Effects of Contextual Interference on Learning of Falling Techniques

Motor Control ◽  
2021 ◽  
Vol 25 (1) ◽  
pp. 117-135
Author(s):  
Saša Krstulović ◽  
Andrea De Giorgio ◽  
Óscar DelCastillo Andrés ◽  
Emerson Franchini ◽  
Goran Kuvačić
Keyword(s):  
Motor Learning ◽  
Analysis Of Variance ◽  
Test Scores ◽  
Contextual Interference ◽  
Retention Performance ◽  
Practice Group ◽  
The Right

The main aim of this investigation was to determine the effect of high contextual interference (HCI) and low contextual interference (LCI) on motor learning of falling techniques. Thirty-five kinesiology students (21 males and 14 females; mean ± SD, age = 19.4 ± 0.69 years) were randomly assigned to the HCI or LCI practice group. The participants’ task was to learn two judo falling techniques on both sides over 3 weeks. The two-way analysis of variance found no difference between LCI and HCI in the performance at the pretest, posttest, retention, and transfer. Both groups improved posttest and retention performance. Finally, differences were found for both groups between the falling performance in the posttest and the application test (except for the right yoko ukemi fall in the HCI). Lower application test scores led to the conclusion that the 3-week treatment was insufficient to reach the application level of the falling techniques.

scholarly journals Pursuing Artful Movement Science in Music Performance: Single Subject Motor Analysis With Two Elite Pianists

2021 ◽  
pp. 003151252110034
Author(s):  
Craig Turner ◽  
Peter Visentin ◽  
Deanna Oye ◽  
Scott Rathwell ◽  
Gongbing Shan
Keyword(s):  
Motor Learning ◽  
Music Performance ◽  
Force Plate ◽  
Left Shoulder ◽  
Single Subject ◽  
Performance Variables ◽  
Motor Behaviors ◽  
Piano Students ◽  
Motor Strategy ◽  
The Right

Piano performance motor learning research requires more “artful” methodologies if it is to meaningfully address music performance as a corporeal art. To date, research has been sparse and it has typically constrained multiple performance variables in order to isolate specific phenomena. This approach has denied the fundamental ethos of music performance which, for elite performers, is an act of interpretation, not mere reproduction. Piano performances are intentionally manipulated for artistic expression. We documented motor movements in the complex task of performance of the first six measures of Chopin’s “Revolutionary” Etude by two anthropometrically different elite pianists. We then discussed their motor strategy selections as influenced by anthropometry and the composer’s musical directives. To quantify the joint angles of the trunk, shoulders, elbows, and wrists, we used a VICON 3 D motion capture system and biomechanical modeling. A Kistler force plate (1 N, Swiss) quantified center of gravity (COG) shifts. Changes in COG and trunk angles had considerable influence on the distal segments of the upper limbs. The shorter pianist used an anticipatory strategy, employing larger shifts in COG and trunk angles to produce dynamic stability as compensation for a smaller stature. Both pianists took advantage of low inertial left shoulder internal rotation and adduction to accommodate large leaps in the music. For the right arm, motor strategizing was confounded by rests in the music. These two cases illustrated, in principle, that expert pianists’ individualized motor behaviors can be explained as compensatory efforts to accommodate both musical goals and anthropometric constraints. Motor learning among piano students can benefit from systematic attention to motor strategies that consider both of these factors.

Mixed Handedness and Achievement Test Scores of Middle School Boys

2008 ◽  
Vol 107 (2) ◽  
pp. 497-506
Author(s):  
P. S. B. Sarma
Keyword(s):  
Middle School ◽  
At Risk ◽  
Test Scores ◽  
Fourth Grade ◽  
Achievement Test ◽  
Normal Curve ◽  
Left Hand ◽  
Left Handed ◽  
Academic Deficits ◽  
The Right

The purpose of the study was to replicate findings of an earlier study of fourth grade boys manifesting mixed handedness with a sample. Among 32 mixed-handed boys in Grades 6 to 8, the right-handed writer, left-handed thrower group obtained low spelling scores (Normal Curve Equivalent Scores) on the California Achievement Test significantly more frequently than the left-handed writer, right-handed thrower group. These findings are consistent with data for Grade 4 boys in the earlier study. Findings strengthen the hypotheses that mixed handedness is not a unitary neuropsychological entity and that boys who write with the right hand and throw with the left hand might be at risk for certain academic deficits.

Interactive Two-Way Television vs. In-Person Teaching

1984 ◽  
Vol 12 (3) ◽  
pp. 265-272 ◽  
Author(s):  
Glenn Ross Johnson ◽  
Michael O'Connor ◽  
Robert Rossing
Keyword(s):  
Analysis Of Variance ◽  
Test Scores ◽  
Repeated Measures ◽  
Student Attitudes ◽  
Instructional Strategy ◽  
Interactive Television ◽  
Veterans Administration ◽  
Repeated Measures Design ◽  
Role Play Simulation ◽  
Expository Teaching

Are there differences in students' achievement scores and attitudes when the pupils are taught by two different modes: interactive two-way television and live expository teaching? Thirteen graduate students were enrolled in a university off-campus course: five were instructors at a community college, five worked in a hospital or Veterans Administration facility, and three were instructors at a university. A repeated measures design was used in collecting achievement and attitude data on six class sessions (three in-person expository and three interactive television). Analysis of variance was used with test scores as the dependent variable while the mode of instruction (in-person vs. two-way television), instructional strategy (expository, film, role play/simulation), and content of lesson (eight different sessions) were used as the independent variables. There were no negative student attitudes when the class was taught either in-person or by interactive two-way television. Analysis of variance revealed no significant differences when test scores were used as the dependent variable.

scholarly journals Improving novel motor learning through prior high contextual interference training

2018 ◽  
Vol 182 ◽  
pp. 55-64 ◽  
Author(s):  
T. Kim ◽  
J. Chen ◽  
W.B. Verwey ◽  
D.L. Wright
Keyword(s):  
Motor Learning ◽  
Contextual Interference

scholarly journals Using Think-Pair-Share for writing descriptive texts

2017 ◽  
Vol 4 (1) ◽  
pp. 54
Author(s):  
Rosnani Sahardin ◽  
Cut Salwa Hanum ◽  
Sofyan A. Gani
Keyword(s):  
Test Scores ◽  
Learning Method ◽  
Writing Ability ◽  
Cooperative Teaching ◽  
Before And After ◽  
Tenth Grade ◽  
Post Test ◽  
Teaching Learning ◽  
The Right ◽  
Banda Aceh

Using the right technique to teach writing is very important to help students overcome problems in writing. Think Pair Share (TPS) is a cooperative teaching-learning method that it is believed to help students improve their writing ability. Thus, the writers conducted an experimental study to tenth grade students at a senior high school in Banda Aceh to find out whether or not this technique could facilitate and improve the students’ writing of descriptive texts in English. The results showed that the TPS technique successfully improved the ability of students’ in writing, reflected by the post-test scores covering five aspects of writing. The progress before and after the technique was implemented can be seen in these average scores for the five aspects: content increased from 12 to 16, organization from 11 to 15, vocabulary from 9 to13, grammar from 8 to 10, and mechanics from 8 to 11 where the improvement for each aspect was 4, 4, 4, 2 and 3. Despite the results showed that the TPS technique was effective for improving the students’ mastery of organization, vocabulary and content, but less so for improving mechanics and grammar. This is probably because it is generally much easier to make improvements in organization, vocabulary and content but it requires a much longer effort with much more practice to significantly improve mechanics and grammar. Nevertheless, the writers suggest that English teachers and others can use the TPS technique to teach writing, hence some of the problems faced by students in writing can be helped and, more importantly, they can improve their ability to write English.

Contextual interference and augmented feedback: Is there an additive effect for motor learning?

2011 ◽  
Vol 30 (6) ◽  
pp. 1092-1101 ◽  
Author(s):  
Will F.W. Wu ◽  
Doug E. Young ◽  
Steven L. Schandler ◽  
Gily Meir ◽  
Rachel L.M. Judy ◽  
...  
Keyword(s):  
Motor Learning ◽  
Contextual Interference ◽  
Additive Effect ◽  
Augmented Feedback

scholarly journals Effects of Multiple Sessions of Cathodal Priming and Anodal HD-tDCS on Visuo Motor Task Plateau Learning and Retention

2020 ◽  
Vol 10 (11) ◽  
pp. 875 ◽  
Author(s):  
Pierre Besson ◽  
Makii Muthalib ◽  
Christophe De Vassoigne ◽  
Jonh Rothwell ◽  
Stephane Perrey
Keyword(s):  
Motor Learning ◽  
Motor Task ◽  
Controlled Study ◽  
Anodal Tdcs ◽  
Retention Performance ◽  
Baseline Training ◽  
Double Blind ◽  
Trade Off ◽  
The Impact ◽  
Speed Accuracy

A single session of priming cathodal transcranial direct current stimulation (tDCS) prior to anodal tDCS (c-a-tDCS) allows cumulative effects on motor learning and retention. However, the impact of multiple sessions of c-a-tDCS priming on learning and retention remains unclear. Here, we tested whether multiple sessions of c-a-tDCS (over 3 consecutive days) applied over the left sensorimotor cortex can further enhance motor learning and retention of an already learned visuo-motor task as compared to anodal tDCS (a-tDCS) or sham. In a between group and randomized double-blind sham-controlled study design, 25 participants separated in 3 independent groups underwent 2 days of baseline training without tDCS followed by 3-days of training with both online and offline tDCS, and two retention tests (1 and 14 days later). Each training block consisted of five trials of a 60 s circular-tracing task intersected by 60 s rest, and performance was assessed in terms of speed–accuracy trade-off represented notably by an index of performance (IP). The main findings of this exploratory study were that multiple sessions of c-a-tDCS significantly further enhanced IP above baseline training levels over the 3 training days that were maintained over the 2 retention days, but these learning and retention performance changes were not significantly different from the sham group. Subtle differences in the changes in speed–accuracy trade-off (components of IP) between c-a-tDCS (maintenance of accuracy over increasing speed) and a-tDCS (increasing speed over maintenance of accuracy) provide preliminary insights to a mechanistic modulation of motor performance with priming and polarity of tDCS.

BDNF Val66Met polymorphism is associated with abnormal interhemispheric transfer of a newly acquired motor skill

2014 ◽  
Vol 111 (10) ◽  
pp. 2094-2102 ◽  
Author(s):  
Olivier Morin-Moncet ◽  
Vincent Beaumont ◽  
Louis de Beaumont ◽  
Jean-Francois Lepage ◽  
Hugo Théoret
Keyword(s):  
Motor Cortex ◽  
Motor Learning ◽  
Motor Skill ◽  
Interhemispheric Transfer ◽  
Corticospinal Excitability ◽  
Genetic Group ◽  
Val66met Polymorphism ◽  
Genotype Group ◽  
Left Hand ◽  
The Right

Recent data suggest that the Val66Met polymorphism of the brain-derived neurotrophic factor (BDNF) gene can alter cortical plasticity within the motor cortex of carriers, which exhibits abnormally low rates of cortical reorganization after repetitive motor tasks. To verify whether long-term retention of a motor skill is also modulated by the presence of the polymorphism, 20 participants (10 Val66Val, 10 Val66Met) were tested twice at a 1-wk interval. During each visit, excitability of the motor cortex was measured by transcranial magnetic stimulations (TMS) before and after performance of a procedural motor learning task (serial reaction time task) designed to study sequence-specific learning of the right hand and sequence-specific transfer from the right to the left hand. Behavioral results showed a motor learning effect that persisted for at least a week and task-related increases in corticospinal excitability identical for both sessions and without distinction for genetic group. Sequence-specific transfer of the motor skill from the right hand to the left hand was greater in session 2 than in session 1 only in the Val66Met genetic group. Further analysis revealed that the sequence-specific transfer occurred equally at both sessions in the Val66Val genotype group. In the Val66Met genotype group, sequence-specific transfer did not occur at session 1 but did at session 2. These data suggest a limited impact of Val66Met polymorphism on the learning and retention of a complex motor skill and its associated changes in corticospinal excitability over time, and a possible modulation of the interhemispheric transfer of procedural learning.

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