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Conscious and effortful or effortless and automatic: a practice/performance paradox in motor learning
Flavio T P Oliveira1, David Goodman
1Department of Kinesiology, Simon Fraser University, 8888 University Drive, Burnaby, B.C., Canada V5A 1S6. flavio@sfu.ca
Perceptual and Motor Skills
|September 28, 2004
Summary
This study explored the paradox between high cognitive effort and automaticity in motor learning. Findings show that combining effortful and minimal cognitive strategies during practice enhances motor performance.
Area of Science:
- Motor learning
- Cognitive psychology
- Human performance
Background:
- High cognitive effort is linked to improved motor learning across various tasks.
- Automaticity, characterized by minimal cognitive processing, is also associated with high motor performance, creating a paradox.
Purpose of the Study:
- To investigate the paradox between cognitive effort and automaticity in motor learning.
- To examine the effectiveness of different cognitive strategies during practice and performance.
- To determine if cognitive strategies can leverage both high cognitive effort and automaticity benefits.
Main Methods:
- Participants (14 men, 15 women) were divided into three groups.
- Practiced a discrete precision task over four sessions (320 trials total).
- Assessed retention and transfer of motor skills seven days after practice.
Main Results:
- Both high cognitive effort and minimal cognitive processing strategies can be beneficial for motor learning.
- Findings suggest that these strategies can be used together effectively.
- Complementary use of cognitive strategies appears optimal.
Conclusions:
- It is possible to benefit from both effortful and minimal cognitive processing during motor skill acquisition.
- The study supports a complementary approach to cognitive strategies for enhanced motor performance.
- Understanding cognitive strategy interplay is key for optimizing motor learning.