Effectiveness of motor sequential learning according to practice schedules in healthy adults; distributed practice versus massed practice

Kwon, Yong Hyun; Kwon, Jung Won; Lee, Myoung Hee

doi:10.1589/jpts.27.769

Cited by 29 publications

(23 citation statements)

References 28 publications

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“…It is important to increase the effectiveness of motor skill learning in the fields of sports science and neurological rehabilitation. Accordingly, we expect these findings will help the development of effective and efficient approaches for the facilitation of motor learning 8 ) .…”

Section: Discussionmentioning

confidence: 97%

“…Even though motor skills need to be utilized effectively in a number of situations, and especially in rehabilitation and competitive sports events, there are no studies in the literature that have compared different modes of intervention for improving the motor learning of individuals 7 ) . The use of feedback, transfer of training, modeling and demonstration, pre-practice instructions, contextual variety and part to whole task practice are among the research areas related to skill acquisitions that are practiced 8 ) . Apart from practice itself, feedback to the performer is one of the most critical parts of the learning 9 ) .…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of knowledge of result and knowledge of performance in the learning of a skilled motor activity by healthy young adults

et al. 2016

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[Purpose] The acquisition of motor skills are fundamental to human life. There is a lack of research on whether knowledge of performance or knowledge of result as augmented feedback is more effective. The objective of this study was to compare the effectiveness of knowledge of result and knowledge of performance in the learning of a skilled motor activity by healthy young adults. [Subjects and Methods] A total of thirty healthy young adult males and females without any neurological or musculoskeletal impairment, between the age of 18–30 years were the subjects of the study. They were randomly allocated to 2 groups: group 1 was given knowledge of result as feedback, and knowledge of performance was given as feedback to group 2. Both the groups practiced the task of throwing a soft spongy ball for 6 days per week for 4 weeks, with 40 trials each day. The outcome measure used was the distance of the throw. [Results] The results were analyzed using the t-test. The mean distances thrown by both the groups showed highly significant improvements and throwing distance of group 2 showed better improvement than that of group 1. [Conclusion] Both types of augmented feedback were effective at improving skilled motor activity, but the knowledge of performance group showed better improvement than the knowledge of result group.

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Effectiveness of knowledge of result and knowledge of performance in the learning of a skilled motor activity by healthy young adults

et al. 2016

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“…Thus, individuals with ADHD may benefit from training protocols that have been optimized for their own advantage rather than from protocols optimized for their typical peers. Just as the length of the training session ( 101 ) or the spacing (rest periods) within and between practice sessions ( 106 , 107 ) need to be taken into consideration when adapting training protocols for the benefit of persons with ADHD, an adjustment of the diurnal scheduling of the training protocol may be necessary for the full expression of the potential for skill acquisition and its consolidation in persons with ADHD.…”

Section: Discussionmentioning

confidence: 99%

Procedural Memory Consolidation in Attention-Deficit/Hyperactivity Disorder Is Promoted by Scheduling of Practice to Evening Hours

Korman¹,

Levy²,

Karni³

2017

Front. Psychiatry

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In young adults without attention-deficit/hyperactivity disorder (ADHD) training on a novel movement sequence results not only in large within-session (online) gains in task performance but also in additional (delayed, off-line) gains in the performance, expressed after an interval of sleep. In contrast, young people with ADHD, given an identical practice, were shown to improve online but expressed much smaller delayed gains overnight. As delayed gains in performance are taken to reflect procedural (“how to”) memory consolidation processes, this may explain skill learning deficits in persons with ADHD. However, motor training is usually provided in morning sessions, and, given that persons with ADHD are often evening types, chronobiological constraints may constitute a hidden factor. Here, we tested the hypothesis that evening training, compared to morning training, would result in larger overnight consolidation gains following practice on a novel motor task in young women with ADHD. Participants with (N = 25) and without (N = 24) ADHD were given training on a finger opposition sequence tapping task, either in the morning or at evening. Performance was assessed before and immediately after training, overnight, and at 2 weeks post-training. Individuals with ADHD reported a general preference for evening hours. Evening training was equally effective in participants with and without ADHD, both groups showing robust consolidation gains in task performance overnight. However, the ability to express delayed gains overnight was significantly reduced in participants with ADHD if trained in the morning. Typical peers were as effective in expressing overnight consolidation phase gains irrespective of the time-of-day wherein the training session was afforded. Nevertheless, even after morning training, participants with ADHD fully retained the gains acquired within the first 24 h over an interval of about 2 weeks. Our results suggest that procedural memory consolidation processes are extant and effective in ADHD, but require that specific biobehavioral conditions be met. The affordance of training in the evening hours can relax some of the constraints on these processes in ADHD. The current results are in line with the notion that the control of what is to be retained in procedural memory is atypical or more stringent in ADHD.

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“…The type and amount of practice given to typical children during their daily routine are simply not enough for children with differences in sensory processing and integration to learn or master the functional skills necessary for participation in school, home, or community activities. However, research suggests that interventions that strategically manipulate the timing and organization of skilled motor practice (e.g., distributed practice schedules) can lead to learning-dependent changes in the primary motor cortex and to measurable outcomes in motor skill performance (Kwon, Kwon, & Lee, 2015;Rroji, van Kuyck, Nuttin, & Wenderoth, 2015;Willingham, 1998). Interestingly, similar changes in both brain structure and motor function have been noted with mental practice or visual-motor imagery (Avanzino et al, 2015).…”

Section: Child-focused Interventionsmentioning

confidence: 98%

Using a Multifaceted Approach to Working With Children Who Have Differences in Sensory Processing and Integration

Reynolds

Glennon

Ausderau

et al. 2017

The American Journal of Occupational Therapy

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Pediatric occupational therapy practitioners frequently provide interventions for children with differences in sensory processing and integration. Confusion exists regarding how best to intervene with these children and about how to describe and document methods. Some practitioners hold the misconception that Ayres Sensory Integration intervention is the only approach that can and should be used with this population. The issue is that occupational therapy practitioners must treat the whole client in varied environments; to do so effectively, multiple approaches to intervention often are required. This article presents a framework for conceptualizing interventions for children with differences in sensory processing and integration that incorporates multiple evidence-based approaches. To best meet the needs of the children and families seeking occupational therapy services, interventions must be focused on participation and should be multifaceted.

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Effectiveness of motor sequential learning according to practice schedules in healthy adults; distributed practice versus massed practice

Cited by 29 publications

References 28 publications

Effectiveness of knowledge of result and knowledge of performance in the learning of a skilled motor activity by healthy young adults

Effectiveness of knowledge of result and knowledge of performance in the learning of a skilled motor activity by healthy young adults

Procedural Memory Consolidation in Attention-Deficit/Hyperactivity Disorder Is Promoted by Scheduling of Practice to Evening Hours

Using a Multifaceted Approach to Working With Children Who Have Differences in Sensory Processing and Integration

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