A complex sequence learning task was used to determine if the type of coding acquired through physical practice (PP), observation of the stimulus (Obs-S), or observation of stimulus and action (Obs-SA) differs between conditions and whether the type of observation influences subsequent learning of the task when physical practice was permitted. Participants in the Obs-S group were permitted to watch the sequentially illuminated stimuli on the screen. In the Obs-SA group participants could see both flexion-extension movements of the model's arm performing the sequence and the sequentially illuminated stimuli on the screen. Participants in the PP group actually performed the 16-element sequence with their dominant right arm. Delayed retention tests and two inter-manual transfer tests were completed following each of two acquisition sessions. First, the data indicated that learning the sequence structure, as revealed by response time per element, occurred similarly irrespective of the initial practice condition. Secondly, the movement sequence appeared to be coded in abstract visual-spatial coordinates resulting in effector-independent performance. Finally, observing the model's action and sequential stimuli allows participants to transfer the perceived aspects of the movement sequence into efficient coordination patterns when additional physical practice is permitted.

The manuscript reviews recent experiments that use inter-manual transfer and inter-manual practice paradigms to determine the coordinate system (visual–spatial or motor) used in the coding of movement sequences during physical and observational practice. The results indicated that multi-element movement sequences are more effectively coded in visual–spatial coordinates even following extended practice, while very early in practice movement sequences with only a few movement elements and relatively short durations are coded in motor coordinates. Likewise, inter-manual practice of relatively simple movement sequences show benefits of right and left limb practice that involves the same motor coordinates while the opposite is true for more complex sequences. The results suggest that the coordinate system used to code the sequence information is linked to both the task characteristics and the control processes used to produce the sequence. These findings have the potential to greatly enhance our understanding of why in some conditions participants following practice with one limb or observation of one limb practice can effectively perform the task with the contralateral limb while in other (often similar) conditions cannot.

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The authors used an interference paradigm to determine the extent to which the learning of 2 similar movement sequences influences the learning of each other. Participants (N=30) produced the sequences by moving a lever with their right arm and hand to sequentially presented target locations. They practiced 2 similar 16-element movement sequences (S1 and S2), 1 sequence on each of 2 consecutive days of practice. Control groups received only 1 day of practice on 1 of the sequences. Early in S2 practice, the experimental group demonstrated a relatively strong level of proactive facilitation arising from previous practice with S1. The advantage was not evident at the end of S2 practice or on the S2 retention test. No advantage of practicing the 1st sequence on the learning of the 2nd sequence (proactive effect) was found in the analysis of element duration in the retention and transfer tests, even though 14 of the 16 elements were common to both sequences. A strong retroactive interference on the switched elements was detected, however. Thus, the memories underpinning S1 seemed to be "overwritten" or adapted in response to the learning of S2.

In soccer, the dominant leg is frequently used for passing and kicking while standing on the non-dominant leg. Consequently, postural control in the standing leg might be superior compared to the kicking leg and is further enhanced with increasing age (i.e., level of playing experience). Unfortunately, leg differences in postural control are associated with an increased risk of injuries. Thus, we examined differences between limbs in unipedal balance performance in young soccer players at different ages. Performance in the Lower Quarter Y Balance Test (YBT-LQ) of the dominant and non-dominant leg and anthropometry was assessed in 76 young male soccer players (under-13 years [U13]: n = 19, U15: n = 14, U17: n = 21, U19: n = 22). Maximal reach distances (% leg length) and the composite scores were used for further analyses. Statistical analyses yielded no statistically significant main effects of leg or significant Leg × Age interactions, irrespective of the measure investigated. However, limb differences in the anterior reach direction were above the proposed cut-off value of >4 cm, which is indicative of increased injury risk. Further, statistically significant main effects of age were found for all investigated parameters, indicating larger reach distances in older (U19) compared to younger (U13) players (except for U15 players). Although reach differences between legs were non-significant, the value in the anterior reach direction was higher than the cut-off value of >4 cm in all age groups. This is indicative of an increased injury risk, and thus injury prevention programs should be part of the training of young soccer players.