Hydration Provides No Thermo-Physiological or Cognitive Motor Skill Improvement during Passive Hyperthermia and Subsequent Cooling

2017 ◽  
Vol 49 (5S) ◽  
pp. 445-446
Author(s):  
Ross A. Sherman ◽  
Trevor M. Rigney ◽  
Benjamin T. Leppek ◽  
Erin E. Kishman ◽  
Teresa H. Swastek ◽  
...  
1985 ◽  
Vol 4 (3) ◽  
pp. 212-218 ◽  
Author(s):  
Wallace B. Salter ◽  
George Graham

The effects of three disparate styles of teaching were examined to determine their influence on motor skill acquisition, cognitive learning related to the performance of a motor skill, and students’ ratings of self-efficacy. The subjects were third, fourth, fifth, and sixth grade children (N = 244) in two rural elementary schools. The three instructional methodologies employed were Command, Guided Discovery, and No Instruction. The criterion lesson was a 20-minute experimental teaching unit using a novel golf task. Results revealed no significant differences between the groups taught by the three instructional approaches on skill improvement or self-efficacy. Cognitive understanding improved significantly for the groups taught by the command and guided discovery approaches, however, as compared to the no-instruction groups. Students in the no-instruction groups had a significantly higher number of skill attempts (M = 29.56) as compared to the command (M = 18.56) and guided discovery (M = 20.63) groups. This finding served as a plausible explanation for the lack of significant difference in skill improvement between the three groups on the criterion skill.


Sports ◽  
2014 ◽  
Vol 2 (4) ◽  
pp. 140-151 ◽  
Author(s):  
Lars Donath ◽  
Katharina Imhof ◽  
Ralf Roth ◽  
Lukas Zahner

2015 ◽  
Vol 47 ◽  
pp. 459
Author(s):  
Samantha C. Orr ◽  
Mackenzie L. Abeare ◽  
Stephen S. Cheung ◽  
Ross A. Sherman

2021 ◽  
Author(s):  
Arturo Nuara ◽  
Maria Chiara Bazzini ◽  
Pasquale Cardellicchio ◽  
Emilia Scalona ◽  
Doriana De Marco ◽  
...  

BACKGROUND AND OBJECTIVE: Action observation can sustain motor skill improvement. At the neurophysiological level, action observation affects the excitability of the motor cortices, as measured by transcranial magnetic stimulation. However, whether the cortical modulations induced by action observation may explain the amount of motor improvement driven by action observation training (AOT) remains to be addressed. METHODS: We conducted a two-phase study involving 40 volunteers. First, we assessed the effect of action observation on corticospinal excitability (amplitude of motor evoked potentials), short-interval intracortical inhibition, and transcallosal inhibition (ipsilateral silent period). Subsequently, a randomized-controlled design was applied, with AOT participants asked to observe and then execute, as quickly as possible, a right-hand dexterity task six consecutive times, whereas controls had to observe a no-action video before performing the same task. RESULTS: AOT participants showed greater performance improvement relative to controls. The amount of improvement in the AOT group was predicted by the amplitude of corticospinal modulation during action observation and even more by the amount of intracortical inhibition induced by action observation. Importantly, these relations were found specifically for the AOT group and not for the controls. CONCLUSIONS: In this study, we identified the neurophysiological signatures associated with, and potentially sustaining, the outcome of AOT. Intracortical inhibition driven by action observation plays a major role. These findings elucidate the cortical mechanisms underlying AOT efficacy and open to predictive assessments for the identification of potential responders to AOT, informing the rehabilitative treatment individualization.


1991 ◽  
Vol 13 (1) ◽  
pp. 26-41 ◽  
Author(s):  
Sue L. McPherson ◽  
Karen E. French

This study examined changes in cognitive and motor skill aspects of tennis performance in adult novices as the result of two types of instruction. In Experiment 1, subjects received instruction in motor skills and declarative knowledge followed by the introduction and integration of tennis strategies. In Experiment 2, subjects received declarative and strategic knowledge and minimal skill instruction followed by an emphasis on refining knowledge and skill in game situations. A knowledge test, skills tests, and actual game play (control, decision, and execution components of performance) were analyzed at the beginning, middle, and end of the semester. Cognitive components increased concurrently with skill improvement when instruction was skill oriented. However, improvements in motor skill components did not occur in Experiment 2 until integration of skill instruction. These findings suggest that, without direct instruction, changes in cognitive components (accuracy of decisions) are more easily developed than motor components.


1997 ◽  
Vol 61 (1) ◽  
pp. 56-65 ◽  
Author(s):  
GW Knight ◽  
PJ Guenzel ◽  
P Feil

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