Individualized Challenge Point Practice as a Method to Aid Motor Sequence Learning

We conducted two studies to investigate if and how: (1) the rate of skill acquisition was related to motor performance at retention of a serial RT task (Study 1); and (2) whether rate of skill acquisition and baseline performance could be used to design schedules of practice related to contextual in...

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Bibliographic Details
Published in:Journal of motor behavior 2019-09, Vol.51 (5), p.467-485
Main Authors: Wadden, Katie P., Hodges, Nicola J., De Asis, Kristopher L., Neva, Jason L., Boyd, Lara A.
Format: Article
Language:English
Subjects:
Adult
contextual interference
Female
Humans
Learning
Learning - physiology
Learning curve
Male
Motor ability
motor learning
Motor Skills - physiology
Practice, Psychological
Reaction Time - physiology
Research Design
Retention
serial task
Young Adult
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Summary:We conducted two studies to investigate if and how: (1) the rate of skill acquisition was related to motor performance at retention of a serial RT task (Study 1); and (2) whether rate of skill acquisition and baseline performance could be used to design schedules of practice related to contextual interference (CI) to enhance motor learning (Study 2). In Study 1, a slower rate of skill acquisition of repeating sequences in practice was related to faster response times at retention. Based on performance in Study 1, three levels of individualized CI were created for Study 2. Compared to low and moderate levels of CI, the higher CI practice condition led to faster response times in retention. We conclude that an individualized 'challenge point', which generates high CI enhances motor learning by optimizing challenge.
ISSN:0022-2895
1940-1027
DOI:10.1080/00222895.2018.1518310