involve HMH interaction in motor control and rehabilitation settings. Studies that do not investigate the effect of changing the interaction conditions were filtered out. Thirty-one studies met our inclusion criteria and were used in the qualitative synthesis. RESULTS Studies are analyzed based on their results related to the effects of interaction type (e.g., audiovisual communication and/or physical interaction), interaction mode (collaborative, cooperative, co-active, and competitive), and partner characteristics. Visuo-physical interaction generally results in better dyadic task performance than visual interaction alone. In cases where the physical interaction between humans is described by a spring, there are conflicting results as to the effect of the stiffness of the spring. In terms of partner characteristics, having a more skilled partner improves dyadic task performance more than having a less skilled partner. However, conflicting results were observed in terms of individual motor learning. CONCLUSIONS Although it is difficult to draw clear conclusions as to which interaction type, mode, or partner characteristic may lead to optimal task performance or individual motor learning, these results show the possibility for improved outcomes through HMH interaction. Future work that focuses on selecting the optimal personalized interaction conditions and exploring their impact on rehabilitation settings may facilitate the transition of HMH training protocols to clinical implementations.
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Affiliation(s)
- Emek Barış Küçüktabak
- Department of Mechanical Engineering, McCormick School of Engineering, Northwestern University, 60208 Evanston, IL USA
- Legs + Walking Lab, Shirley Ryan Ability Lab, 60611 Chicago, IL USA
| | - Sangjoon J. Kim
- Legs + Walking Lab, Shirley Ryan Ability Lab, 60611 Chicago, IL USA
- Department of Physical Medicine and Rehabilitation, Feinberg School of Medicine, Northwestern University, 60611 Chicago, IL USA
| | - Yue Wen
- Legs + Walking Lab, Shirley Ryan Ability Lab, 60611 Chicago, IL USA
- Department of Physical Medicine and Rehabilitation, Feinberg School of Medicine, Northwestern University, 60611 Chicago, IL USA
| | - Kevin Lynch
- Department of Mechanical Engineering, McCormick School of Engineering, Northwestern University, 60208 Evanston, IL USA
| | - Jose L. Pons
- Department of Mechanical Engineering, McCormick School of Engineering, Northwestern University, 60208 Evanston, IL USA
- Legs + Walking Lab, Shirley Ryan Ability Lab, 60611 Chicago, IL USA
- Department of Physical Medicine and Rehabilitation, Feinberg School of Medicine, Northwestern University, 60611 Chicago, IL USA
- Department of Biomedical Engineering, McCormick School of Engineering, Northwestern University, 60208 Evanston, IL USA
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Elghoul Y, Bahri F, Trabelsi K, Chtourou H, Frikha M, Clark CCT, Glenn JM, Bragazzi N, Souissi N. Optimizing Motor Learning: Difficulty Manipulation Combined with Feedback- Frequency Enhance Under-Time-Pressure Fine-Motor-Coordination Skill Acquisition and Retention. J Mot Behav 2021; 54:490-502. [PMID: 34913851 DOI: 10.1080/00222895.2021.2016573] [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: 10/19/2022]
Abstract
Improving acquisition and retention of new motor skills is of great importance. This study investigated the effects of progressive task difficulty manipulation (TD), combined with varying knowledge of results frequencies (KR) on performance accuracy and consistency when learning novel fine motor coordination tasks, and examined relationships between novel fine motor task performance and executive function (EF), working memory (WM), and perceived difficulty (PD). Thirty-six, right-handed, novice physical-education students (age = 10.72 ± 0.89 years) participated; participants were separated into three groups, receiving varying KR frequency (100%KR, 50%KR, and 33%KR). For each group, distance to the target was increased progressively (2 m, 2.37 m, and 3.56 m) to obtain three difficulty levels. We assessed performance during test sessions (pretest, post-test, Retention1 and Retention2) under free (FC) and time pressure (TPC) conditions. Results revealed that under FC, 100%KR improved significantly. Results revealed significant linear improvements in accuracy for 50%KR and 33%KR under TPC. New findings indicate that the association between TD and KR (50%KR) may provide more appropriate cognitive loads compared to 33%KR and 100%KR groups. These have implications for practitioners because, while strategies are clearly necessary for improving learning, the efficacy of the process appears to be based on the characteristics of the learners.
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Affiliation(s)
- Yousri Elghoul
- High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia.,Education, Motor Skills, Sports and Health (EM2S), LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Tunisia
| | - Fatma Bahri
- High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia.,Education, Motor Skills, Sports and Health (EM2S), LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Tunisia
| | - Khaled Trabelsi
- High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia.,Education, Motor Skills, Sports and Health (EM2S), LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Tunisia
| | - Hamdi Chtourou
- High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia.,Education, Motor Skills, Sports and Health (EM2S), LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Tunisia
| | - Mohamed Frikha
- Department of Physical Education, College of Education, King Faisal University, Al-Hufŭf, Saudi Arabia
| | - Cain C T Clark
- Centre for Intelligent Healthcare, Coventry University, Coventry, UK
| | - Jordan M Glenn
- Exercise Science Research Center, Department of Health, Human Performance and Recreation, University of Arkansas, Fayetteville, Arkansas, USA
| | - Nicola Bragazzi
- Laboratory for Industrial and Applied Mathematics, Department of Mathematics and Statistics, York University, Toronto, Ontario, Canada
| | - Nizar Souissi
- Physical Activity, Sport, and Health, UR18JS01, National Observatory of Sport, Tunis, Tunisia
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50
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Penalver-Andres J, Buetler KA, Koenig T, Müri RM, Marchal-Crespo L. Providing Task Instructions During Motor Training Enhances Performance and Modulates Attentional Brain Networks. Front Neurosci 2021; 15:755721. [PMID: 34955719 PMCID: PMC8695982 DOI: 10.3389/fnins.2021.755721] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Accepted: 10/18/2021] [Indexed: 11/21/2022] Open
Abstract
Learning a new motor task is a complex cognitive and motor process. Especially early during motor learning, cognitive functions such as attentional engagement, are essential, e.g., to discover relevant visual stimuli. Drawing participant's attention towards task-relevant stimuli-e.g., with task instructions using visual cues or explicit written information-is a common practice to support cognitive engagement during training and, hence, accelerate motor learning. However, there is little scientific evidence about how visually cued or written task instructions affect attentional brain networks during motor learning. In this experiment, we trained 36 healthy participants in a virtual motor task: surfing waves by steering a boat with a joystick. We measured the participants' motor performance and observed attentional brain networks using alpha-band electroencephalographic (EEG) activity before and after training. Participants received one of the following task instructions during training: (1) No explicit task instructions and letting participants surf freely (implicit training; IMP); (2) Task instructions provided through explicit visual cues (explicit-implicit training; E-IMP); or (3) through explicit written commands (explicit training; E). We found that providing task instructions during training (E and E-IMP) resulted in less post-training motor variability-linked to enhanced performance-compared to training without instructions (IMP). After training, participants trained with visual cues (E-IMP) enhanced the alpha-band strength over parieto-occipital and frontal brain areas at wave onset. In contrast, participants who trained with explicit commands (E) showed decreased fronto-temporal alpha activity. Thus, providing task instructions in written (E) or using visual cues (E-IMP) leads to similar motor performance improvements by enhancing activation on different attentional networks. While training with visual cues (E-IMP) may be associated with visuo-attentional processes, verbal-analytical processes may be more prominent when written explicit commands are provided (E). Together, we suggest that training parameters such as task instructions, modulate the attentional networks observed during motor practice and may support participant's cognitive engagement, compared to training without instructions.
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Affiliation(s)
- Joaquin Penalver-Andres
- Motor Learning and Neurorehabilitation Laboratory, ARTORG Center for Biomedical Engineering Research, University of Bern, Bern, Switzerland
- Psychosomatic Medicine, Department of Neurology, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Karin A. Buetler
- Motor Learning and Neurorehabilitation Laboratory, ARTORG Center for Biomedical Engineering Research, University of Bern, Bern, Switzerland
| | - Thomas Koenig
- Translational Research Center, University Hospital of Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland
| | - René Martin Müri
- Gerontechnology and Rehabilitation Group, ARTORG Center for Biomedical Engineering Research, University of Bern, Bern, Switzerland
- Perception and Eye Movement Laboratory, Department of Neurology and BioMedical Research, University of Bern, Bern, Switzerland
- Department of Neurology, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Laura Marchal-Crespo
- Motor Learning and Neurorehabilitation Laboratory, ARTORG Center for Biomedical Engineering Research, University of Bern, Bern, Switzerland
- Department of Cognitive Robotics, Delft University of Technology, Delft, Netherlands
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