Different post-training processes in children's and adults' motor skill learning

Abstract

Do young children and adults share similar underlying motor skill learning mechanisms? Past studies have shown that school-aged children's speed of performance developed over wake periods of a few hours post-training. Such training-dependent gains were not found in adults. In the current study of children as young as 5-years-old and young adults who practiced a simple grapho-motor task, this finding was replicated only by the children that showed faster performance a few hours post-training. These positive gains in performance speed were retained two weeks later. Furthermore, among the children, variations in gains attained a few hours post-training were associated with initial performance level. These behavioral findings indicate different underlying post-training processes in children's and adults' motor skill learning thus, supporting differential tutoring of skills.

Manual dexterity in school-age children measured by the Grooved Pegboard test: Evaluation of training effect and performance in dual-task

“…Moreover, previous research in which the authors administered motor tasks, involving the 5-item explicit finger-to-thumb opposition sequence, showed faster performance improvements in children than in adults [ 35 , 36 ]. Similar results were found in grapho-motor task comparing children and young adults [ 33 ].…”

“…Our results suggest that this task required three consecutive trials of training effect in children. The difference we detected in the occurrence of the training effect between our sample (i.e., up to 3rd consecutive trial in children) and that of the previous study (i.e., up to 4th consecutive trial in young adults) [ 20 ] reflects the different motor skill learning mechanisms and post-training processes existing between children and adults [ 33 ]. As a matter of fact, gains in motor skill slow as they develop further over multiple practice sessions, and this progression of motor skill learning seems to depend on appropriate stabilization and consolidation processes [ 33 , 34 ].…”

“…The difference we detected in the occurrence of the training effect between our sample (i.e., up to 3rd consecutive trial in children) and that of the previous study (i.e., up to 4th consecutive trial in young adults) [ 20 ] reflects the different motor skill learning mechanisms and post-training processes existing between children and adults [ 33 ]. As a matter of fact, gains in motor skill slow as they develop further over multiple practice sessions, and this progression of motor skill learning seems to depend on appropriate stabilization and consolidation processes [ 33 , 34 ]. Moreover, previous research in which the authors administered motor tasks, involving the 5-item explicit finger-to-thumb opposition sequence, showed faster performance improvements in children than in adults [ 35 , 36 ].…”

Efectos de 52 semanas de un programa de ejercicio físico sobre la velocidad y fuerza muscular de jugadores rusos de baloncesto de entre 12 a 13 años. Ensayo Controlado Aleatorizado (Effects of 52 weeks of a physical exercise program on the speed and muscle strength of Russian basketball players aged 12 to 13 years. Randomized Controlled Trial)

“…Entre los 9 y los 18 años, los niños son más susceptibles a la influencia pedagógica escolar orientada al desarrollo de la fuerza y velocidad, mientras que el período de mayor adaptación se genera en torno a los 12 y los 16 años, producto de las mayores tasas de crecimiento relacionadas con los cambios hormonales y físicos de la pubertad (Fuentes-Barría et al, 2021;Tomkinson et al, 2018). Es así como este desarrollo se puede realizar mediante ejercicios generales y específicos, siendo el dominio de ejercicios multicomponente un factor determinante tanto para una correcta ejecución de las habilidades motoras básicas (correr, saltar y lanzar) como para la adquisición de una condición física general como parte de un proceso integral durante la educación escolar (Adi-Japha et al, 2019;Flôres et al, 2019;Polevoy et al, 2024a;Polevoy et al, 2024b;Kokol et al, 2020).…”

Efectos de 32 semanas de un programa físico con balón sobre las cualidades físicas en niños rusos de entre 9 a 10 años. Estudio cuasiexperimental no aleatorizado (Effects of 32 weeks of a physical program with a ball on physical qualities in Russian children between 9 and 10 years. Non-randomized quasi-experimental study)

“…En este sentido, es posible desarrollar las cualidades físicas básicas (velocidad, fuerza y resistencia muscular) tanto con la ayuda de ejercicios generales como específicos, donde el dominio de múltiples ejercicios será un factor determinante para una correcta ejecución de habilidades motoras (correr, saltar y lanzar), cuyo desarrollo se relaciona a su vez con la condición física general como proceso integral en la educación física escolar. (Adi-Japha, Berke, Shaya, & Julius, 2019;Drouven, & Grossmann, 2016;Flôres, Rodrigues, Copetti, Lopes, & Cordovil, 2019;Kokol, Vošner, Završnik, Vermeulen, Shohieb, & Peinemann, 2020) Por tanto, es posible que en cada clase se pueda lograr un aumento significativo de todas las habilidades motrices y cualidades físicas a través del tiempo y volumen de carga emplazados, siendo un medio muy eficaz para la mejora integral de las habilidades motrices y cualidades físicas movilizadoras tanto del deporte como los juegos presentes durante la realización de una clase de educación física (Adi-Japha et al, 2019;Drouven et al, 2016;Flôres, Rodrigues et al, 2019;Kokol et al, 2020). Por esta razón, el objetivo del estudio fue analizar los efectos de un programa de ejercicios con balón aplicado durante 32 semanas sobre la condición física general en estudiantes rusos de educación primaria.…”