Constraints representing a meta-stable régime facilitate exploration during practice and transfer of learning in a complex multi-articular task

Orth, Dominic; Davids, Keith; Seifert, Ludovic

doi:10.1016/j.humov.2017.09.007

Cited by 40 publications

(49 citation statements)

References 43 publications

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“…This difference in the timescales of change in the kinematics reflects the different stages of learning realized by the novice and experienced groups. The slower rate of release of joint angle by the novices is also consistent with the proposal that the stability requirement (staying upright on the simulator) induces a more cautious search strategy in terms of increment of change in the movement kinematics …”

Section: Discussionsupporting

confidence: 86%

“…The slower rate of release of joint angle by the novices is also consistent with the proposal that the stability requirement (staying upright on the simulator) induces a more cautious search strategy in terms of increment of change in the movement kinematics. 40 The experienced group had practiced downhill skiing for many more hours than were practiced here in the lateral ski motion of the simulator, an experience that clearly induced a positive transfer to both the qualitative and the quantitative movement dynamics of the laboratory ski analogue. An interesting theoretical and open experimental question that has practical ramifications is whether positive transfer also occurs from original practice on the ski-simulator to the actual activity of downhill skiing.…”

Section: Task Outcomementioning

confidence: 94%

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Task experience influences coordinative structures and performance variables in learning a slalom ski‐simulator task

Dutt-Mazumder

Newell

2018

Scandinavian Med Sci Sports

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The experiment investigated the progressions of the qualitative and quantitative changes in the movement dynamics of learning the ski-simulator as a function of prior-related task experience. The focus was the differential timescales of change in the candidate collective variable, neuromuscular synergies, joint motions, and task outcome as a function of learning over 7 days of practice. Half of the novice participants revealed in day 1 a transition of in-phase to anti-phase coupling of center of mass (CoM)-platform motion whereas the remaining novices and experienced group all produced on the first trial an anti-phase CoM-platform coupling. The experienced group also had initially greater amplitude and velocity of platform motion-a performance advantage over the novice group that was reduced but not eliminated with 7 days of practice. The novice participants who had an in-phase CoM-platform coupling on the initial trials of day 1 also showed the most restricted platform motion in those trials. Prior-related practice experience differentially influenced the learning of the task as evidenced by both the qualitative organization and the quantitative motion properties of the individual degrees of freedom (dof) to meet the task demands. The findings provide further evidence to the proposition that CoM-platform coupling is a candidate collective variable in the ski-simulator task that provides organization and boundary conditions to the motions of the individual joint dof and their couplings.

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Section: Discussionsupporting

confidence: 86%

Section: Task Outcomementioning

confidence: 94%

Task experience influences coordinative structures and performance variables in learning a slalom ski‐simulator task

Dutt-Mazumder

Newell

2018

Scandinavian Med Sci Sports

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“…In this case the practitioner facilitates the exploration of a greater number of coordination solutions during practice, perhaps with an initial but temporary trade-off of functionality. The additional benefit of this approach is that, after practice, beyond having found new functional solutions, the individual may find it easier to reorganize their movement system under new constraints ( Kostrubiec et al, 2012 ; Seifert et al, 2015 ; Orth et al, 2017 ). They may transfer their skill and learning better under constraints that require flexibility across coordinative solutions (for definitions see, Carroll et al, 2001 ).…”

Section: Creative Coordination and Control Solutions Emerge Through Ementioning

confidence: 99%

Creative Motor Actions As Emerging from Movement Variability

et al. 2017

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In cognitive science, creative ideas are defined as original and feasible solutions in response to problems. A common proposal is that creative ideas are generated across dedicated cognitive pathways. Only after creative ideas have emerged, they can be enacted to solve the problem. We present an alternative viewpoint, based upon the dynamic systems approach to perception and action, that creative solutions emerge in the act rather than before. Creative actions, thus, are as much a product of individual constraints as they are of the task and environment constraints. Accordingly, we understand creative motor actions as functional movement patterns that are new to the individual and/or group and adapted to satisfy the constraints on the motor problem at hand. We argue that creative motor actions are promoted by practice interventions that promote exploration by manipulating constraints. Exploration enhances variability of functional movement patterns in terms of either coordination or control solutions. At both levels, creative motor actions can emerge from finding new and degenerate adaptive motor solutions. Generally speaking, we anticipate that in most cases, when exposed to variation in constraints, people are not looking for creative motor actions, but discover them while doing an effort to satisfy constraints. For future research, this paper achieves two important aspects: it delineates how adaptive (movement) variability is at the heart of (motor) creativity, and it sets out methodologies toward stimulating adaptive variability.

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“…An ecological dynamics rationale proposes that cognition, perception and action are deeply intertwined in regulating athlete performance in satisfying key constraints (individual, environmental and task see Figure 1). This deeply intertwined relationship is most prominent in skilled individuals such as expert athletes as it supports their continuous interactions with task and environmental constraints (Orth, Davids & Seifert, 2018). Gaining this intertwined relationship between sub-systems of action, cognition and perception, which support interactions with a performance environment, is the fundamental basis for using technologies like VR systems to enrich athlete learning and performance.…”

Section: How Vr Systems Can Support Interactions Of Athletes With Tasmentioning

confidence: 99%

Effectiveness and efficiency of virtual reality designs to enhance athlete development: an ecological dynamics perspective

Stone

Strafford

North

et al. 2018

Mov Sport Sci/Sci Mot

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A rapidly developing area of research is focused on the use of virtual reality (VR) systems to enhance athlete performance in sport. The assumption is that, implementation of such technologies will enhance skill acquisition and expedite athlete development. However, application of such technologies for enriching athlete development and performance preparation needs to be efficiently and effectively used by coaches and athletes to save time, energy and other resources in practice and training. Here, we argue that implementation of VR systems needs to be grounded in theory, with learning designs informed by a clear scientific rationale. We discuss how the full potential of VR systems can be utilised through implementing a theoretical framework, like ecological dynamics, to shape their application. We outline how an ecological dynamics framework can underpin research and applications of VR in athlete development through: (i) individualised training and assessment programmes; (ii) supporting exploration of variable and creative practice environments; (iii) ensuring context-dependent perception and decision making, and actions, where technology permits. An ecological dynamics rationale proposes how VR systems, when carefully implemented, can enrich and enhance learning designs, but can never replace coaching support for learning during physical practice.

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Constraints representing a meta-stable régime facilitate exploration during practice and transfer of learning in a complex multi-articular task

Cited by 40 publications

References 43 publications

Task experience influences coordinative structures and performance variables in learning a slalom ski‐simulator task

Task experience influences coordinative structures and performance variables in learning a slalom ski‐simulator task

Creative Motor Actions As Emerging from Movement Variability

Effectiveness and efficiency of virtual reality designs to enhance athlete development: an ecological dynamics perspective

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