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Related Experiment Videos

Learning as a function of coordination bias: building upon pre-practice behaviours.

Nicola J Hodges1, Ian M Franks

  • 1Research Institute for Sport and Exercise Sciences, Henry Cotton Campus, Liverpool John Moores University, 15-21 Webster Street, L3 2ET, Liverpool, UK. n.j.hodges@livjm.ac.uk

Human Movement Science
|August 9, 2002
PubMed
Summary

Explicit instructions did not improve learning of a novel bimanual movement, regardless of participants' initial skill level. Attempting to follow instructions even hindered skill acquisition by increasing motor control rigidity.

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Area of Science:

  • Motor Learning
  • Human Movement Science
  • Cognitive Psychology

Background:

  • Motor skill acquisition often relies on explicit instructions and demonstrations.
  • The role of prior experience and skill level in response to instructional strategies is not fully understood.
  • Previous research predicted differential learning based on initial movement capabilities.

Purpose of the Study:

  • To investigate the efficacy of explicit instructions in learning a novel bimanual movement.
  • To determine if initial movement repertoire influences the benefit of instructional strategies.
  • To examine the impact of instructions on motor variability and control.

Main Methods:

  • Two experiments were conducted with participants differing in their ability to perform in- and anti-phase movements.

Related Experiment Videos

  • Participants received explicit instructions and demonstrations aimed at building upon pre-practice behaviors.
  • Performance was assessed based on learning progressions, within-trial variability, and movement biases.

    • Main Results:

    • Contrary to predictions, participants did not benefit from explicit instructions, irrespective of their initial ability.
    • Instructions that elaborated on the in-phase pattern were detrimental to learning compared to feedback alone.
    • Instructional effects correlated with reduced early practice variability and a bias toward specific movements.

    Conclusions:

    • Explicit instructions may not be beneficial for learning novel motor skills and can sometimes be detrimental.
    • Over-reliance on explicit instruction may lead to increased cognitive control, hindering automatic motor processes.
    • Motor learning might be more effective when relying on implicit feedback rather than explicit guidance, especially for complex movements.