Perceptuomotor skill acquisition in a solo manual ball-and-beam task with varying accuracy requirements

In the manual ball-and-beam task, participants have to control a ball that is rolling continuously on a long and hand-held beam. Since the task can be performed individually, in a solo action setting, as well as collaboratively, in a (dyadic) joint action setting, it allows us to investigate how joint performances arise from individual performances, which we investigate in a series of interrelated studies. Here we focused on individual skill acquisition on the ball-and-beam task in the solo action setting, with the goal to characterize the behavioral dynamics that arise from learning to couple (ball motion) perception and (beam motion) action. By moving a beam extremity up and down to manipulate the beam's inclination angle, the task's objective was to roll the ball as fast as and accurately as possible between two indicated targets on the beam. Based on research into reciprocal aiming tasks, we hypothesized that the emergent dynamics of the beam's inclination angle would be constrained by the size of the targets, such that large targets would evoke a continuous beam movement strategy, while small targets would lead to a discrete beam movement strategy. 16 participants individually practiced the task in two separate six-block sessions. Each block consisted of one trial per target-size condition (small, medium and large). Overall, the number of target hits increased over trials, due to a larger range of motion of the beam's inclination angle, a stronger correlation between the ball and beam motion and a smaller variability of the beam motion. Contrary to our expectations, target size did not appreciably affect the shape of the beam movement patterns. Instead, we found stable inter-individual differences in the movement strategies adopted that were uncorrelated with the number of target hits on a trial. We concluded that multiple movement strategies may lead to success on the task, while individual skill acquisition was characterized by the refinement of behavioral dynamics that emerged in an early stage of learning. We speculate that such differences in individual strategies on the task may affect the interpersonal coordination that arises in joint-action performances on the task.