scholarly journals The immediate influence of implicit motor learning strategies on spatiotemporal gait parameters in stroke patients: a randomized within-subjects design

2018 ◽  
Vol 33 (4) ◽  
pp. 619-630 ◽  
Author(s):  
Melanie Kleynen ◽  
Li-Juan Jie ◽  
Kyra Theunissen ◽  
Sascha MC Rasquin ◽  
Rich SW Masters ◽  
...  
Keyword(s):  
Motor Learning ◽  
Learning Strategies ◽  
Action Observation ◽  
Patient Experiences ◽  
Environmental Constraints ◽  
Step Width ◽  
Implicit Motor Learning ◽  
Gait Parameters ◽  
Walking Performance ◽  
Implicit Motor

Objectives: To investigate immediate changes in walking performance associated with three implicit motor learning strategies and to explore patient experiences of each strategy. Design: Participants were randomly allocated to one of three implicit motor learning strategies. Within-group comparisons of spatiotemporal parameters at baseline and post strategy were performed. Setting: Laboratory setting. Subjects: A total of 56 community-dwelling post-stroke individuals. Interventions: Implicit learning strategies were analogy instructions, environmental constraints and action observation. Different analogy instructions and environmental constraints were used to facilitate specific gait parameters. Within action observation, only videotaped gait was shown. Main measures: Spatiotemporal measures (speed, step length, step width, step height) were recorded using Vicon 3D motion analysis. Patient experiences were assessed by questionnaire. Results: At a group level, three of the four analogy instructions ( n = 19) led to small but significant changes in speed ( d = 0.088 m/s), step height (affected side d = 0.006 m) and step width ( d = –0.019 m), and one environmental constraint ( n = 17) led to significant changes in step width ( d = –0.040 m). At an individual level, results showed wide variation in the magnitude of changes. Within action observation ( n = 20), no significant changes were found. Overall, participants found it easy to use the different strategies and experienced some changes in their walking performance. Conclusion: Analogy instructions and environmental constraints can lead to specific, immediate changes in the walking performance and were in general experienced as feasible by the participants. However, the response of an individual patient may vary quite considerably.

Challenges and Solutions When Applying Implicit Motor Learning Theory in a High Performance Sport Environment: Examples from Rugby League

2011 ◽  
Vol 6 (4) ◽  
pp. 567-575 ◽  
Author(s):  
Tim Gabbett ◽  
Rich Masters
Keyword(s):  
Motor Learning ◽  
Learning Strategies ◽  
High Performance ◽  
Rugby League ◽  
Practical Training ◽  
Implicit Motor Learning ◽  
Implicit Motor ◽  
Frame Potential ◽  
Training Activities ◽  
Stress Fatigue

Skills that are learnt implicitly (i.e., without the accumulation of task-related rules and knowledge) have been shown to result in performance that displays stability in conditions of psychological stress, fatigue, multi-tasking, and over prolonged periods of time. Despite the wealth of evidence supporting the use of implicit motor learning strategies, the majority of this evidence has been generated from studies of novice performers rather than of experts. The aim of this paper is to describe some of the challenges faced by high-performance coaches and athletes who may wish to use implicit motor learning and to frame potential solutions with respect to the elite Australian National Rugby League competition. Practical training activities and techniques (e.g., errorless learning, random practice, cues, dual-tasking, and analogies), designed to facilitate the development of implicit skills that transfer robustly to high-performance competition environments, are presented.

scholarly journals Implicit motor learning in primary school children: A systematic review

2021 ◽  
pp. 1-19
Author(s):  
Femke van Abswoude ◽  
Remo Mombarg ◽  
Wouter de Groot ◽  
Gwennyth Eileen Spruijtenburg ◽  
Bert Steenbergen
Keyword(s):  
Systematic Review ◽  
Motor Learning ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Implicit Motor Learning ◽  
Implicit Motor

scholarly journals Implicit motor learning within three trials

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jennifer E. Ruttle ◽  
Bernard Marius ’t Hart ◽  
Denise Y. P. Henriques
Keyword(s):  
Motor Learning ◽  
Implicit Learning ◽  
Time Course ◽  
Skills Training ◽  
Implicit Processes ◽  
Training Performance ◽  
Slow Development ◽  
Implicit Motor Learning ◽  
Implicit Motor ◽  
And Shifts

AbstractIn motor learning, the slow development of implicit learning is traditionally taken for granted. While much is known about training performance during adaptation to a perturbation in reaches, saccades and locomotion, little is known about the time course of the underlying implicit processes during normal motor adaptation. Implicit learning is characterized by both changes in internal models and state estimates of limb position. Here, we measure both as reach aftereffects and shifts in hand localization in our participants, after every training trial. The observed implicit changes were near asymptote after only one to three perturbed training trials and were not predicted by a two-rate model’s slow process that is supposed to capture implicit learning. Hence, we show that implicit learning is much faster than conventionally believed, which has implications for rehabilitation and skills training.

Transcranial static magnetic stimulation over the primary motor cortex alters sequential implicit motor learning

2019 ◽  
Vol 696 ◽  
pp. 33-37 ◽  
Author(s):  
Ippei Nojima ◽  
Tatsunori Watanabe ◽  
Tomoya Gyoda ◽  
Hisato Sugata ◽  
Takashi Ikeda ◽  
...  
Keyword(s):  
Motor Cortex ◽  
Motor Learning ◽  
Magnetic Stimulation ◽  
Primary Motor Cortex ◽  
Implicit Motor Learning ◽  
Implicit Motor

Advances in implicit motor learning

2019 ◽  
pp. 77-96
Author(s):  
Rich S.W. Masters ◽  
Tina van Duijn ◽  
Liis Uiga
Keyword(s):  
Motor Learning ◽  
Implicit Motor Learning ◽  
Implicit Motor
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