Toward Synergizing Educational Research and Movement Sciences: a Dialogue on Learning as Developing Perception for Action

What could possibly be a meaningful conversation between educational researchers and movement scientists? Curiously, they have much in common. Both groups of researchers increasingly (1) appreciate the human capacity to enact perceptually guided movement as an overarching psychological model of thinking, problem-solving, and learning; (2) theorize the development of perceptual structures, including actual and imaginary percepts, as a key epistemic vehicle for solving motor-control problems; and (3) promote a view of abstract thinking as movement-grounded and movement-oriented perceptual dynamics. Probing toward theoretical synergy between these traditionally disparate fields of research, the present article is built as an interdisciplinary conversation between two researchers—of mathematics education and movement science, respectively—who become aware of their intellectual alignment, garner new insights and inspirations from each other’s work, and speculate on implications of this concordance for their fields. Future exploration into the unity of movement and cognition could enrich dialogue between manifold disciplines, with the overall goal of clarifying, developing, and integrating an interdisciplinary common foundation and framework for the benefit of education.

Adaptation to unstable coordination patterns in individual and joint actions

Previous research on interlimb coordination has shown that some coordination patterns are more stable than others, and function as attractors in the space of possible phase relations between different rhythmic movements. The canonical coordination patterns, i.e. the two most stable phase relations, are in-phase (0 degree) and anti-phase (180 degrees). Yet, musicians are able to perform other coordination patterns in intrapersonal as well as in interpersonal coordination with remarkable precision. This raises the question of how music experts manage to produce these unstable patterns of movement coordination. In the current study, we invited participants with at least five years of training on a musical instrument. We used an adaptation paradigm to address two factors that may facilitate producing unstable coordination patterns. First, we investigated adaptation in different coordination settings, to test the hypothesis that the lower coupling strength between individuals during joint performance makes it easier to achieve stability outside of the canonical patterns than the stronger coupling during individual bimanual performance. Second, we investigated whether adding to the structure of action effects may support achieving unstable coordination patterns, both intra- and inter-individually. The structure of action effects was strengthened by adding a melodic contour to the action effects, a measure that has been shown to improve the acquisition of bimanual coordination skills. Adaptation performance was measured both in terms of asynchrony and variability thereof. As predicted, we found that producing unstable patterns benefitted from the weaker coupling during joint performance. Surprisingly, the structure of action effects did not help with achieving unstable coordination patterns.

Stability of bimanual finger tapping coordination is constrained by salient phases

In bimanual cyclical continuous movements, the relative timing of the most salient movement phase in each movement is a predominant constraint. This is the case for coordination when both movements have a single most salient phase (the relative-salience hypothesis). We tested whether the relative-salience hypothesis could explain results obtained for repetitive discrete movements, utilizing finger tapping. In experiment 1, participants performed unimanual alternate two-finger tapping with the metronome beat (i.e., one finger taps on the beat and the other finger taps off the beat). The stability of the tapping timing relative to the beat, which reflects the extent of salience, was higher in the index finger than the middle finger, and was lower in the ring finger than the middle finger. In experiment 2, participants performed four conditions of repetitive bimanual four-finger tapping (i.e., alternate two-finger tapping in each hand) without external pacing signals. Under all four conditions, a more stable pattern occurred when the timing of the more salient tapping in each hand was simultaneous rather than alternate, regardless of relative direction in the external space or movement coupling of the homologous fingers. The results indicated that bimanual four-finger tapping could be explained by the relative-salience hypothesis.

Brain Activity Underlying Muscle Relaxation

Fine motor control of not only muscle contraction but also muscle relaxation is required for appropriate movements in both daily life and sports. Movement disorders such as Parkinson’s disease and dystonia are often characterized by deficits of muscle relaxation. Neuroimaging and neurophysiological studies suggest that muscle relaxation is an active process requiring cortical activation, and not just the cessation of contraction. In this article, we review the neural mechanisms of muscle relaxation, primarily utilizing research involving transcranial magnetic stimulation (TMS). Several studies utilizing single-pulse TMS have demonstrated that, during the relaxation phase of a muscle, the excitability of the corticospinal tract controlling that particular muscle is more suppressed than in the resting condition. Other studies, utilizing paired-pulse TMS, have shown that the intracortical inhibition is activated just before muscle relaxation. Moreover, muscle relaxation of one body part suppresses cortical activities controlling other body parts in different limbs. Therefore, the cortical activity might not only be a trigger for muscle relaxation of the target muscles but could also bring about an inhibitory effect on other muscles. This spread of inhibition can hinder the appropriate contraction of muscles involved in multi-limb movements such as those used in sports and the play of musical instruments. This may also be the reason why muscle relaxation is so difficult for beginners, infants, elderly, and the cognitively impaired.