Mutual interference between memory encoding and motor skills: the influence of motor expertise

Influence of Unspecific Visual-Perceptual-Cognitive Task Constraints on Jump Ability and Reactive Strength in Federated Soccer Players

Soccer players must react quickly and execute complex mental processes to adapt to competitive scenarios while maintaining peak physical performance. Perceptual-cognitive training methods integrate reaction tasks using nonspecific visual stimuli with game-like motor actions, but the impact on explosive strength responses is unclear. This study investigates the effect of nonspecific visual stimuli with varying perceptual-cognitive constraints on jump performance, including countermovement jump height, reactive strength index modified, action time, and reaction time. A total of 299 soccer players were randomly assigned to four groups to assess the impact of different perceptual-cognitive tasks on countermovement jump performance. The results showed a significant reduction in jump height in all groups, with the most pronounced effect in the divided/attention simple reaction time task group (Δ height = -4.74 cm; p < 0.001). Action time was significantly shorter in all experimental jumps compared with controls (p < 0.001), and the reactive strength index modified increased across perceptual-cognitive tasks (p < 0.001) except in the divided/attention simple reaction time (p = 0.593). Reaction time increased in all groups, with the highest in the complex elective reaction time task (487.32 ± 153.75 ms; p < 0.001). These findings suggest that nonspecific visual stimuli negatively affect countermovement jump performance, highlighting the importance of analyzing sport-specific perceptual-cognitive demands in the development of efficient training programs.

What Does It Take to Play the Piano? Cognito-Motor Functions Underlying Motor Learning in Older Adults

The acquisition of skills, such as learning to play a musical instrument, involves various phases that make specific demands on the learner. Knowledge of the cognitive and motor contributions during learning phases can be helpful in developing effective and targeted interventions for healthy aging. Eighty-six healthy older participants underwent an extensive cognitive, motoric, and musical test battery. Within one session, one piano-related and one music-independent movement sequence were both learned. We tested the associations between skill performance and cognito-motor abilities with Bayesian mixed models accounting for individual learning rates. Results showed that performance was positively associated with all cognito-motor abilities. Learning a piano-related task was characterized by relatively strong initial associations between performance and abilities. These associations then weakened considerably before increasing exponentially from the second trial onwards, approaching a plateau. Similar performance-ability relationships were detected in the course of learning a music-unrelated motor task. Positive performance-ability associations emphasize the potential of learning new skills to produce positive cognitive and motor transfer effects. Consistent high-performance tasks that demand maximum effort from the participants could be very effective. However, interventions should be sufficiently long so that the transfer potential can be fully exploited.