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Monteiro RLM, Dos Santos CCA, Blauberger P, Link D, Russomanno TG, Tahara AK, Chinaglia AG, Santiago PRP. Enhancing soccer goalkeepers penalty dive kinematics with instructional video and laterality insights in field conditions. Sci Rep 2024; 14:10225. [PMID: 38702374 PMCID: PMC11068781 DOI: 10.1038/s41598-024-60074-x] [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: 09/25/2023] [Accepted: 04/18/2024] [Indexed: 05/06/2024] Open
Abstract
This study aimed to analyze the effect of laterality and instructional video on the soccer goalkeepers' dive kinematics in penalty. Eight goalkeepers from youth categories (U15, U17, U20) were randomly divided into control (CG) and video instruction groups (VG). The latter performed 20 penalty defense trials on the field with balls launched by a machine, ten before and after watching a video instruction to improve the diving kinematics. The CG only performed the dives. Three cameras recorded the collections. A markerless motion capture technique (OpenPose) was used for identification and tracking of joints and anatomical references on video. The pose data were used for 3D reconstruction. In the post-instruction situation, the VG presented differences in comparison to the CG in the: knee flexion/extension angle, time to reach peak resultant velocity, frontal step distance, and frontal departure angle, which generated greater acceleration during the dive. Non-dominant leg side dives had higher resultant velocity during 88.4 - 100% of the diving cycle, different knee flexion/extension angle, and higher values in the frontal step distance. The instructional video generated an acute change in the diving movement pattern of young goalkeepers when comparing the control and the video instruction group in the post condition.
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Affiliation(s)
- Rafael Luiz Martins Monteiro
- Biomechanics and Motor Control Laboratory, Ribeirão Preto Medical School, University of São Paulo, Av. Bandeirantes, 3900, Monte Alegre, Ribeirão Preto, SP, 14049-900, Brazil.
| | | | - Patrick Blauberger
- Chair of Performance Analysis and Sports Informatics, Technical University of Munich, 80992, Munich, Germany
| | - Daniel Link
- Chair of Performance Analysis and Sports Informatics, Technical University of Munich, 80992, Munich, Germany
| | - Tiago Guedes Russomanno
- Chair of Performance Analysis and Sports Informatics, Technical University of Munich, 80992, Munich, Germany
| | - Ariany Klein Tahara
- Biomechanics and Motor Control Laboratory, Ribeirão Preto Medical School, University of São Paulo, Av. Bandeirantes, 3900, Monte Alegre, Ribeirão Preto, SP, 14049-900, Brazil
| | - Abel Gonçalves Chinaglia
- Biomechanics and Motor Control Laboratory, Ribeirão Preto Medical School, University of São Paulo, Av. Bandeirantes, 3900, Monte Alegre, Ribeirão Preto, SP, 14049-900, Brazil
| | - Paulo Roberto Pereira Santiago
- Biomechanics and Motor Control Laboratory, Ribeirão Preto Medical School, University of São Paulo, Av. Bandeirantes, 3900, Monte Alegre, Ribeirão Preto, SP, 14049-900, Brazil
- School of Physical Education and Sports of Ribeirão Preto, University of São Paulo, Ribeirão Preto, 14040-907, Brazil
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Wang C, Liu X, Zhang Z, Xu S, Zhang Q, Chen J, Zheng W. The influence of motor learning methods on motor performance stability: The moderating effect of reinvestment propensity. PSYCHOLOGY OF SPORT AND EXERCISE 2024; 72:102601. [PMID: 38278464 DOI: 10.1016/j.psychsport.2024.102601] [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: 08/15/2023] [Revised: 01/21/2024] [Accepted: 01/23/2024] [Indexed: 01/28/2024]
Abstract
Different motor learning methods (explicit or analogy learning) show different effects on motor performance stability, and reinvestment propensity plays an important role in motor performance stability. This study aimed to explore whether reinvestment propensity, that is, movement self-consciousness (MS-C) and conscious motor processing (CMP) as two dimensions, played a moderating role in the relationship between motor learning methods and motor performance stability. A total of 78 participants were randomly assigned to either the explicit or analogy learning group and their reinvestment propensity was measured. We recorded the number of golf putt goals in both the practice phase and the test phases (including a retention test and a stress test). In the moderating analysis, participants' reinvestment propensity was the moderating variable, and the dependent variable was motor performance stability (i.e., the difference between the two test phases). Results showed that motor performance was significantly different between practicing blocks, which indicated that the motor performance of learners was gradually increasing. The significant interaction between learning methods and the test phase on motor performance was detected, suggesting under stress, analogy learning was more likely to maintain the stability of motor performance, while explicit learning impaired the stability of motor performance. The CMP played a significant moderating role in the relationship between motor learning methods and motor performance stability. The result indicated that for learners with low CMP, the motor performance stability of analogy learning was better than explicit learning, while there was no significant difference in the stability of motor performance between the two learning methods for learners with high reinvestment propensity. No significant evidence was found that MS-C played a moderating role in the relationship between motor learning methods and motor performance stability. These findings expand the theoretical framework of motor skill learning and provide theoretical support for motor performance stability.
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Affiliation(s)
- Chao Wang
- School of Psychology, Beijing Sport University, No. 48 Information Road, Haidian District, Beijing, 100084, China
| | - Xinyun Liu
- School of Psychology, Beijing Sport University, No. 48 Information Road, Haidian District, Beijing, 100084, China
| | - Ziyang Zhang
- School of Psychology, Beijing Sport University, No. 48 Information Road, Haidian District, Beijing, 100084, China
| | - Shengnan Xu
- School of Psychology, Beijing Sport University, No. 48 Information Road, Haidian District, Beijing, 100084, China
| | - Qian Zhang
- School of Psychology, Beijing Sport University, No. 48 Information Road, Haidian District, Beijing, 100084, China
| | - Jing Chen
- School of Psychology, Beijing Sport University, No. 48 Information Road, Haidian District, Beijing, 100084, China.
| | - Weiqi Zheng
- School of Psychology, Beijing Sport University, No. 48 Information Road, Haidian District, Beijing, 100084, China.
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Starzak M, Niźnikowski T, Biegajło M, Nogal M, Arnista WŁ, Mastalerz A, Starzak A. Attentional focus strategies in racket sports: A systematic review. PLoS One 2024; 19:e0285239. [PMID: 38181000 PMCID: PMC10769023 DOI: 10.1371/journal.pone.0285239] [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: 04/17/2023] [Accepted: 12/12/2023] [Indexed: 01/07/2024] Open
Abstract
The body of evidence has shown that the external focus of attention (EF) rather than the internal focus of attention (IF) enhances motor skill learning and performance. Within racket sports which require a high level of motor control, anticipation skills, and mental preparedness, effectively directing attention is essential to elicit improvements in athletic performance. The present review aimed to evaluate the scientific evidence concerning the effects of attentional focus instructions on motor learning and performance in racket sports. We systematically reviewed the literature according to the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines. The study was registered with the Open Science Framework (osf.io/m4zat). Four electronic databases (Web of Science, Scopus, MEDLINE, and SPORTDiscus) were searched for original research publications. Inclusion criteria were: peer-reviewed journals; healthy and free from injury participants; attentional focus literature specific to the external or internal focus; attentional focus related to motor learning or motor performance; studies included at least one comparator (e.g., different attentional focus group, or control groups with neutral or no specific instruction); publications in which task(s) or skill(s) related to one of the racket sports (tennis, table tennis, badminton, squash, or padel). The initial search yielded 2005 studies. Finally, 9 studies were included in the quantitative analysis. Overall, the results indicated that EF benefits the learning and performance of racket sport skills, compared to IF and over control conditions. The findings suggest that coaches and practitioners should consider the adoption of EF to optimize racket skills performance, particularly in novice or low-skilled athletes.
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Affiliation(s)
- Marcin Starzak
- Faculty of Physical Education and Health in Biała Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Biała Podlaska, Poland
| | - Tomasz Niźnikowski
- Faculty of Physical Education and Health in Biała Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Biała Podlaska, Poland
| | - Michał Biegajło
- Faculty of Physical Education and Health in Biała Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Biała Podlaska, Poland
| | - Marta Nogal
- Faculty of Physical Education and Health in Biała Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Biała Podlaska, Poland
| | - Weronika Łuba Arnista
- Faculty of Health Sciences, Lomza State University of Applied Sciences, Lomza, Poland
| | - Andrzej Mastalerz
- Faculty of Physical Education, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Anna Starzak
- Faculty of Physical Education and Health in Biała Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Biała Podlaska, Poland
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Cabral DAR, Daou M, Bacelar MFB, Parma JO, Miller MW. Does learning a skill with the expectation of teaching it impair the skill's execution under psychological pressure if the skill is learned with analogy instructions? PSYCHOLOGY OF SPORT AND EXERCISE 2023; 66:102323. [PMID: 37665844 DOI: 10.1016/j.psychsport.2022.102323] [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: 09/06/2022] [Revised: 10/17/2022] [Accepted: 10/18/2022] [Indexed: 09/06/2023]
Abstract
OBJECTIVE Having learners practice a motor skill with the expectation of teaching it (versus an expectation of being tested on it) has been revealed to enhance skill learning. However, this improvement in skill performance is lost when the skill must be performed under psychological pressure due to 'choking under pressure.' The present study investigated whether this choking effect is caused by an accrual of declarative knowledge during skill practice and could be prevented if a technique (analogy instructions) to minimize the accrual of declarative knowledge during practice is employed. DESIGN We used a 2 (Expectation: teach/test) x 2 (Instructions: analogy/explicit) x 2 (Posttest: low-pressure/high-pressure) mixed-factor design, with repeated measures on the last factor. METHODS One-hundred fifty-six participants were quasi-randomly assigned (based on sex) to one of four groups. Participants in the teach/analogy and teach/explicit groups practiced golf putting with the expectation of teaching putting to another participant, and analogy instructions or explicit instructions, respectively. Participants in the test/analogy and test/explicit groups practiced golf putting with the expectation of being tested on their putting, and analogy instructions or explicit instructions, respectively. The next day all participants completed low- and high-pressure putting posttests, with their putting accuracy serving as the dependent variable. RESULTS We observed an Expectation x Instructions × Posttest interaction, such that a main effect of expectation was found in the low-pressure posttest, with the teach group exhibiting superior accuracy, and an Expectation × Instructions interaction was revealed for the high-pressure posttest. This interaction resulted from the teach group showing greater accuracy than the test group exclusively when receiving analogy instructions. CONCLUSION Results show that participants who practiced with the expectation of teaching exhibited superior learning and indicate that they choked under pressure likely due to their accrual of declarative knowledge during practice, since the choking effect was prevented by having them practice with analogy instructions. Accordingly, having learners practice with the expectation of teaching and techniques that minimize the accrual of declarative knowledge is recommended.
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Affiliation(s)
- Daniel A R Cabral
- School of Kinesiology, Auburn University, 301 Wire Road, Kinesiology Building, Auburn, AL, 36849, USA.
| | - Marcos Daou
- Department of Kinesiology, Coastal Carolina University, Williams-Brice 111, P.O. Box 261954, Conway, SC, 29528, USA.
| | - Mariane F B Bacelar
- Department of Kinesiology, Boise State University, 1404 Bronco Circle, Boise, ID, 83725, USA.
| | - Juliana O Parma
- School of Kinesiology, Auburn University, 301 Wire Road, Kinesiology Building, Auburn, AL, 36849, USA.
| | - Matthew W Miller
- School of Kinesiology, Auburn University, 301 Wire Road, Kinesiology Building, Auburn, AL, 36849, USA; Center for Neuroscience Initiative, Auburn University, USA.
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Aiken CA, Becker KA. Utilising an internal focus of attention during preparation and an external focus during execution may facilitate motor learning. Eur J Sport Sci 2023; 23:259-266. [PMID: 35164654 DOI: 10.1080/17461391.2022.2042604] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
Research with athletes and coaches has found that attentional focus strategies are more complex than using an internal or external focus exclusively. Recently Becker et al. [2020, March 1. The effects of attentional focus in the preparation and execution of a standing long jump. Psychological Research, 84(2), 285-291] found that switching attentional focus from internal in movement preparation to external during movement execution provided a benefit over internal focus and control conditions. The purpose of this study was to investigate the effects of attentional switching on motor skill acquisition. 79 participants were randomly divided into an internal (INT), external (EXT), or switching group (IES). Individuals performed 80 acquisition trials of a golf chipping task with their prescribed attentional focus during preparation and execution. 24-hours later 10-trial retention and transfer tests were performed. The primary analysis revealed significant improvement during acquisition (p < .001) but no significant differences between attentional focus groups during acquisition, retention, or transfer. A secondary analysis was performed with individuals low in attentional focus adherence removed (<60%). Groups significantly improved during acquisition (p < .001). For retention IES significantly outperformed INT (p < .05). These results suggest that the detrimental effects of an internal focus are only found during skill execution and not movement preparation. It is possible for learners to benefit from both an internal and external focus so long as the cues are provided during the correct phase of skill performance.Highlights Attentional focus is much more complex than using either an internal or external focus of attention. This study investigated the effects of switching attention during skill acquisition from an internal to external focus.A preliminary analysis revealed no significant differences between attentional focus groups of internal, external, or switching. One reason for this finding was the poor adherence to the prescribed focus cue.A secondary analysis where low adherence individuals were removed revealed a significant difference between the switching group and the internal focus group during retention.These finding suggest that the detrimental effects associated with an internal focus of attention are exclusive to using the focus during task execution. It is possible that an internal focus can still facilitate learning so long as an external focus is used during movement execution.
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Affiliation(s)
| | - Kevin A Becker
- School of Health Promotion and Kinesiology, Texas Woman's University, Denton, TX, USA
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Slovák L, Sarvestan J, Iwatsuki T, Zahradník D, Land WM, Abdollahipour R. External focus of attention enhances arm velocities during volleyball spike in young female players. Front Psychol 2023; 13:1041871. [PMID: 36687905 PMCID: PMC9851077 DOI: 10.3389/fpsyg.2022.1041871] [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: 09/11/2022] [Accepted: 12/02/2022] [Indexed: 01/07/2023] Open
Abstract
The aim of this study was to investigate the effect of different volleyball-specific attentional focus instructions on arm velocities of a volleyball spike in young female volleyball players using the Statistical Parametric Mapping method. Twelve young female volleyball players (13.6 ± 0.6 years old, 1.8 ± 0.8 years of experience in volleyball training) were asked to perform a volleyball spike in a standing position in three different attentional focus conditions including internal focus (IF, i.e., pull back your elbow prior to transfer momentum), external focus, (EF, i.e., imagine cracking a whip to transfer momentum), and control (CON, i.e., no-focus instruction). A Qualisys 3D motion capture-system was used to track reflective markers attached to the arm, forearm, and hand. Consequently, four phases of the volleyball spike including wind-up, cocking, acceleration, and follow-through were analyzed. A one-way repeated-measure ANOVA using one-dimensional statistical parametric mapping (SPM1d) showed that players achieved greater velocities in the hand (p < 0.01), forearm (p < 0.01), and arm (p < 0.01) using the EF instructions from the start of the wind-up phase to the acceleration phase. Post-hoc (SPM1d-t-tests-paired) analyses indicated significantly greater arm, forearm, and hand velocities during the EF condition, compared to CON (p < 0.01, p < 0.01, and p < 0.01 respectively) and IF (p < 0.01, p < 0.01, and p < 0.01 respectively) conditions. These findings suggest that EF instructions had an immediate impact on increasing volleyball spike velocity from the start of the wind-up phase to the acceleration phase prior to ball contact.
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Affiliation(s)
- Lukáš Slovák
- Human Motion Diagnostic Centre, University of Ostrava, Ostrava, Czechia,*Correspondence: Lukáš Slovák,
| | - Javad Sarvestan
- Human Motion Diagnostic Centre, University of Ostrava, Ostrava, Czechia,Department of Natural Sciences in Kinanthropology, Faculty of Physical Culture, Palacký University Olomouc, Olomouc, Czechia,Translational and Clinical Research Institute, Faculty of Medical Sciences, Newcastle University, Newcastle Upon Tyne, United Kingdom
| | - Takehiro Iwatsuki
- Department of Kinesiology and Exercise Sciences, University of Hawaiʻi at Hilo, Hilo, HI, United States
| | - David Zahradník
- Human Motion Diagnostic Centre, University of Ostrava, Ostrava, Czechia
| | - William M. Land
- Department of Kinesiology, College for Health, Community and Policy, The University of Texas at San Antonio, San Antonio, TX, United States
| | - Reza Abdollahipour
- Department of Natural Sciences in Kinanthropology, Faculty of Physical Culture, Palacký University Olomouc, Olomouc, Czechia
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Mak TCT, Capio CM, Wong TWL. Effects of Single-Task, Dual-Task and Analogy Training during Gait Rehabilitation of Older Adults at Risk of Falling: A Randomized Controlled Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:315. [PMID: 36612638 PMCID: PMC9819420 DOI: 10.3390/ijerph20010315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Revised: 12/20/2022] [Accepted: 12/21/2022] [Indexed: 06/17/2023]
Abstract
It has been suggested that implicit motor learning via dual-task or analogy training during gait rehabilitation may yield better outcomes in older adults by reducing the propensity for the conscious processing of movements (movement-specific reinvestment). The current study investigated the immediate effects of single-task, dual-task, and analogy training on reinvestment propensity and fall-related rehabilitation outcomes among older adults at risk of falling. Seventy-one older adults were randomly allocated to the single-task (ST), dual-task (DT), or analogy (AG) training conditions and received 12 training sessions. We assessed the reinvestment propensity, functional gait and balance, functional mobility, balance ability, single-task and dual-task walking abilities, and fear of falling at baseline (before training) and immediately after training. Our findings revealed a lack of training effect on reinvestment propensity for all groups. However, all groups displayed significant improvements in functional gait and balance (p < 0.001), functional mobility (p = 0.02), and balance ability (p = 0.01) after training. AG appeared to be superior to DT and ST, as it was the only condition that resulted in significant improvements in both single-task and dual-task walking abilities (p < 0.001). Implementing movement analogies could be a feasible and useful gait rehabilitation strategy for fall prevention and wellbeing promotion among older adults.
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Affiliation(s)
- Toby C. T. Mak
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Catherine M. Capio
- Centre for Educational and Developmental Sciences, The Education University of Hong Kong, Hong Kong SAR, China
- Department of Health Science, Ateneo de Manila University, Quezon City 1108, Philippines
| | - Thomson W. L. Wong
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong SAR, China
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Wergin VV, Mallett CJ, Beckmann J. Individual vs. Team Sport Failure-Similarities, Differences, and Current Developments. Front Psychol 2022; 13:930025. [PMID: 35814091 PMCID: PMC9263694 DOI: 10.3389/fpsyg.2022.930025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Accepted: 06/09/2022] [Indexed: 11/21/2022] Open
Abstract
The construct of "choking under pressure" is concerned with the phenomenon of unexpected, sudden, and significant declines in individual athletes' performances in important situations and has received empirical attention in the field of sport psychology. Although a number of theories about the reasons for the occurrence of choking under pressure exist and several intervention approaches have been developed, underlying mechanisms of choking are still under debate and the effectiveness of existing interventions remains contested. These sudden performance declines also occur in team sport. "Collective sport team collapse," which describes the situation when an entire sport team underperforms significantly within an important competitive situation, has received less empirical attention, in comparison to individual choking research. While there are a few studies that have investigated causes of collective team collapse, understandably, there has been limited empirical investigation of preventative and intervention strategies. Although the two constructs appear to share several similar characteristics and mechanisms, research has not yet examined the conceptual, theoretical, empirical, and practical links between choking under pressure and collective sport team collapse. In this review article, we seek to examine these similarities and differences and identify new ways of thinking about future interventions. Furthermore, current empirical understandings in the field of choking under pressure and collective sport team collapse are presented and the most effective intervention approaches for both constructs are introduced. On the basis of this examination, we modestly make some initial recommendations for sport psychological practitioners and future research.
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Affiliation(s)
- V. Vanessa Wergin
- Faculty of Health and Behavioural Sciences, School of Human Movement and Nutrition Sciences, The University of Queensland, St Lucia, QLD, Australia
- Faculty of Sport and Health Sciences, Technical University of Munich, Munich, Germany
| | - Clifford J. Mallett
- Faculty of Health and Behavioural Sciences, School of Human Movement and Nutrition Sciences, The University of Queensland, St Lucia, QLD, Australia
- Faculty of Sport and Health Sciences, Technical University of Munich, Munich, Germany
| | - Jürgen Beckmann
- Faculty of Health and Behavioural Sciences, School of Human Movement and Nutrition Sciences, The University of Queensland, St Lucia, QLD, Australia
- Faculty of Sport and Health Sciences, Technical University of Munich, Munich, Germany
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Ramezanzade H, Saemi E, Broadbent DP, Porter JM. An Examination of the Contextual Interference Effect and the Errorless Learning Model during Motor Learning. J Mot Behav 2022; 54:719-735. [PMID: 35617945 DOI: 10.1080/00222895.2022.2072265] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The purpose of this study was to investigate the combined effects of random and block practice, with errorless and errorful conditions, on motor learning. One hundred-twenty participants (all male, Mage = 21.19 ± 1.4 years) were randomly assigned to one of eight groups. Participants completed a dart throwing task across the experimental phases. In the retention test, evidence supporting the CI effect was found in the 'errorless' conditions, but not in the 'errorful' conditions. In the transfer tests, the findings indicated that the impact of errorless and errorful conditions on participants' automation levels depends on the structure of practice. Participants in the Random-Errorless group performed better in the transfer tests than those in the Random group and the Random-Errorful group, suggesting greater automation levels following errorless practice.
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Affiliation(s)
- Hesam Ramezanzade
- Department of Sport Science, School of Humanities, Damghan University, Damghan, Iran
| | - Esmaeel Saemi
- Department of Motor Behavior and Sport Psychology, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
| | - David P Broadbent
- Centre for Cognitive Neuroscience, College of Health, Medicine and Life Sciences, Brunel University London, Uxbridge, UK
| | - Jared M Porter
- Department of Kinesiology, Recreation, and Sport Studies, University of Tennessee, Knoxville, USA
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van Abswoude F, Mombarg R, de Groot W, Spruijtenburg GE, Steenbergen B. Implicit motor learning in primary school children: A systematic review. J Sports Sci 2021; 39:2577-2595. [PMID: 34219609 DOI: 10.1080/02640414.2021.1947010] [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: 10/20/2022]
Abstract
The aim of this study was to assess the current state of evidence and methodological quality of studies on implicit and explicit motor learning in both typically developing children and children with developmental disorders. A systematic literature review was conducted on the experimental literature published up to April 2020. A total of 25 studies were included. Studies were evaluated on methodological quality, paradigm used, and level of evidence. The results showed that implicit paradigms are as effective as explicit paradigms in both groups of children. Studies are predominantly experimental in nature involving mostly upper limb aiming tasks. The few studies that were performed outside the lab (n = 5) suggest superior efficacy of the implicit paradigm. Methodological quality varied between studies and was not always of sufficient standard to allow conclusions. In particular, manipulation checks were only performed in 13 studies (52% of all studies), limiting conclusions. Further progress can be made by focussing on improving methodological quality through retention testing by the inclusion of a control group, by the inclusion of a manipulation check, and via assessment of relevant co-variables, such as working memory, age, and motor competence.
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Affiliation(s)
- Femke van Abswoude
- Behavioural Science Institute (BSI), Radboud University, Nijmegen, The Netherlands
| | - Remo Mombarg
- Hanze University of Applied Sciences, Institute of Sportstudies, Groningen, The Netherlands
| | - Wouter de Groot
- Hanze University of Applied Sciences, Institute of Sportstudies, Groningen, The Netherlands
| | | | - Bert Steenbergen
- Behavioural Science Institute (BSI), Radboud University, Nijmegen, The Netherlands.,Centre for Disability and Development Research (CeDDR), School of Behavioural and Health Sciences, Australian Catholic University, Melbourne, VIC, Australia
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11
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Kok M, Kal E, van Doodewaard C, Savelsbergh G, van der Kamp J. Tailoring explicit and implicit instruction methods to the verbal working memory capacity of students with special needs can benefit motor learning outcomes in physical education. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102019] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
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12
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Jie LJ, Kleynen M, Meijer K, Beurskens A, Braun S. Implicit and Explicit Motor Learning Interventions Have Similar Effects on Walking Speed in People After Stroke: A Randomized Controlled Trial. Phys Ther 2021; 101:6106264. [PMID: 33482007 PMCID: PMC8101354 DOI: 10.1093/ptj/pzab017] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/26/2019] [Revised: 08/31/2020] [Accepted: 12/06/2020] [Indexed: 12/21/2022]
Abstract
OBJECTIVE Clinicians may use implicit or explicit motor learning approaches to facilitate motor learning of patients with stroke. Implicit motor learning approaches have shown promising results in healthy populations. The purpose of this study was to assess whether an implicit motor learning walking intervention is more effective compared with an explicit motor learning walking intervention delivered at home regarding walking speed in people after stroke in the chronic phase of recovery. METHODS This randomized, controlled, single-blind trial was conducted in the home environment. The 79 participants, who were in the chronic phase after stroke (age = 66.4 [SD = 11.0] years; time poststroke = 70.1 [SD = 64.3] months; walking speed = 0.7 [SD = 0.3] m/s; Berg Balance Scale score = 44.5 [SD = 9.5]), were randomly assigned to an implicit (n = 38) or explicit (n = 41) group. Analogy learning was used as the implicit motor learning walking intervention, whereas the explicit motor learning walking intervention consisted of detailed verbal instructions. Both groups received 9 training sessions (30 minutes each), for a period of 3 weeks, targeted at improving quality of walking. The primary outcome was walking speed measured by the 10-Meter Walk Test at a comfortable walking pace. Outcomes were assessed at baseline, immediately after intervention, and 1 month postintervention. RESULTS No statistically or clinically relevant differences between groups were obtained postintervention (between-group difference was estimated at 0.02 m/s [95% CI = -0.04 to 0.08] and at follow-up (between-group difference estimated at -0.02 m/s [95% CI = -0.09 to 0.05]). CONCLUSION Implicit motor learning was not superior to explicit motor learning to improve walking speed in people after stroke in the chronic phase of recovery. IMPACT To our knowledge, this is the first study to examine the effects of implicit compared with explicit motor learning on a functional task in people after stroke. Results indicate that physical therapists can use (tailored) implicit and explicit motor learning strategies to improve walking speed in people after stroke who are in the chronic phase of recovery.
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Affiliation(s)
- Li-Juan Jie
- Research Centre for Nutrition, Lifestyle and Exercise, Zuyd University of Applied Sciences, Heerlen, Netherlands,Department of Family Medicine, CAPHRI School for Public Health and Primary Care, Maastricht University, Maastricht, Netherlands,Department of Nutrition and Movement Sciences, NUTRIM School for Nutrition and Translational Research in Metabolism, Maastricht University, Maastricht, Netherlands,Address all correspondence to Ms Jie at:
| | - Melanie Kleynen
- Research Centre for Nutrition, Lifestyle and Exercise, Zuyd University of Applied Sciences, Heerlen, Netherlands
| | - Kenneth Meijer
- Department of Nutrition and Movement Sciences, NUTRIM School for Nutrition and Translational Research in Metabolism, Maastricht University, Maastricht, Netherlands
| | - Anna Beurskens
- Department of Family Medicine, CAPHRI School for Public Health and Primary Care, Maastricht University, Maastricht, Netherlands,Research Centre for Autonomy and Participation of Persons with a Chronic Illness, Zuyd University of Applied Sciences, Heerlen, Netherlands
| | - Susy Braun
- Research Centre for Nutrition, Lifestyle and Exercise, Zuyd University of Applied Sciences, Heerlen, Netherlands,Department of Health Services Research, CAPHRI School for Public Health and Primary Care, Maastricht University, Maastricht, Netherlands
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13
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Cabral DAR, Daou M, Bacelar MFB, Parma JO, Miller MW. Does learning a skill with the expectation of teaching it impair the skill's execution under psychological pressure if the skill is learned with analogy instructions? PSYCHOLOGY OF SPORT AND EXERCISE 2020; 51:101757. [PMID: 32901199 PMCID: PMC7467865 DOI: 10.1016/j.psychsport.2020.101757] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/15/2019] [Revised: 06/15/2020] [Accepted: 07/06/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVE Having learners practice a motor skill with the expectation of teaching it (versus an expectation of being tested on it) has been revealed to enhance skill learning. However, this improvement in skill performance is lost when the skill must be performed under psychological pressure due to 'choking under pressure.' The present study will investigate whether this choking effect is caused by an accrual of declarative knowledge during skill practice and could be prevented if a technique (analogy instructions) to minimize the accrual of declarative knowledge during practice is employed. DESIGN We will use a 2 (Expectation: teach/test) x 2 (Instruction: analogy/explicit) x 2 (Posttest: high-pressure/low-pressure) mixed-factor design, with repeated measures on the last factor. METHODS A minimum of 148 participants will be quasi-randomly assigned (based on sex) to one of four groups. Participants in the teach/analogy and teach/explicit groups will practice golf putting with the expectation of teaching putting to another participant, and analogy instructions or explicit instructions, respectively. Participants in the test/analogy and test/explicit groups will practice golf putting with the expectation of being tested on their putting, and analogy instructions or explicit instructions, respectively. The next day all participants will complete low- and high-pressure putting posttests, with their putting accuracy serving as the dependent variable.
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Affiliation(s)
- Daniel A R Cabral
- School of Kinesiology, Auburn University, 301 Wire Road, Kinesiology Building, Auburn, AL, 36849, USA
| | - Marcos Daou
- Department of Kinesiology, Coastal Carolina University, Williams-Brice 111, P.O. Box 261954, Conway, SC, 29528, USA
| | - Mariane F B Bacelar
- School of Kinesiology, Auburn University, 301 Wire Road, Kinesiology Building, Auburn, AL, 36849, USA
| | - Juliana O Parma
- School of Kinesiology, Auburn University, 301 Wire Road, Kinesiology Building, Auburn, AL, 36849, USA
| | - Matthew W Miller
- School of Kinesiology, Auburn University, 301 Wire Road, Kinesiology Building, Auburn, AL, 36849, USA
- Center for Neuroscience Initiative, Auburn University, USA
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14
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Maslivec A, Fielding A, Wilson M, Norris M, Young W. 'Recoupling' the attentional and motor control of preparatory postural adjustments to overcome freezing of gait in Parkinson's. J Neuroeng Rehabil 2020; 17:146. [PMID: 33129334 PMCID: PMC7603666 DOI: 10.1186/s12984-020-00776-1] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Accepted: 10/15/2020] [Indexed: 11/17/2022] Open
Abstract
Objectives This study examined if people with Parkinson’s and freezing of gait pathology (FoG) could be trained to increase preparatory weight-shift amplitude, and facilitate step initiation during FoG. Methods Thirty-five people with Parkinson’s and FoG attempted to initiate forward walking from a stationary position caused by a freeze (n = 17, FoG-F) or voluntarily stop (n = 18, FoG-NF) in a Baseline condition and two conditions where an increased weight-shift amplitude was trained via: (i) explicit verbal instruction, and (ii) implicit movement analogies. Results At Baseline, weight-shift amplitudes were smaller during: (i) unsuccessful, compared to successful step initiations (FoG-F group), and (ii) successful step initiations in the FoG-F group compared to FoG-NF. Both Verbal and Analogy training resulted in significant increases in weight-shift amplitude in both groups, and a corresponding pronounced reduction in unsuccessful attempts to initiate stepping (FoG-F group). Conclusions Hypometric preparatory weight-shifting is associated with failure to initiate forward stepping in people with Parkinson’s and FoG. However, impaired weight-shift characteristics are modifiable through conscious strategies. This current study provides a novel and critical evaluation of preparatory weight-shift amplitudes during FoG events. The intervention described represents an attractive ‘rescue’ strategy and should be further scrutinised regarding limitations posed by physical and cognitive deficits.
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Affiliation(s)
- Amy Maslivec
- Department of Surgery and Cancer, Imperial College London, London, UK
| | - Anna Fielding
- College of Health and Life Sciences, Brunel University London, Uxbridge, UK
| | - Mark Wilson
- School of Sport and Health Sciences, University of Exeter, Exeter, EX1 2LU, UK
| | - Meriel Norris
- College of Health and Life Sciences, Brunel University London, Uxbridge, UK
| | - William Young
- College of Health and Life Sciences, Brunel University London, Uxbridge, UK. .,School of Sport and Health Sciences, University of Exeter, Exeter, EX1 2LU, UK.
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15
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Kim SM, Qu F, Lam WK. Analogy and explicit motor learning in dynamic balance: Posturography and performance analyses. Eur J Sport Sci 2020; 21:1129-1139. [PMID: 32948108 DOI: 10.1080/17461391.2020.1827046] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
AbstractUnlike explicit learning, analogy learning allows learners to acquire skills with a movement metaphor with fewer verbal knowledge accumulated during early learning, resulting in less reliance on cognitive resources for better motor performances. However, the efficacy of analogical instruction on balance is still unclear. This study examined learning and subsequent performance (including posturography) of a Y-balance task by explicit and analogical instructions. Forty female undergraduates were randomly assigned either into analogy (n = 20) or explicit (n = 20) learning. Both group learners completed pre-learning test-block on Day 1 (6 trials), five consecutive learning blocks from Days 3 to 7 (135 trials) and followed by test-blocks on Day 9 (retention 1 - dual-task - retention 2 design, 18 trials). Maximum reaching distances in anterior, posterolateral and posteromedial directions were measured to indicate Y-balance performance. During test-blocks (pre-learning, retention 1, dual-task, retention 2), CoM displacement and CoP excursion were quantified with the motion capturing system and force platform, respectively. Results indicated that maximum reach distances of two groups increased across learning days (p < .001). During test-blocks, explicit learners reduced maximum reaching distances under the dual-task test than the retention test 1 (p < .001), while analogy learners remained robust performance across test-blocks (p = .071). Moreover, analogy learners reported fewer explicit knowledge and demonstrated better counting backward performance than explicit learners. These findings suggest that introducing an analogical instruction in dynamic balance training is feasible and has implications to develop balance training strategies for injury prevention and performance enhancement.
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Affiliation(s)
- Sung-Min Kim
- Guangdong Provincial Engineering Technology Research Center for Sports Assistive Devices, Guangzhou Sport University, Guangzhou, People's Republic of China.,Biomechanics Laboratory, Beijing Sports University, Beijing, People's Republic of China.,Li Ning Sports Science Research Center, Beijing, People's Republic of China
| | - Feng Qu
- Biomechanics Laboratory, Beijing Sports University, Beijing, People's Republic of China
| | - Wing-Kai Lam
- Guangdong Provincial Engineering Technology Research Center for Sports Assistive Devices, Guangzhou Sport University, Guangzhou, People's Republic of China.,Department of Kinesiology, Shenyang Sport University, Shenyang, People's Republic of China.,Li Ning Sports Science Research Center, Beijing, People's Republic of China
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16
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Otte FW, Davids K, Millar SK, Klatt S. When and How to Provide Feedback and Instructions to Athletes?-How Sport Psychology and Pedagogy Insights Can Improve Coaching Interventions to Enhance Self-Regulation in Training. Front Psychol 2020; 11:1444. [PMID: 32760314 PMCID: PMC7371850 DOI: 10.3389/fpsyg.2020.01444] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2020] [Accepted: 05/29/2020] [Indexed: 11/13/2022] Open
Abstract
In specialist sports coaching, the type and manner of augmented information that the coach chooses to use in communicating and training with individual athletes can have a significant impact on skill development and performance. Informed by insights from psychology, pedagogy, and sport science, this position paper presents a practitioner-based approach in response to the overarching question: When, why, and how could coaches provide information to athletes during coaching interventions? In an ecological dynamics rationale, practice is seen as a search for functional performance solutions, and augmented feedback is outlined as instructional constraints to guide athletes' self-regulation of action in practice. Using the exemplar of team sports, we present a Skill Training Communication Model for practical application in the context of the role of a specialist coach, using a constraints-led approach (CLA). Further based on principles of a non-linear pedagogy and using the recently introduced Periodization of Skill Training (PoST) framework, the proposed model aims to support practitioners' understanding of the pedagogical constraints of feedback and instruction during practice. In detail, the PoST framework's three skill development and training stages work to (1) directly impact constraint manipulations in practice designs and (2) indirectly affect coaches' choices of external (coach-induced) information. In turn, these guide practitioners on how and when to apply different verbal instruction methodologies and aim to support the design of effective skill learning environments. Finally, several practical guidelines in regard to sports coaches' feedback and instruction processes are proposed.
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Affiliation(s)
- Fabian W. Otte
- Department of Cognitive and Team/Racket Sport Research, Institute of Exercise Training and Sport Informatics, German Sport University Cologne, Cologne, Germany
| | - Keith Davids
- Sport and Physical Activity Research Centre, Sheffield Hallam University, Sheffield, United Kingdom
| | - Sarah-Kate Millar
- Department of Coaching, Health and Physical Education, Faculty of Health and Environmental Sciences, Auckland University of Technology, Auckland, New Zealand
| | - Stefanie Klatt
- Department of Cognitive and Team/Racket Sport Research, Institute of Exercise Training and Sport Informatics, German Sport University Cologne, Cologne, Germany
- Institute of Sports Science, University of Rostock, Rostock, Germany
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17
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Norouzi E, Hosseini FS, Vaezmosavi M, Gerber M, Pühse U, Brand S. Effects of Quiet Mind Training on Alpha Power Suppression and Fine Motor Skill Acquisition. J Mot Behav 2020; 53:399-408. [PMID: 32536335 DOI: 10.1080/00222895.2020.1777930] [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: 10/24/2022]
Abstract
The aim of the present study was to investigate the effect of Quiet Mind Training (QMT) on Alpha power suppression and fine motor skill acquisition among novice dart players. 30 novice dart players were randomly assigned either to a QMT or a control condition. Playing skills and Alpha power suppression were assessed at four time-points: at baseline, retention test 1, under pressure conditions, at retention test 2. Over time, Alpha power suppression increased and radial errors decreased but more so in the QMT condition than in the control condition. In contrast to the control condition, darts performance and Alpha power suppression in the QMT condition were also stable under pressure conditions. Results indicated that QMT successfully suppressed Alpha power and improved implicit learning skills.
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Affiliation(s)
- Ebrahim Norouzi
- Faculty of Sport Science, Department of Motor Behavior, Urmia University, Urmia, Iran
| | | | - Mohammad Vaezmosavi
- Faculty of Social Science, Department of Physical Education, Imam Hossein University, Tehran, Iran
| | - Markus Gerber
- Department of Sport, Exercise and Health, Division of Sport and Psychosocial Health, University of Basel, Basel, Switzerland
| | - Uwe Pühse
- Department of Sport, Exercise and Health, Division of Sport and Health Pedagogy, University of Basel, Basel, Switzerland
| | - Serge Brand
- Department of Sport, Exercise and Health, Division of Sport and Psychosocial Health, University of Basel, Basel, Switzerland.,Psychiatric Clinics, Centre for Affective, Stress and Sleep, Disorders, University of Basel, Basel, Switzerland.,Department of Psychiatry, Substance Abuse Prevention Research Center, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran.,Department of Psychiatry, Sleep Disorders Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran
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18
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Effects of Upper-Limb, Lower-Limb, and Full-Body Compression Garments on Full Body Kinematics and Free-Throw Accuracy in Basketball Players. APPLIED SCIENCES-BASEL 2020. [DOI: 10.3390/app10103504] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Compression garments can enhance performance and promote recovery in athletes. Different body coverage with compression garments may impose distinct effects on kinematic movement mechanics and thus basketball free-throw accuracy. The objective of this study was to examine basketball free-throw shooting accuracy, consistency and the range of motion of body joints while wearing upper-, lower- and full-body compression garments. Twenty male basketball players performed five blocks of 20 basketball free-throw shooting trials in each of the following five compression garment conditions: control-pre, top, bottom, full (top + bottom) and control-post. All conditions were randomized except pre- and post-control (the first and last conditions). Range of motion of was acquired by multiple inertial measurement units. Free-throw accuracy and the coefficient of variation were also analyzed. Players wearing upper-body or full-body compression garments had significantly improved accuracy by 4.2% and 5.9%, respectively (p < 0.05), but this difference was not observed with shooting consistency. Smaller range of motion of head flexion and trunk lateral bending (p < 0.05) was found in the upper- and full-body conditions compared to the control-pre condition. These findings suggest that an improvement in shooting accuracy could be achieved by constraining the range of motion through the use of upper-body and full-body compression garments.
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19
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Performance-Stabilizing Synergies in a Complex Motor Skill: Analysis Based on the Uncontrolled Manifold Hypothesis. Motor Control 2020; 24:238-252. [PMID: 31914422 DOI: 10.1123/mc.2019-0049] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2019] [Revised: 09/27/2019] [Accepted: 10/20/2019] [Indexed: 11/18/2022]
Abstract
The authors studied indices of stability (ΔV) of two time-varying variables, hand coordinate and velocity, during accurate throw of a small ball into the basket. Ten participants performed the throwing task with eyes-open (vision) and -closed (no vision) conditions. In the latter condition, participants closed their eyes prior to initiating the throw. The intertrial variance in the joint configuration space (and joint velocity space) was analyzed based on the uncontrolled manifold hypothesis. The results confirmed the presence of both coordinate- and velocity-stabilizing synergies (ΔV > 0). Intertrial variance was larger in the no-vision condition compared with the vision condition. Over the movement duration, ΔV did not change for the coordinate-related analysis but dropped consistently for the velocity-related analysis. The authors interpret the findings within the idea of hierarchical control and trade-off between synergy indices at different levels of the hierarchy.
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20
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Verhoeff WJ, Millar SK, Oldham AR, Cronin J. Coaching the Power Clean: A Constraints-Led Approach. Strength Cond J 2020. [DOI: 10.1519/ssc.0000000000000508] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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21
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Meier C, Frank C, Gröben B, Schack T. Verbal Instructions and Motor Learning: How Analogy and Explicit Instructions Influence the Development of Mental Representations and Tennis Serve Performance. Front Psychol 2020; 11:2. [PMID: 32116881 PMCID: PMC7019697 DOI: 10.3389/fpsyg.2020.00002] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2019] [Accepted: 01/03/2020] [Indexed: 11/15/2022] Open
Abstract
To better understand the benefits of using analogy and explicit instructions, the underlying cognitive mechanism remains to be explored. The concept of chunking provides a promising approach to the cognitive mechanism of instructions and can be approximated by analyzing athletes’ mental representations. The purpose of this study was to investigate the influence of analogy and explicit instructions on performance and the cognitive representations of the tennis serve in intermediate participants over the course of a 5-week training period. Junior tennis players (N = 44; M = 11.5 years) were tested on their tennis serve and, based on their initial performance and their individual error patterns, assigned to one of three groups: an analogy group (N = 15), an explicit group (N = 15), or a control group (N = 14). Their performance and their mental representation structures were assessed prior to and after the 5-week training period and again after a retention period of 14 days. Independent of group, findings demonstrated higher velocity from pretest to posttest. Participants in both the analogy and the explicit group showed enhanced accuracy over time and more functional mental representation structures. Thus, both analogy instruction and explicit instruction helped to structure mental representations in their long-term memory.
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Affiliation(s)
- Christopher Meier
- Faculty of Psychology and Sports Science, Department of Sports Science, Sports and Education Research Group, Bielefeld University, Bielefeld, Germany
| | - Cornelia Frank
- Faculty of Psychology and Sports Science, Department of Sports Science, Neurocognition & Action - Biomechanics Research Group, Bielefeld University, Bielefeld, Germany.,Center of Excellence Cognitive Interaction Technology (CITEC), Bielefeld University, Bielefeld, Germany
| | - Bernd Gröben
- Faculty of Psychology and Sports Science, Department of Sports Science, Sports and Education Research Group, Bielefeld University, Bielefeld, Germany
| | - Thomas Schack
- Faculty of Psychology and Sports Science, Department of Sports Science, Neurocognition & Action - Biomechanics Research Group, Bielefeld University, Bielefeld, Germany.,Center of Excellence Cognitive Interaction Technology (CITEC), Bielefeld University, Bielefeld, Germany
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22
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Czyż SH, Zvonař M, Pretorius E. The Development of Generalized Motor Program in Constant and Variable Practice Conditions. Front Psychol 2019; 10:2760. [PMID: 31920813 PMCID: PMC6927299 DOI: 10.3389/fpsyg.2019.02760] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2019] [Accepted: 11/22/2019] [Indexed: 11/13/2022] Open
Abstract
The main objective of our study was to determine whether constant and variable practice conditions lead to the development of different memory representations (GMP) and as a result, they benefit performance of a skill differently. We compared one of the Generalized Motor Program (GMP) invariant features, i.e., relative timing, of the same variation of skill developed in constant and variable practice conditions. In two experiments, participants, naïve to the basketball, were practicing free throws, receiving the same amount of practice. In constant conditions they practiced at one distance only (4.57 m), whereas in variable conditions they practiced at seven (2.74, 3.35, 3.96, 4.57, 5.18, 5.79, and 6.4 m) and five (3.35, 3.96, 4.57, 5.18, and 5.79 m) distances, in Experiments 1 and 2, respectively. We found that relative timing of skills developed in constant and variable practice conditions is the same, confirming that these practice conditions form the same memory representation. However, we also observed that constant practice (CP) conditions resulted in overall shorter movement time as compared to the skill practiced in variable conditions. We hypothesized that it may be due to the facilitation of parameters assignment as it takes place in especial skill.
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Affiliation(s)
- Stanisław H Czyż
- Department of Sport Didactics, University School of Physical Education in Wrocław, Wrocław, Poland.,Faculty of Sports Studies, Masaryk University, Brno, Czechia.,Physical Activity, Sport and Recreation Research Focus Area, North-West University, Potchefstroom, South Africa
| | - Martin Zvonař
- Faculty of Sports Studies, Masaryk University, Brno, Czechia
| | - Elric Pretorius
- Physical Activity, Sport and Recreation Research Focus Area, North-West University, Potchefstroom, South Africa
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23
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Lam WK, Lee WCC, Ng SO, Zheng Y. Effects of foot orthoses on dynamic balance and basketball free-throw accuracy before and after physical fatigue. J Biomech 2019; 96:109338. [PMID: 31540824 DOI: 10.1016/j.jbiomech.2019.109338] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2019] [Revised: 08/31/2019] [Accepted: 09/08/2019] [Indexed: 11/28/2022]
Abstract
While it is not uncommon for athletes to use foot orthoses to relieve pain and improve sports performance, little has been known about their effects on basketball performance. Free-throw basketball shooting is very important. However, fatigue deteriorates postural balance which might decrease free-throw shooting performance. This study investigated the effects of foot orthoses on dynamic balance and accuracy performance during free-throw shooting before and after physical fatigue was induced. Thirteen male recreational basketball players were tested with two foot orthoses (medial-arch support versus flat control) and fatigue conditions (before and after fatigue), when they performed standard free-throw shooting on a force platform. Results revealed that fatigue significantly increased coefficient of variance of medial-lateral center of pressure (CoP) excursion when participants worn flat control orthoses (p < 0.05). Meanwhile, foot orthoses improved dynamic balance during shooting as they significantly reduced total resultant and anterior-posterior sway excursions as well as resultant and anterior-posterior CoP velocities, and base of support area. Although this study found that fatigue and orthoses did not significantly affect the scores gained by free-throw shooting, the significant improvements in dynamic balance during shooting with the use of foot orthoses could have considerable impact on motor control during basketball shooting.
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Affiliation(s)
- Wing-Kai Lam
- Guangdong Provincial Engineering Technology Research Center for Sports Assistive Devices, Guangzhou Sport University, Guangzhou, PR China; Department of Kinesiology, Shenyang Sport University, Shenyang, PR China; Li Ning Sports Science Research Center, Beijing, PR China.
| | - Winson Chiu-Chun Lee
- School of Mechanical, Materials, Mechatronic and Biomedical Engineering, University of Wollongong, Australia
| | - Siu-On Ng
- Li Ning Sports Science Research Center, Beijing, PR China; School of Public Health, The University of Hong Kong, Hong Kong
| | - Yi Zheng
- School of Kinesiology and Health, Capital University of Physical Education and Sports, Beijing, PR China.
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24
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Meier C, Fett J, Gröben B. The influence of analogy instruction and motion rule instruction on the learning process of junior tennis players. GERMAN JOURNAL OF EXERCISE AND SPORT RESEARCH 2019. [DOI: 10.1007/s12662-019-00589-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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25
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Norouzi E, Hosseini FS, Vaezmosavi M, Gerber M, Pühse U, Brand S. Effects of Quiet Mind Training on Alpha Power Suppression and Fine Motor Skill Acquisition. J Mot Behav 2018; 53:1-10. [PMID: 30358518 DOI: 10.1080/00222895.2018.1528203] [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: 10/28/2022]
Abstract
The aim of the present study was to investigate the effect of Quiet Mind Training (QMT) on Alpha power suppression and fine motor skill acquisition among novice dart players. 30 novice dart players were randomly assigned either to a QMT or a control condition. Playing skills and Alpha power suppression were assessed at four time-points: at baseline, retention test 1, under pressure conditions, at retention test 2. Over time, Alpha power suppression increased and radial errors decreased but more so in the QMT condition than in the control condition. In contrast to the control condition, darts performance and Alpha power suppression in the QMT condition were also stable under pressure conditions. Results indicated that QMT successfully suppressed Alpha power and improved implicit learning skills.
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Affiliation(s)
- Ebrahim Norouzi
- Department of Human Motor Behavior, Faculty of Sport Science, Urmia University, Urmia, Iran
| | - Fatemeh Sadat Hosseini
- Department of Human Motor Behavior, Faculty of Sport Science, Urmia University, Urmia, Iran
| | - Mohammad Vaezmosavi
- Department of Physical Education, Faculty of Social Science, Emam Hossien University, Tehran, Iran
| | - Markus Gerber
- Department of Sport, Exercise and Health, Division of Sport and Psychosocial Health, University of Basel, Basel, Switzerland
| | - Uwe Pühse
- Department of Sport, Exercise and Health, Division of Sport and Psychosocial Health, University of Basel, Basel, Switzerland
| | - Serge Brand
- Department of Sport, Exercise and Health, Division of Sport and Psychosocial Health, University of Basel, Basel, Switzerland.,Sleep Disorders Research Centre, University of Medical Sciences, Kermanshah, Iran.,Substance Abuse Prevention Research Center, University of Medical Sciences, Kermanshah, Iran.,Psychiatric Clinics, Centre for Affective, Stress, and Sleep, Disorders, Psychiatric University Hospitals, University of Basel, Basel, Switzerland
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26
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Does implicit motor learning lead to greater automatization of motor skills compared to explicit motor learning? A systematic review. PLoS One 2018; 13:e0203591. [PMID: 30183763 PMCID: PMC6124806 DOI: 10.1371/journal.pone.0203591] [Citation(s) in RCA: 54] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2017] [Accepted: 08/23/2018] [Indexed: 11/24/2022] Open
Abstract
Background Implicit motor learning is considered to be particularly effective for learning sports-related motor skills. It should foster movement automaticity and thereby facilitate performance in multitasking and high-pressure environments. To scrutinize this hypothesis, we systematically reviewed all studies that compared the degree of automatization achieved (as indicated by dual-task performance) after implicit compared to explicit interventions for sports-related motor tasks. Methods For this systematic review (CRD42016038249) conventional (MEDLINE, CENTRAL, Embase, PsycINFO, SportDiscus, Web of Science) and grey literature were searched. Two reviewers independently screened reports, extracted data, and performed risk of bias assessment. Implicit interventions of interest were analogy-, errorless-, dual-task-, and external focus learning. Data analysis involved descriptive synthesis of group comparisons on absolute motor dual-task (DT) performance, and motor DT performance relative to single-task motor performance (motor DTCs). Results Of the 4125 reports identified, we included 25 controlled trials that described 39 implicit-explicit group comparisons. Risk of bias was unclear across trials. Most comparisons did not show group differences. Some comparisons showed superior absolute motor DT performance (N = 2), superior motor DTCs (N = 4), or both (N = 3) for the implicit compared to the explicit group. The explicit group showed superior absolute motor DT performance in two comparisons. Conclusions Most comparisons did not show group differences in automaticity. The remaining comparisons leaned more toward a greater degree of movement automaticity after implicit learning than explicit learning. However, due to an overall unclear risk of bias the strength of the evidence is level 3. Motor learning-specific guidelines for design and especially reporting are warranted to further strengthen the evidence and facilitate low-risk-of-bias trials.
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27
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Navarro M, van der Kamp J, Schor P, Savelsbergh GJP. Implicit learning increases shot accuracy of football players when making strategic decisions during penalty kicking. Hum Mov Sci 2018; 61:72-80. [PMID: 30031272 DOI: 10.1016/j.humov.2018.07.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2017] [Revised: 06/28/2018] [Accepted: 07/05/2018] [Indexed: 11/19/2022]
Abstract
Implicit learning has been proposed to improve athletes' performance in dual-task situations. Yet, only a few studies tested this with a sports-relevant dual-task. Hence, the current study aimed to compare the effects of implicit and explicit training methods on penalty kicking performance. Twenty skilled football players were divided in two training groups and took part in a practice phase to improve kicking accuracy (i.e., without a goalkeeper) and in a post-test in order to check penalty kick performance (i.e., accuracy including a decision to kick to the side opposite the goalkeeper's dive). Results found that the implicit and explicit training method resulted in similar levels of decision-making, but after implicit training this was achieved with higher kicking accuracy. Additionally, applications for football players and coaches are discussed.
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Affiliation(s)
- Martina Navarro
- Department of Sport and Exercise Science, Faculty of Science, University of Portsmouth, Portsmouth, UK.
| | - John van der Kamp
- Department of Human Movement Sciences, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Paulo Schor
- Laboratory of Ocular Bioengineering, Department of Ophthalmology and Visual Sciences, São Paulo School of Medicine, Federal University of São Paulo, São Paulo, Brazil
| | - Geert J P Savelsbergh
- Department of Human Movement Sciences, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands; Institute for Biomedical Research into Human Movement and Health, Manchester Metropolitan University, Manchester, UK
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Kleynen M, Beurskens A, Olijve H, Kamphuis J, Braun S. Application of motor learning in neurorehabilitation: a framework for health-care professionals. Physiother Theory Pract 2018; 36:1-20. [PMID: 29920128 DOI: 10.1080/09593985.2018.1483987] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Learning motor skills is an essential part of most rehabilitation processes. Facilitating and supporting motor learning is particularly challenging in neurological rehabilitation: patients who suffer from neurological diseases experience both physical limitations and difficulties of cognition and communication that affect and/or complicate the motor learning process. Therapists (e.g. physiotherapists and occupational therapists) who work in neurorehabilitation are therefore continuously searching for the best way to facilitate patients during these intensive learning processes. To support therapists in the application of motor learning, a framework was developed, integrating knowledge from the literature and the opinions and experiences of international experts. This article presents the framework, illustrated by cases from daily practice. The framework may assist therapists working in neurorehabilitation in making choices, implementing motor learning in routine practice, and supporting communication of knowledge and experiences about motor learning with colleagues and students. The article discusses the framework and offers suggestions and conditions given for its use in daily practice.
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Affiliation(s)
- Melanie Kleynen
- Research Centre for Nutrition, Lifestyle and Exercise, Faculty of Health, Zuyd University of Applied Sciences, Heerlen, Netherlands.,CAPHRI, Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
| | - Anna Beurskens
- CAPHRI, Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands.,Research Centre for Autonomy and Participation of People with a Chronic Illness, Faculty of Health, Zuyd University of Applied Sciences, Heerlen, Netherlands
| | - Huub Olijve
- Department of Brain Injury, Adelante Rehabilitation Centre, Hoensbroek, Netherlands
| | - Jip Kamphuis
- Department of Rehabilitation, Amsterdam UMC University Medical Centre, Amsterdam, Netherlands
| | - Susy Braun
- Research Centre for Nutrition, Lifestyle and Exercise, Faculty of Health, Zuyd University of Applied Sciences, Heerlen, Netherlands.,CAPHRI, Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands
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Jie LJ, Kleynen M, Meijer K, Beurskens A, Braun S. The Effects of Implicit and Explicit Motor Learning in Gait Rehabilitation of People After Stroke: Protocol for a Randomized Controlled Trial. JMIR Res Protoc 2018; 7:e142. [PMID: 29793902 PMCID: PMC5992456 DOI: 10.2196/resprot.9595] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2017] [Revised: 03/30/2018] [Accepted: 03/31/2018] [Indexed: 11/17/2022] Open
Abstract
Background A significant part of neurological rehabilitation focuses on facilitating the learning of motor skills. Training can adopt either (more) explicit or (more) implicit forms of motor learning. Gait is one of the most practiced motor skills within rehabilitation in people after stroke because it is an important criterion for discharge and requirement for functioning at home. Objective The aim of this study was to describe the design of a randomized controlled study assessing the effects of implicit motor learning compared with the explicit motor learning in gait rehabilitation of people suffering from stroke. Methods The study adopts a randomized, controlled, single-blinded study design. People after stroke will be eligible for participation when they are in the chronic stage of recovery (>6 months after stroke), would like to improve walking performance, have a slow walking speed (<1 m/s), can communicate in Dutch, and complete a 3-stage command. People will be excluded if they cannot walk a minimum of 10 m or have other additional impairments that (severely) influence gait. Participants will receive 9 gait-training sessions over a 3-week period and will be randomly allocated to an implicit or explicit group. Therapists are aware of the intervention they provide, and the assessors are blind to the intervention participants receive. Outcome will be assessed at baseline (T0), directly after the intervention (T1), and after 1 month (T2). The primary outcome parameter is walking velocity. Walking performance will be assessed with the 10-meter walking test, Dynamic Gait Index, and while performing a secondary task (dual task). Self-reported measures are the Movement Specific Reinvestment Scale, verbal protocol, Stroke and Aphasia Quality of Life Scale, and the Global Perceived Effect scale. A process evaluation will take place to identify how the therapy was perceived and identify factors that may have influenced the effectiveness of the intervention. Repeated measures analyses will be conducted to determine significant and clinical relevant differences between groups and over time. Results Data collection is currently ongoing and results are expected in 2019. Conclusions The relevance of the study as well as the advantages and disadvantages of several aspects of the chosen design are discussed, for example, the personalized approach and choice of measurements. Trial Registration Netherlands Trial Register NTR6272; http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=6272 (Archived by WebCite http://www.webcitation.org/6ytA937m5) Registered Report Identifier RR1-10.2196/9595
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Affiliation(s)
- Li-Juan Jie
- Research Center of Nutrition, Lifestyle and Exercise, Faculty of Health, Heerlen, Netherlands.,Caphri School for Public Health and Primary care, Maastricht University, Maastricht, Netherlands.,Nutrim School for Nutrition and Translational Research in Metabolism, Department of Nutrition and Movement Sciences, Maastricht University, Maastricht, Netherlands
| | - Melanie Kleynen
- Research Center of Nutrition, Lifestyle and Exercise, Faculty of Health, Heerlen, Netherlands.,Caphri School for Public Health and Primary care, Maastricht University, Maastricht, Netherlands
| | - Kenneth Meijer
- Nutrim School for Nutrition and Translational Research in Metabolism, Department of Nutrition and Movement Sciences, Maastricht University, Maastricht, Netherlands
| | - Anna Beurskens
- Caphri School for Public Health and Primary care, Maastricht University, Maastricht, Netherlands.,Research Centre for Autonomy and Participation of Persons with a Chronic Illness, Zuyd University of Applied Sciences, Heerlen, Netherlands
| | - Susy Braun
- Research Center of Nutrition, Lifestyle and Exercise, Faculty of Health, Heerlen, Netherlands.,Caphri School for Public Health and Primary care, Maastricht University, Maastricht, Netherlands
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Buszard T, Farrow D, Verswijveren SJJM, Reid M, Williams J, Polman R, Ling FCM, Masters RSW. Working Memory Capacity Limits Motor Learning When Implementing Multiple Instructions. Front Psychol 2017; 8:1350. [PMID: 28878701 PMCID: PMC5572292 DOI: 10.3389/fpsyg.2017.01350] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2017] [Accepted: 07/24/2017] [Indexed: 12/03/2022] Open
Abstract
Although it is generally accepted that certain practice conditions can place large demands on working memory (WM) when performing and learning a motor skill, the influence that WM capacity has on the acquisition of motor skills remains unsubstantiated. This study examined the role of WM capacity in a motor skill practice context that promoted WM involvement through the provision of explicit instructions. A cohort of 90 children aged 8 to 10 years were assessed on measures of WM capacity and attention. Children who scored in the lowest and highest thirds on the WM tasks were allocated to lower WM capacity (n = 24) and higher WM capacity (n = 24) groups, respectively. The remaining 42 participants did not participate in the motor task. The motor task required children to practice basketball shooting for 240 trials in blocks of 20 shots, with pre- and post-tests occurring before and after the intervention. A retention test was administered 1 week after the post-test. Prior to every practice block, children were provided with five explicit instructions that were specific to the technique of shooting a basketball. Results revealed that the higher WM capacity group displayed consistent improvements from pre- to post-test and through to the retention test, while the opposite effect occurred in the lower WM capacity group. This implies that the explicit instructions had a negative influence on learning by the lower WM capacity children. Results are discussed in relation to strategy selection for dealing with instructions and the role of attention control.
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Affiliation(s)
- Tim Buszard
- Institute of Sport, Exercise and Active Living, Victoria University, MelbourneVIC, Australia.,Game Insight Group, Tennis Australia, MelbourneVIC, Australia
| | - Damian Farrow
- Institute of Sport, Exercise and Active Living, Victoria University, MelbourneVIC, Australia.,Skill Acquisition, Australian Institute of Sport, CanberraACT, Australia
| | - Simone J J M Verswijveren
- Institute of Sport, Exercise and Active Living, Victoria University, MelbourneVIC, Australia.,Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, GeelongVIC, Australia
| | - Machar Reid
- Institute of Sport, Exercise and Active Living, Victoria University, MelbourneVIC, Australia.,Game Insight Group, Tennis Australia, MelbourneVIC, Australia
| | - Jacqueline Williams
- Institute of Sport, Exercise and Active Living, Victoria University, MelbourneVIC, Australia
| | - Remco Polman
- Institute of Sport, Exercise and Active Living, Victoria University, MelbourneVIC, Australia.,School of Exercise and Nutrition Sciences, Queensland University of Technology, BrisbaneQLD, Australia
| | - Fiona Chun Man Ling
- Institute of Sport, Exercise and Active Living, Victoria University, MelbourneVIC, Australia.,Department of Psychology, Bournemouth UniversityPoole, United Kingdom
| | - Rich S W Masters
- Faculty of Health, Sport and Human Performance, University of WaikatoHamilton, New Zealand.,School of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong KongHong Kong, Hong Kong
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Mesagno C, Beckmann J. Choking under pressure: theoretical models and interventions. Curr Opin Psychol 2017; 16:170-175. [PMID: 28813345 DOI: 10.1016/j.copsyc.2017.05.015] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2016] [Revised: 05/30/2017] [Accepted: 05/31/2017] [Indexed: 12/31/2022]
Abstract
In sport, choking under pressure is a major concern for athletes, coaches and sport psychologists because athletes fail to meet self-imposed performance expectations in critical situations (when it counts the most), which is devastating and embarrassing. Researchers have debated choking under pressure definitions, identified personality characteristics that exacerbate choking outcomes, and examined models to determine mechanisms for choking. Based on these investigations, several interventions to prevent choking have been developed and tested. In this review, we specifically discuss current self-presentation and attention models and theory-driven interventions that help to alleviate choking in order to facilitate the understanding of this complex phenomenon by athletes, sport psychologists and researchers.
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Lam WK, Ryue J, Lee KK, Park SK, Cheung JTM, Ryu J. Does shoe heel design influence ground reaction forces and knee moments during maximum lunges in elite and intermediate badminton players? PLoS One 2017; 12:e0174604. [PMID: 28334016 PMCID: PMC5363935 DOI: 10.1371/journal.pone.0174604] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2016] [Accepted: 03/06/2017] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND Lunge is one frequently executed movement in badminton and involves a unique sagittal footstrike angle of more than 40 degrees at initial ground contact compared with other manoeuvres. This study examined if the shoe heel curvature design of a badminton shoe would influence shoe-ground kinematics, ground reaction forces, and knee moments during lunge. METHODS Eleven elite and fifteen intermediate players performed five left-forward maximum lunge trials with Rounded Heel Shoe (RHS), Flattened Heel Shoe (FHS), and Standard Heel Shoes (SHS). Shoe-ground kinematics, ground reaction forces, and knee moments were measured by using synchronized force platform and motion analysis system. A 2 (Group) x 3 (Shoe) ANOVA with repeated measures was performed to determine the effects of different shoes and different playing levels, as well as the interaction of two factors on all variables. RESULTS Shoe effect indicated that players demonstrated lower maximum vertical loading rate in RHS than the other two shoes (P < 0.05). Group effect revealed that elite players exhibited larger footstrike angle, faster approaching speed, lower peak horizontal force and horizontal loading rates but higher vertical loading rates and larger peak knee flexion and extension moments (P < 0.05). Analysis of Interactions of Group x Shoe for maximum and mean vertical loading rates (P < 0.05) indicated that elite players exhibited lower left maximum and mean vertical loading rates in RHS compared to FHS (P < 0.01), while the intermediate group did not show any Shoe effect on vertical loading rates. CONCLUSIONS These findings indicate that shoe heel curvature would play some role in altering ground reaction force impact during badminton lunge. The differences in impact loads and knee moments between elite and intermediate players may be useful in optimizing footwear design and training strategy to minimize the potential risks for impact related injuries in badminton.
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Affiliation(s)
- Wing-Kai Lam
- Li Ning Sports Science Research Center, Beijing, China
- Department of Kinesiology, Shenyang Sports Institute, Shenyang, China
- * E-mail:
| | - Jaejin Ryue
- Biomechanics & Sport Engineering Laboratory, Kookmin University, Seoul, Korea
| | - Ki-Kwang Lee
- Biomechanics & Sport Engineering Laboratory, Kookmin University, Seoul, Korea
| | - Sang-Kyoon Park
- Motion Innovation Centre, Korea National Sport University, Seoul, Korea
| | | | - Jiseon Ryu
- Motion Innovation Centre, Korea National Sport University, Seoul, Korea
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Tse CYA, Wong A, Whitehill T, Ma E, Masters R. Examining the cognitive demands of analogy instructions compared to explicit instructions. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2016; 18:465-472. [PMID: 27063681 DOI: 10.3109/17549507.2015.1112834] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
PURPOSE In many learning domains, instructions are presented explicitly despite high cognitive demands associated with their processing. This study examined cognitive demands imposed on working memory by different types of instruction to speak with maximum pitch variation: visual analogy, verbal analogy and explicit verbal instruction. METHOD Forty participants were asked to memorise a set of 16 visual and verbal stimuli while reading aloud a Cantonese paragraph with maximum pitch variation. Instructions about how to achieve maximum pitch variation were presented via visual analogy, verbal analogy, explicit rules or no instruction. Pitch variation was assessed off-line, using standard deviation of fundamental frequency. Immediately after reading, participants recalled as many stimuli as possible. RESULT Analogy instructions resulted in significantly increased pitch variation compared to explicit instructions or no instructions. Explicit instructions resulted in poorest recall of stimuli. Visual analogy instructions resulted in significantly poorer recall of visual stimuli than verbal stimuli. CONCLUSION The findings suggest that non-propositional instructions presented via analogy may be less cognitively demanding than instructions that are presented explicitly. Processing analogy instructions that are presented as a visual representation is likely to load primarily visuospatial components of working memory rather than phonological components. The findings are discussed with reference to speech therapy and human cognition.
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Affiliation(s)
- Choi Yeung Andy Tse
- a Hong Kong Institute of Education , Department of Health and Physical Education , Hong Kong, PR China
| | - Andus Wong
- b The City University of Hong Kong , Department of Social Sciences , Hong Kong , PR China
| | - Tara Whitehill
- c University of Hong Kong , Division of Speech and Hearing Sciences , Hong Kong , PR China , and
| | - Estella Ma
- c University of Hong Kong , Division of Speech and Hearing Sciences , Hong Kong , PR China , and
| | - Rich Masters
- d The University of Waikato , Sport and Leisure Studies , Waikato , New Zealand
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Milazzo N, Farrow D, Fournier JF. Effect of Implicit Perceptual-Motor Training on Decision-Making Skills and Underpinning Gaze Behavior in Combat Athletes. Percept Mot Skills 2016; 123:300-23. [DOI: 10.1177/0031512516656816] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study investigated the effect of a 12-session, implicit perceptual-motor training program on decision-making skills and visual search behavior of highly skilled junior female karate fighters ( M age = 15.7 years, SD = 1.2). Eighteen participants were required to make (physical or verbal) reaction decisions to various attacks within different fighting scenarios. Fighters’ performance and eye movements were assessed before and after the intervention, and during acquisition through the use of video-based and on-mat decision-making tests. The video-based test revealed that following training, only the implicit perceptual-motor group ( n = 6) improved their decision-making accuracy significantly compared to a matched motor training (placebo, n = 6) group and a control group ( n = 6). Further, the implicit training group significantly changed their visual search behavior by focusing on fewer locations for longer durations. In addition, the session-by-session analysis showed no significant improvement in decision accuracy between training session 1 and all the other sessions, except the last one. Coaches should devote more practice time to implicit learning approaches during perceptual-motor training program to achieve significant decision-making improvements and more efficient visual search strategy with elite athletes.
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Affiliation(s)
- Nicolas Milazzo
- French Institute of Sport, Expertise and Performance, Paris, France
| | - Damian Farrow
- Institute of Sport, Exercise and Active Living, Victoria University, Melbourne, Australia; Australian Institute of Sport, Canberra, Australia
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D’Innocenzo G, Gonzalez CC, Williams AM, Bishop DT. Looking to Learn: The Effects of Visual Guidance on Observational Learning of the Golf Swing. PLoS One 2016; 11:e0155442. [PMID: 27224057 PMCID: PMC4880294 DOI: 10.1371/journal.pone.0155442] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2016] [Accepted: 04/28/2016] [Indexed: 11/18/2022] Open
Abstract
Skilled performers exhibit more efficient gaze patterns than less-skilled counterparts do and they look more frequently at task-relevant regions than at superfluous ones. We examine whether we may guide novices' gaze towards relevant regions during action observation in order to facilitate their learning of a complex motor skill. In a Pre-test-Post-test examination of changes in their execution of the full golf swing, 21 novices viewed one of three videos at intervention: i) a skilled golfer performing 10 swings (Free Viewing, FV); ii) the same video with transient colour cues superimposed to highlight key features of the setup (Visual Guidance; VG); iii) or a History of Golf video (Control). Participants in the visual guidance group spent significantly more time looking at cued areas than did the other two groups, a phenomenon that persisted after the cues had been removed. Moreover, the visual guidance group improved their swing execution at Post-test and on a Retention test one week later. Our results suggest that visual guidance to cued areas during observational learning of complex motor skills may accelerate acquisition of the skill.
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Affiliation(s)
- Giorgia D’Innocenzo
- Centre for Cognitive Neuroscience, Department of Life Sciences, College of Health and Life Sciences, Brunel University London, Uxbridge, Middlesex, United Kingdom
- * E-mail: giorgia.d’
| | - Claudia C. Gonzalez
- Department of Life Sciences, College of Health and Life Sciences, Brunel University London, Uxbridge, Middlesex, United Kingdom
| | - A. Mark Williams
- Centre for Cognitive Neuroscience, Department of Life Sciences, College of Health and Life Sciences, Brunel University London, Uxbridge, Middlesex, United Kingdom
| | - Daniel T. Bishop
- Centre for Cognitive Neuroscience, Department of Life Sciences, College of Health and Life Sciences, Brunel University London, Uxbridge, Middlesex, United Kingdom
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Lam WK, Ding R, Qu Y. Ground reaction forces and knee kinetics during single and repeated badminton lunges. J Sports Sci 2016; 35:587-592. [PMID: 27136305 DOI: 10.1080/02640414.2016.1180420] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Repeated movement (RM) lunge that frequently executed in badminton might be used for footwear evaluation. This study examined the influence of single movement (SM) and RM lunges on the ground reaction forces (GRFs) and knee kinetics during the braking phase of a badminton lunge step. Thirteen male university badminton players performed left-forward lunges in both SM and RM sessions. Force platform and motion capturing system were used to measure GRFs and knee kinetics variables. Paired t-test was performed to determine any significant differences between SM and RM lunges regarding mean and coefficient of variation (CV) in each variable. The kinetics results indicated that compared to SM lunges, the RM lunges had shorter contact time and generated smaller maximum loading rate of impact force, peak knee anterior-posterior force, and peak knee sagittal moment but generated larger peak horizontal resultant forces (Ps < 0.05). Additionally, the RM lunges had lower CV for peak knee medial-lateral and vertical forces (Ps < 0.05). These results suggested that the RM testing protocols had a distinct loading response and adaptation pattern during lunge and that the RM protocol showed higher within-trial reliability, which may be beneficial for the knee joint loading evaluation under different interventions.
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Affiliation(s)
- Wing Kai Lam
- a Li Ning Sports Science Research Center , Li Ning (China) Sports Goods Company , Beijing , China
| | - Rui Ding
- a Li Ning Sports Science Research Center , Li Ning (China) Sports Goods Company , Beijing , China
| | - Yi Qu
- a Li Ning Sports Science Research Center , Li Ning (China) Sports Goods Company , Beijing , China
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Karin J. Recontextualizing Dance Skills: Overcoming Impediments to Motor Learning and Expressivity in Ballet Dancers. Front Psychol 2016; 7:431. [PMID: 27047437 PMCID: PMC4805647 DOI: 10.3389/fpsyg.2016.00431] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2016] [Accepted: 03/10/2016] [Indexed: 11/13/2022] Open
Abstract
The process of transmitting ballet's complex technique to young dancers can interfere with the innate processes that give rise to efficient, expressive and harmonious movement. With the intention of identifying possible solutions, this article draws on research across the fields of neurology, psychology, motor learning, and education, and considers their relevance to ballet as an art form, a technique, and a training methodology. The integration of dancers' technique and expressivity is a core theme throughout the paper. A brief outline of the historical development of ballet's aesthetics and training methods leads into factors that influence dancers' performance. An exploration of the role of the neuromotor system in motor learning and the acquisition of expert skills reveals the roles of sensory awareness, imagery, and intention in cuing efficient, expressive movement. It also indicates potentially detrimental effects of conscious muscle control, explicit learning and persistent naïve beliefs. Finally, the paper presents a new theory regarding the acquisition of ballet skills. Recontextualization theory proposes that placing a problematic task within a new context may engender a new conceptual approach and/or sensory intention, and hence the genesis of new motor programs; and that these new programs may lead to performance that is more efficient, more rewarding for the dancer, more pleasing aesthetically, and more expressive. From an anecdotal point of view, this theory appears to be supported by the progress of many dancers at various stages of their dancing lives.
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Affiliation(s)
- Janet Karin
- Australian Ballet SchoolMelbourne, VIC, Australia
- Australian Catholic UniversityMelbourne, VIC, Australia
- University of CanberraCanberra, ACT, Australia
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Jie LJ, Goodwin V, Kleynen M, Braun S, Nunns M, Wilson M. Analogy learning in Parkinson's disease: A proof-of-concept study. INTERNATIONAL JOURNAL OF THERAPY AND REHABILITATION 2016. [DOI: 10.12968/ijtr.2016.23.3.123] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Li-Juan Jie
- PhD candidate, Sport and Health Sciences, University of Exeter, Exeter, UK; Research Centre for Autonomy and Participation of Persons with a Chronic Illness, Faculty of Health, Zuyd University of Applied Sciences, Heerlen, The Netherlands; School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands; Department of Human Movement Sciences, Maastricht University, Maastricht, The Netherlands
| | - Vicki Goodwin
- Senior research fellow, NIHR CLAHRC South West Peninsula, University of Exeter Medical School, Exeter, UK
| | - Melanie Kleynen
- PhD candidate, Research Centre for Autonomy and Participation of Persons with a Chronic Illness, Faculty of Health, Zuyd University of Applied Sciences, Heerlen, The Netherlands; School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands; Adelante Rehabilitation Centre, Department of Brain Injury, Hoensbroek, The Netherlands
| | - Susy Braun
- Professor, Research Centre for Autonomy and Participation of Persons with a Chronic Illness, Faculty of Health, Zuyd University of Applied Sciences, Heerlen, The Netherlands; School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Michael Nunns
- Associate research fellow, Sport and Health Sciences, University of Exeter, Medical School, Exeter, UK
| | - Mark Wilson
- Associate professor, Sport and Health Sciences, University of Exeter, Exeter, UK
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Kal E, Houdijk H, Van Der Wurff P, Groet E, Van Bennekom C, Scherder E, Van der Kamp J. The inclination for conscious motor control after stroke: validating the Movement-Specific Reinvestment Scale for use in inpatient stroke patients. Disabil Rehabil 2016; 38:1097-106. [DOI: 10.3109/09638288.2015.1091858] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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Carson HJ, Collins D. The fourth dimension: A motoric perspective on the anxiety-performance relationship. INTERNATIONAL REVIEW OF SPORT AND EXERCISE PSYCHOLOGY 2016; 9:1-21. [PMID: 26692896 PMCID: PMC4662095 DOI: 10.1080/1750984x.2015.1072231] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/18/2015] [Revised: 06/08/2015] [Accepted: 07/07/2015] [Indexed: 06/05/2023]
Abstract
This article focuses on raising concern that anxiety-performance relationship theory has insufficiently catered for motoric issues during, primarily, closed and self-paced skill execution (e.g., long jump and javelin throw). Following a review of current theory, we address the under-consideration of motoric issues by extending the three-dimensional model put forward by Cheng, Hardy, and Markland (2009) ('Toward a three-dimensional conceptualization of performance anxiety: Rationale and initial measurement development, Psychology of Sport and Exercise, 10, 271-278). This fourth dimension, termed skill establishment, comprises the level and consistency of movement automaticity together with a performer's confidence in this specific process, as providing a degree of robustness against negative anxiety effects. To exemplify this motoric influence, we then offer insight regarding current theories' misrepresentation that a self-focus of attention toward an already well-learned skill always leads to a negative performance effect. In doing so, we draw upon applied literature to distinguish between positive and negative self-foci and suggest that on what and how a performer directs their attention is crucial to the interaction with skill establishment and, therefore, performance. Finally, implications for skill acquisition research are provided. Accordingly, we suggest a positive potential flow from applied/translational to fundamental/theory-generating research in sport which can serve to freshen and usefully redirect investigation into this long-considered but still insufficiently understood concept.
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Affiliation(s)
- Howie J. Carson
- Institute of Coaching and Performance, University of Central Lancashire, Preston, UK, PR1 2HE
| | - Dave Collins
- Institute of Coaching and Performance, University of Central Lancashire, Preston, UK, PR1 2HE
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Re-examining the effects of verbal instructional type on early stage motor learning. Hum Mov Sci 2015; 44:168-81. [DOI: 10.1016/j.humov.2015.08.023] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2015] [Revised: 08/12/2015] [Accepted: 08/27/2015] [Indexed: 11/19/2022]
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van Abswoude F, Santos-Vieira B, van der Kamp J, Steenbergen B. The influence of errors during practice on motor learning in young individuals with cerebral palsy. RESEARCH IN DEVELOPMENTAL DISABILITIES 2015; 45-46:353-364. [PMID: 26299638 DOI: 10.1016/j.ridd.2015.08.008] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2015] [Revised: 07/13/2015] [Accepted: 08/05/2015] [Indexed: 06/04/2023]
Abstract
The aim of this study was to investigate the effect of errors during practice on motor skill learning in young individuals with cerebral palsy (CP). Minimizing errors has been validated in typically developing children and children with intellectual disabilities as a method for implicit learning, because it reduces working memory involvement during learning. The present study assessed whether a practice protocol that aims at minimizing errors can induce implicit learning in young individuals with CP as well. Accordingly, we hypothesized that reducing errors during practice would lead to enhanced learning and a decrease in the dependency of performance on working memory. Young individuals with CP practiced an aiming task following either an error-minimizing (N=20) or an error-strewn (N=18) practice protocol. Aiming accuracy was assessed in pre-, post- and retention test. Dual task performance was assessed to establish dependency on working memory. The two practice protocols did not invoke different amounts or types of learning in the participants with CP. Yet, participants improved aiming accuracy and showed stable motor performance after learning, irrespective of the protocol they followed. Across groups the number of errors made during practice was related to the amount of learning, and the degree of conscious monitoring of the movement. Only participants with relatively good working memory capacity and a poor initial performance showed a rudimentary form of (most likely, explicit) learning. These new findings on the effect of the amount of practice errors on motor learning in children of CP are important for designing interventions for children and adolescents with CP.
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Affiliation(s)
- Femke van Abswoude
- Behavioural Science Institute, Radboud University Nijmegen, Montessorilaan 3, PO Box 9104, 6500 HE Nijmegen, The Netherlands.
| | - Beatriz Santos-Vieira
- Department of Physiotherapy, Neuropediatrics Section, Federal University of São Carlos, Rod. Washington Luis, km 235, 13565-905 São Carlos, SP, Brazil
| | - John van der Kamp
- Research Institute MOVE, Faculty of Human Movement Science, VU University Amsterdam, Van der Boechorststraat 7, 1081 BT Amsterdam, The Netherlands; Institute of Human Performance, University of Hong Kong, Hong Kong Special Administrative Region; Research Centre for Exercise, School and Sport, Windesheim University of Applied Sciences, Zwolle, The Netherlands
| | - Bert Steenbergen
- Behavioural Science Institute, Radboud University Nijmegen, Montessorilaan 3, PO Box 9104, 6500 HE Nijmegen, The Netherlands; School of Psychology, Australian Catholic University, Melbourne, VIC, Australia
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Exploring the utility of analogies in motor learning after stroke: a feasibility study. Int J Rehabil Res 2015; 37:277-80. [PMID: 24681769 DOI: 10.1097/mrr.0000000000000058] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Individuals who have experienced a stroke need to (re)learn motor skills. Analogy learning has been shown to facilitate motor learning in sports and may also be an attractive alternative to traditional approaches in therapy. The aim of this study was to assess the feasibility and utility of analogies to improve the walking performance in long-term stroke survivors. Three men aged 76, 87 and 70 years who were 6, 1 and 3 years poststroke, respectively, presented with different walking deficits. An analogy, targeted at improving the walking performance was designed with the help of each participant. During a 3-week intervention period, the analogy was practiced once weekly under supervision and daily at home. To assess feasibility, a structured interview was conducted at the end of the intervention period. To assess utility, walking performance was assessed using the 10-Metre Walking Test. All three participants were supportive of the feasibility and benefits of analogy learning. Two of the participants had a meaningful improvement on the 10-Metre Walking Test (0.1 and 0.3 m/s). The third participant did not improve most likely because of medication issues during the week of the retest. Developing analogies in therapy is a creative and challenging process, as analogies must not only guide the correct movement pattern, but also be meaningful to the individual. However, as participants were supportive of the use of analogies, and positive trends were seen in walking speed it seems worthwhile to pursue the use of analogies in future research.
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Buszard T, Farrow D, Reid M, Masters RSW. Scaling sporting equipment for children promotes implicit processes during performance. Conscious Cogn 2014; 30:247-55. [PMID: 25441975 DOI: 10.1016/j.concog.2014.07.004] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2013] [Revised: 07/10/2014] [Accepted: 07/13/2014] [Indexed: 11/16/2022]
Abstract
This study investigated whether children who used scaled equipment compared to full size equipment during a motor task demonstrated reduced conscious involvement in performance. Children (9-11 years) performed a tennis hitting task in two attention conditions (single-task and dual-task) using two types of equipment (scaled and full size). A more skilled group and a less skilled group were formed using hitting performance scores. The more skilled group displayed greater working memory capacity than the less skilled group. For both groups, hitting performance and technique were better when scaled equipment was used. Hitting performance when using scaled equipment was not disrupted in either group by a cognitively demanding secondary task; however, performance was disrupted in the less skilled group when using full size equipment. We conclude that equipment scaling may reduce working memory engagement in motor performance and discuss the findings in the context of implicit motor learning theory.
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Affiliation(s)
- Tim Buszard
- Institute of Sport, Exercise and Active Living, College of Sport and Exercise Science, Victoria University, PO Box 14428, Melbourne, VIC 8001, Australia; Tennis Australia, Private Bag 6060, Richmond, VIC 3121, Australia.
| | - Damian Farrow
- Institute of Sport, Exercise and Active Living, College of Sport and Exercise Science, Victoria University, PO Box 14428, Melbourne, VIC 8001, Australia; Australian Institute of Sport, PO Box 176, Belconnen, ACT 2617, Australia.
| | - Machar Reid
- Tennis Australia, Private Bag 6060, Richmond, VIC 3121, Australia.
| | - Rich S W Masters
- Institute of Human Performance, The University of Hong Kong, Hong Kong, 3/F, The Hong Kong Jockey Club Building for Interdisciplinary Research, 5 Sassoon Road, Pokfulam, Hong Kong; Department of Sport and Leisure Studies, Faculty of Education, University of Waikato, New Zealand.
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Kleynen M, Braun SM, Bleijlevens MH, Lexis MA, Rasquin SM, Halfens J, Wilson MR, Beurskens AJ, Masters RSW. Using a Delphi technique to seek consensus regarding definitions, descriptions and classification of terms related to implicit and explicit forms of motor learning. PLoS One 2014; 9:e100227. [PMID: 24968228 PMCID: PMC4072669 DOI: 10.1371/journal.pone.0100227] [Citation(s) in RCA: 97] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2013] [Accepted: 05/24/2014] [Indexed: 12/27/2022] Open
Abstract
BACKGROUND Motor learning is central to domains such as sports and rehabilitation; however, often terminologies are insufficiently uniform to allow effective sharing of experience or translation of knowledge. A study using a Delphi technique was conducted to ascertain level of agreement between experts from different motor learning domains (i.e., therapists, coaches, researchers) with respect to definitions and descriptions of a fundamental conceptual distinction within motor learning, namely implicit and explicit motor learning. METHODS A Delphi technique was embedded in multiple rounds of a survey designed to collect and aggregate informed opinions of 49 international respondents with expertise related to motor learning. The survey was administered via an online survey program and accompanied by feedback after each round. Consensus was considered to be reached if ≥70% of the experts agreed on a topic. RESULTS Consensus was reached with respect to definitions of implicit and explicit motor learning, and seven common primary intervention strategies were identified in the context of implicit and explicit motor learning. Consensus was not reached with respect to whether the strategies promote implicit or explicit forms of learning. DISCUSSION The definitions and descriptions agreed upon may aid translation and transfer of knowledge between domains in the field of motor learning. Empirical and clinical research is required to confirm the accuracy of the definitions and to explore the feasibility of the strategies that were identified in research, everyday practice and education.
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Affiliation(s)
- Melanie Kleynen
- Research Centre for Autonomy and Participation of people with a chronic illness, Zuyd University of Applied Sciences, Faculty of Health, Heerlen, the Netherlands
- Adelante Rehabilitation Centre, Department of Brain Injury, Hoensbroek, the Netherlands
- * E-mail:
| | - Susy M. Braun
- Research Centre for Autonomy and Participation of people with a chronic illness, Zuyd University of Applied Sciences, Faculty of Health, Heerlen, the Netherlands
- Department of Health Services Research, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
| | - Michel H. Bleijlevens
- Department of Health Services Research, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
- Centre of Expertise Geriatric Rehabilitation and Chronic Somatic Care, Sevagram Zorgcentra, Heerlen, the Netherlands
| | - Monique A. Lexis
- Research Centre for Technology in Care, Zuyd University of Applied Sciences, Heerlen, the Netherlands
| | - Sascha M. Rasquin
- Adelante Centre of Expertise in Rehabilitation and Audiology, Hoensbroek, the Netherlands
- Department of Rehabilitation Medicine, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
| | - Jos Halfens
- Adelante Rehabilitation Centre, Department of Brain Injury, Hoensbroek, the Netherlands
| | - Mark R. Wilson
- Department of Sport and Health Sciences, University of Exeter, Exeter, United Kingdom
| | - Anna J. Beurskens
- Research Centre for Autonomy and Participation of people with a chronic illness, Zuyd University of Applied Sciences, Faculty of Health, Heerlen, the Netherlands
- Department of Family Practice, CAPHRI, School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
| | - Rich S. W. Masters
- Institute of Human Performance, University of Hong Kong, Hong Kong, China
- Department of Sport and Leisure Studies, University of Waikato, New Zealand
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Verneau M, van der Kamp J, Savelsbergh GJP, de Looze MP. Optimising assembly learning in older adults through the manipulation of instruction. ERGONOMICS 2014; 57:1290-1299. [PMID: 24913546 DOI: 10.1080/00140139.2014.924573] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
UNLABELLED The present investigation assessed the putative benefits of reducing instructions for older adults' learning of an assembly task. Young and older adults had to build a product by assembling six components. Two groups practiced following instruction methods that differed in the degree of explicit information they conveyed about the correct assembly order. After practice, retention, consolidation of performance (tested immediately after practice and on a separate day, respectively) and stability of performance (tested by introducing a concurrent second task) were assessed. Younger adults showed similar performance levels for both instruction methods. Older adults, however, showed similar retention but clearly weaker consolidation and stability of performance following less encompassing instructions. Contrary to expectations, enhancing the involvement of explicit processes allowed older adults to gain a more permanent and stable performance improvements. The findings are discussed relative to the characteristics of the assembly task. PRACTITIONER SUMMARY We addressed how performance and learning of older adults in an assembly task can be optimised through different types of instruction. The findings suggest that increasing awareness of task characteristics enhance not only long-term performance, but also resilience against distraction. Future work must evaluate if these findings generalise to more complex tasks.
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Affiliation(s)
- Marion Verneau
- a Faculty of Human Movement Sciences, Research Institute Move , VU University Amsterdam , Amsterdam , The Netherlands
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Tse ACY, Wong AWK, Ma EPM, Whitehill TL, Masters RSW. Influence of analogy instruction for pitch variation on perceptual ratings of other speech parameters. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2013; 56:906-912. [PMID: 23811473 DOI: 10.1044/1092-4388(2012/12-0051)] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
PURPOSE Analogy is the similarity of different concepts on which a comparison can be based. Recently, an analogy of "waves at sea" was shown to be effective in modulating fundamental frequency (F0) variation. Perceptions of intonation were not examined, as the primary aim of the work was to determine whether analogy instruction had a negative impact on other parameters of the speech signal compared with explicit instruction. The purpose of this study was (a) to determine whether changes in the standard deviation of F0, acoustically, resulted in similar changes in the perception of pitch variability and (b) to determine the perceptual influence of analogy vs. explicit instructions on speech naturalness, loudness, and rate. METHOD Ten speech-language pathologists were asked to listen to and rate pitch variation, speech naturalness, loudness, and rate for 74 Cantonese speech samples using a visual analogue scale, which allowed raters to indicate their subjective perceptions of each parameter. RESULTS It is revealed that listeners perceived pitch variation to be greater and speech to be more natural in analogy-instructed, rather than explicitly instructed, speech. No differences were perceived for ratings of speech loudness or speech rate. CONCLUSION It is concluded that analogy instruction has a less negative impact on the naturalness of speech than explicit instruction and may provide a better method by which to manipulate desired pitch variation.
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Relational Reasoning and Its Manifestations in the Educational Context: a Systematic Review of the Literature. EDUCATIONAL PSYCHOLOGY REVIEW 2013. [DOI: 10.1007/s10648-013-9224-4] [Citation(s) in RCA: 58] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
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Carr BM, Etnier JL, Fisher KM. Examining the time course of attention in a soccer kick using a dual task paradigm. Hum Mov Sci 2013; 32:240-8. [PMID: 23465723 DOI: 10.1016/j.humov.2012.12.006] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2012] [Revised: 12/07/2012] [Accepted: 12/11/2012] [Indexed: 11/28/2022]
Abstract
A dual-task paradigm was implemented using a repeated measures design to determine the time course of attention demands during performance of a soccer penalty kick. Experienced soccer players (N=15) were asked to perform a 12-yard soccer-style penalty kick. As part of the dual task paradigm, participants were instructed to respond to an audible cue that was administered during one of three probe positions (PP) during the penalty kick. Probe position 1 (PP1) was operationalized as the participant's second to last step (taken with the non-kicking foot), probe position 2 (PP2) was the next to last step (taken with the kicking foot), and probe position 3 (PP3) was the last step (taken with the non-kicking, or "plant foot") just prior to the kicking foot making contact with the ball. Kicks were taken with both the dominant foot (DF) and the non-dominant foot (NDF). It was hypothesized that reaction time to the audible cue (RT) would be slowest at the beginning and end of the performance of the motor skill in both the DF and NDF situations and that RT would be slower when kicking with the NDF, but that the kicking foot would not affect the pattern of attentional demands. Results indicated that RT was slowest at PP1 for both the DF and the NDF and that RT was significantly slower at PP1 for the DF than for the NDF. This suggests that soccer players engage in more complex planning during the preparatory phases when executing a kick with their dominant foot. Future research should be designed to further our understanding of foot dominance with regard to kicking and to explore attentional demands of striking tasks.
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