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Reducing task difficulty during practice improves motor learning in older adults.

Tanya Onushko¹, Changki Kim¹, Evangelos A Christou¹

¹Department of Applied Physiology and Kinesiology, University of Florida, USA.

Experimental Gerontology

|June 10, 2014

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Practicing easier motor tasks improves motor learning in older adults. Difficult tasks hinder learning, suggesting simpler practice is more beneficial for older individuals.

Area of Science:

Motor control and learning
Gerontology
Neurorehabilitation

Background:

Motor output variability can impede motor learning, especially in older adults.
Task difficulty's impact on motor learning acquisition in older adults is not well understood.

Purpose of the Study:

To investigate if practice task difficulty affects motor learning in older adults.
To compare motor learning outcomes between older adults practicing easy vs. difficult tasks.

Main Methods:

Twenty-four older adults and seven young adults participated.
Older adults were assigned to practice an easy (0° relative phase) or hard (90° relative phase) task, or no practice.
Motor learning was assessed by transfer of skills to new task variations 24 and 168 hours post-practice.

Keywords:

Aging Motor learning Practice Task difficulty

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Main Results:

Only the older adults who practiced the easy task showed significant motor learning, evidenced by reduced force variability and error in transfer tasks.
The older adults practicing the difficult task did not differ from the no-practice group.
Easy task practice in older adults led to performance comparable to young adults who did not practice.

Conclusions:

Practice with easier tasks is more advantageous for improving motor learning in older adults compared to more difficult tasks.
Task difficulty is a critical factor influencing the effectiveness of motor practice for older adults.
Findings suggest tailored task difficulty can optimize motor rehabilitation strategies for the aging population.