Influence of a stressing constraint on stiffness and damping functions of a ski simulator's platform motion

The aim of this study was to assess the effect of stress on a previously acquired motor coordination. Following a longitudinal learning experiment, four participants performed oscillations on a ski simulator, either in normal or stressful conditions. The results showed that the amplitude of the oscillations decreased under stress, but no significant effect was seen regarding coordination, suggesting the strong resistance to stress of overlearned behaviour. Nevertheless, for one participant, a transient regression towards a former stage of learning was observed. This result was consistent with the regression hypothesis formulated by Fuchs (1962).     

Coordination variability and skill development in expert triple jumpers

The aim of this study was to examine the influence of skill of expert triple jumpers on the coordination variability of lower extremity intra-limb couplings. In contrast to the traditional motor learning perspective, we hypothesized that as skill and thus performance increases, movement coordination variability will also increase. Three-dimensional kinematic and ground reaction force data were collected during the hop-step transition phase of the triple jump. Relative motion plots and a modified vector coding technique were used to quantify the coordination variability across the trials. The results were consistent with a U-shaped curve, representing coordination variability, as skill increases. The high coordination variability in less skilled athletes is present while the appropriate characteristics defining the movement coordination patterns are acquired. This coordination variability may not be beneficial to performance. As the refinement of these characteristics is achieved, coordination variability decreases, resulting in a more consistent or regulated performance. In the final stages of developing a skilled performance, a functional variability is accessed that brings flexibility to the system allowing it to cope with perturbations. This study highlights the need to address the learning effect when analysing coordination variability from a dynamical systems perspective.     

How do technique and coordination change during learning of a whole-body task: Application to the upstart in gymnastics

ABSTRACT

When learning swinging skills on a bar there has been conflicting advice in the research literature regarding whether to coach the “gold standard” technique to novices. The present study aimed to determine how technique (joint angle time histories) and (inter-limb) coordination changed as novice gymnasts learned a fundamental gymnastics skill (the upstart). It was hypothesised that both technique and coordination would become more like an expert as learning progressed. Eight novice gymnasts, unable to perform an upstart, underwent four months of training, with the number of successful upstarts out of 10 recorded at the start and then every month subsequently. In the first and last sessions motion capture was used to determine joint kinematics. Root mean squared differences for the joint angle time histories and continuous relative phase at the shoulder and hip were calculated between the novices and an expert gymnast. As training progressed technique and coordination became more like the expert gymnast. The more successful novices were better able to time their actions within the swing than the less successful novices. Gymnastics coaches teach towards a “gold standard” technique since being successful at the skill is not the only goal, as considerations for future skill development are made.     

乒乓球项目中内隐学习效果的探讨

采用序列学习范式的方法,引用到乒乓球运动项目,依据发球机制定了序列学习的规则知识,考察了乒乓球项目中内隐学习效应的存在性,并探讨了在乒乓球运动项目中内隐学习在不同重复概率条件下和应激条件下学习的效果。结果表明,在乒乓球运动项目中存在内隐学习;在模糊的规则条件下内隐学习的效果要好于外显学习;应激条件下,主要影响两组被试操作成绩的是非规则知识的发挥。     

Teacher–student interaction,empathy and their influence on learning in swimming lessons

The bulk of interest in the role that interaction plays in learning in sport and physical education (PE) has focused on peer interaction at the expense of teacher–student interaction. This article redresses this imbalance in the literature by reporting on a study that inquired into the nature of teacher–student interaction and its effect on learning in PE swimming lessons in a French secondary school. Informed by an enactivist conceptualisation of learning, it emphasises the subjective dynamics of interaction to suggest that patterns of coordination should not be seen as being predetermined and determining student learning but, instead, as forms of engagement that influence, and are influenced by, the dynamics of interaction. In doing so it suggests the pivotal importance of teacher empathy for student learning through interaction in PE.     

Coordination as a function of skill level in the gymnastics longswing

The purpose of this study was to investigate the nature of inter-joint coordination at different levels of skilled performance to: (1) distinguish learners who were successful versus unsuccessful in terms of their task performance; (2) investigate the pathways of change during the learning of a new coordination pattern and (3) examine how the learner’s coordination patterns relate to those of experts in the longswing gymnastics skill. Continuous relative phase of hip and shoulder joint motions was examined for longswings performed by two groups of novices, successful (n = 4) and unsuccessful (n = 4) over five practice sessions, and two expert gymnasts. Principal component analysis showed that during longswing positions where least continuous relative phase variability occurred for expert gymnasts, high variability distinguished the successful from the unsuccessful novice group. Continuous relative phase profiles of successful novices became more out-of-phase over practice and less similar to the closely in-phase coupling of the expert gymnasts. Collectively, the findings support the proposition that at the level in inter-joint coordination a technique emerges that facilitates successful performance but is not more like an expert’s movement coordination. This finding questions the appropriateness of inferring development towards a “gold champion” movement coordination.     

Effect of swimming velocity on arm coordination in the front crawl: a dynamic analysis

We examined the preferred mode of arm coordination in 14 elite male front-crawl swimmers. Each swimmer performed eight successive swim trials in which target velocity increased from the swimmer's usual 3000-m velocity to his maximal velocity. Actual swim velocity, stroke rate, stroke length and the different arm stroke phases were then calculated from video analysis. Arm coordination was quantified by an index of coordination based on the lag time between the propulsive phases of each arm. The index expressed the three coordination modes in the front crawl: opposition, catch-up and superposition. First, in line with the dynamic approach to movement coordination, the index of coordination could be considered as an order parameter that qualitatively captured arm coordination. Second, two coordination modes were observed: a catch-up pattern (index of coordination?=??8.43%) consisting of a lag time between the propulsive phases of each arm, and a relative opposition pattern (index of coordination?=?0.89%) in which the propulsive phase of one arm ended when the propulsive phase of the other arm began. An abrupt change in the coordination pattern occurred at the critical velocity of 1.8?m?·?s^?1, which corresponded to the 100-m pace: the swimmers switched from catch-up to relative opposition. This change in coordination resulted in a reorganization of the arm phases: the duration of the entry and catch phase decreased, while the duration of the pull and push phases increased in relation to the whole stroke. Third, these changes were coupled to increased stroke rate and decreased stroke length, indicating that stroke rate, stroke length, the stroke rate/stroke length ratio, as well as velocity, could be considered as control parameters. The control parameters can be manipulated to facilitate the emergence of specific coordination modes, which is highly relevant to training and learning. By adjusting the control and order parameters within the context of a specific race distance, both coach and swimmer will be able to detect the best adapted pattern for a given race pace and follow how arm coordination changes over the course of training.     

Effect of swimming velocity on arm coordination in the front crawl: a dynamic analysis

We examined the preferred mode of arm coordination in 14 elite male front-crawl swimmers. Each swimmer performed eight successive swim trials in which target velocity increased from the swimmer's usual 3000-m velocity to his maximal velocity. Actual swim velocity, stroke rate, stroke length and the different arm stroke phases were then calculated from video analysis. Arm coordination was quantified by an index of coordination based on the lag time between the propulsive phases of each arm. The index expressed the three coordination modes in the front crawl: opposition, catch-up and superposition. First, in line with the dynamic approach to movement coordination, the index of coordination could be considered as an order parameter that qualitatively captured arm coordination. Second, two coordination modes were observed: a catch-up pattern (index of coordination= -8.43%) consisting of a lag time between the propulsive phases of each arm, and a relative opposition pattern (index of coordination= 0.89%) in which the propulsive phase of one arm ended when the propulsive phase of the other arm began. An abrupt change in the coordination pattern occurred at the critical velocity of 1.8 m. s(-1), which corresponded to the 100-m pace: the swimmers switched from catch-up to relative opposition. This change in coordination resulted in a reorganization of the arm phases: the duration of the entry and catch phase decreased, while the duration of the pull and push phases increased in relation to the whole stroke. Third, these changes were coupled to increased stroke rate and decreased stroke length, indicating that stroke rate, stroke length, the stroke rate/stroke length ratio, as well as velocity, could be considered as control parameters. The control parameters can be manipulated to facilitate the emergence of specific coordination modes, which is highly relevant to training and learning. By adjusting the control and order parameters within the context of a specific race distance, both coach and swimmer will be able to detect the best adapted pattern for a given race pace and follow how arm coordination changes over the course of training.     

Learning a coordination skill: interactive effects of instruction and feedback

Information prior to and during the acquisition of a continuous bimanual task was manipulated. Participants practiced a difficult coordination pattern, which produced circular shapes on the computer, when they moved their arms correctly. Four groups were examined, which differed in the type and amount of information provided. Either limb or circle feedback was provided in the presence or absence of instructions detailing how to move the limbs. Circle feedback facilitated learning relative to the limb feedback in which the explicit displacements of the limbs was displayed. Under circle feedback conditions, instructions hindered acquisition. Little instructional effects were observed under limb feedback conditions, despite the prediction that instructions would benefit learning when the feedback was more compatible. Findings are discussed in relation to the complexity of the feedback and processing demands.     

Effects of manipulating relative and absolute motion information during observational learning of an aiming task.

In the visual perception perspective of observational learning, the manipulation of relative and absolute motion information in visual demonstrations optimally directs learners' search towards appropriate task solutions. We assessed the effect of emphasizing transformational information and removal of structural information using point-light kinematic displays in approximating the model's relative motion patterns. Participants viewed computer-simulated point-light demonstrations or normal video demonstrations before and intermittently throughout 100 acquisition trials with knowledge of results on an underarm modified-dart aiming task. On the next day, all participants performed 20 retention trials without demonstrations. The kinematics of spatial and temporal coordination and control variables were examined relative to the model's action, as well as performance scores. The results indicated that approximation of the model's spatial and temporal coordination and control patterns was achieved after observation of either type of demonstrations. No differences were found in movement outcomes. In a second experiment, the effects of manipulating absolute motion information by slow-motion demonstrations were examined relative to real-time demonstrations. Real-time demonstrations led to a closer approximation to the model's spatial and temporal coordination patterns and better outcome scores, contradicting predictions that slow-motion displays convey intact relative motion information. We speculate that the effect of visual demonstration speed on action perception and reproduction is a function of task constraints--that is, novelty or familiarity of relative motion of demonstrated activities.     

运动技能的内隐学习与分心练习——对应激的抵御

为抵御应激对运动技能水平发挥的影响 ,研究以轨迹追踪任务为实验范式 ,将 32名被试分 4组在不同条件下进行为期 12 d的练习 ,并比较了各组在两种应激条件下的测试结果。结果显示 :对于复杂的操作任务 ,内隐学习比外显学习更有效。分心练习所获得运动技能较少受高应激的影响     

运动行为认识观的发展以及在运动实践中的应用

笔者认为传统的运动认知理论存在一定的缺陷 ,在更新体育教学与运动训练等的理论和方法时要吸收自然物理学动作学习和运动协调方面的一些重要研究结果。     

Effects of manipulating relative and absolute motion information during observational learning of an aiming task

In the visual perception perspective of observational learning, the manipulation of relative and absolute motion information in visual demonstrations optimally directs learners’ search towards appropriate task solutions. We assessed the effect of emphasizing transformational information and removal of structural information using point-light kinematic displays in approximating the model’s relative motion patterns. Participants viewed computer-simulated point-light demonstrations or normal video demonstrations before and intermittently throughout 100 acquisition trials with knowledge of results on an underarm modified-dart aiming task. On the next day, all participants performed 20 retention trials without demonstrations. The kinematics of spatial and temporal coordination and control variables were examined relative to the model’s action, as well as performance scores. The results indicated that approximation of the model’s spatial and temporal coordination and control patterns was achieved after observation of either type of demonstrations. No differences were found in movement outcomes. In a second experiment, the effects of manipulating absolute motion information by slowmotion demonstrations were examined relative to real-time demonstrations. Real-time demonstrations led to a closer approximation to the model’s spatial and temporal coordination patterns and better outcome scores, contradicting predictions that slow-motion displays convey intact relative motion information. We speculate that the effect of visual demonstration speed on action perception and reproduction is a function of task constraints ‐ that is, novelty or familiarity of relative motion of demonstrated activities.     

Visually and acoustically augmented performance feedback as an aid in motor control learning: a study of selected components of the rowing action

The present work compares the efficiency of two training techniques as aids to learning selected aspects of a sequentially ordered action such as that of rowing. Subjects in one group were trained with a conventional learning technique (CLT) while those in a second group were trained by an augmented feedback technique referred to as external feedback (EFB). Progress was recorded on learning curves. Rowing athletes with limited experience and psychophysiology students were used for the study. The tasks consisted of learning movement timing (rhythmicity of action and coordination of body parts) and movement intensity (force and electromyogram development), in four separate experiments. The learning curves for EFB subjects were found to have significantly and consistently higher slopes than those for CLT subjects. Optimal criteria were reached by EBF subjects, after a continuous increase in performance levels and a concomitant decrease in standard deviations evaluated from periodicity, movement accuracy and force. Subjects, who after 8 to 10 sessions of CLT learning had not reached optimal level, were exposed to EFB. Their performances then showed a marked improvement and attained the required criterion in 2 to 4 sessions. This further demonstrates the efficacy of EFB as compared with CLT, as an aid to learning a complex sensorimotor action. The efficacy of EFB as a learning technique is discussed in relation to the internal model of the task to be executed and to sensory motor control and motor programmes.     

Effect of Information Load and Time on Observational Learning

We examined whether altering the amount of and moment when visual information is presented affected observational learning for participants practicing a bowling skill. On Day 1, four groups practiced a cricket bowling action. Three groups viewed a full-body point-light model, the model's bowling arm, or between-limb coordination of the model's left and right wrists only. Following retention tests on Day 2, all participants practiced after viewing a full-body display. Retention was again tested on Day 3. Bowling accuracy improved in all four practice groups. Kinematics of the bowling arm became more like the model for the full-body and intralimb groups only. All groups improved on measures of interlimb coordination. Visual search data indicated that participants mainly focused their gaze on the model's bowling arm. These data lead to the suggestion that viewing “end-effector” information (i.e., information pertaining to the bowling arm) is an important perceptual constraint early in observational learning. Implicit manipulations designed to increase attention to other sources of information did not facilitate the learning process.     

在健美操教学中如何提高"弱势"大学生学习效果的探讨

健美操是一项新兴的体育项目 ,目前已深入到高校的体育课 ,深受广大学生的喜爱。在健美操教学中 ,选用适合学生心理活动规律的方法是健美操教学最佳效果的关键。但目前高校的健美操教学还存在许多问题 ,在学习健美操的同学中 ,还存在一些身体素质较差 ,心理素质和协调等方面都低于一般水平的同学。本文对健美操学习中“弱势群体”进行调查与分析 ,对如何提高这部分同学的学习效果进行探讨。     

Effect of Exertional Trend during Cycle Ergometry on Postexercise Affect

Purpose: Improvements in motor performance and coordination may be impacted by the interaction of practice and organismic constraints. It has been proposed that these aspects of motor learning are achieved at a different time rate: first, during placement of the events (performance), and second, segmental spatiotemporal relationships (coordination). We focused on the acquisition of the longswing in high bar as one basic skill in gymnastics. The aim of this study was to determine how longswing performance and coordination change to increase swing amplitude as age and expertise increase. Method: One hundred and thirteen male gymnasts were classified into 5 distinct age groups (G1, G2, G3, G4, and G5) on the basis of the national competition rules. Longswing performance (swing amplitude and event placements) and coordination (positive and negative areas in the continuous relative phase) were measured for each group. Results: Analyses of variance revealed that the adequate placement and coordination of the earlier events were achieved in younger groups (G1, G2), while later events and their coordination were accomplished by the older groups (G3 through G5). Conclusion: Our results suggested that the process of longswing acquisition, as age and expertise increase, follows a progression parallel to the temporal occurrence of the task events, instead of the proposed learning sequence of event placement first and then coordination.     

建构主义体育技术教学模式

采用文献资料、教学实验、数理统计等研究方法,对建构主义理念下的体育技术教学模式进行研究。结果表明:采用建构主义体育技术教学模式,可积极主动地建构认识过程,提高学生学习效率;加强“教”与“学”的互动,增强教学效果;创设学习情境,激发学生学习兴趣;突出主体参与,优化学生实践技能。     

Analogy learning: a means to implicit motor learning

Two experiments were conducted to examine the hypothesis that learning by analogy will invoke characteristics of an implicit mode of motor learning. In the first experiment, table tennis novices learned to hit forehand topspin implicitly, explicitly or by analogy. The results showed that the analogy and implicit learning groups accumulated equivalently fewer explicit rules than the explicit learning group during the learning phase. When a concurrent secondary task was added, the explicit learning group suffered from a significantly more serious performance impairment than the analogy and implicit learning groups; no significant differences were seen between the latter two groups. Self-perceived performance was correlated to actual performance in the explicit learning group but not in the analogy or the implicit learning groups. In the second experiment, the performance of an explicit learning group was found to be impaired by both a stress intervention and a thought suppression intervention, whereas the performance of an analogy learning group was not. These characteristics of analogy learning parallel those reported in the implicit learning literature, suggesting that analogy learning may be an effective method for teaching skills implicitly in sport.