Experimentally induced fatigue and motor learning: A scoping review

Area of Science:

• Motor control and learning
• Exercise science
• Cognitive neuroscience

Background:

• The impact of fatigue on motor learning is not well understood, with existing studies showing inconsistent results.
• Existing research primarily focuses on physical exertion, with limited investigation into cognitive exertion's effects.

Purpose of the Study:

• To systematically review and synthesize the literature on how physical and cognitive exertion-induced fatigue affects motor learning.
• To identify common methodologies and highlight gaps in the current research on fatigue and motor learning.

Main Methods:

• A comprehensive literature search was performed across eight major academic databases.
• Twenty-five studies were included based on predefined eligibility criteria.
• Data extraction focused on definitions, measurements, and experimental designs related to fatigue and motor learning.

Main Results:

• Significant inconsistencies were found in the definitions and measurement of both fatigue and motor learning.
• No studies investigated the combined effects of physical and cognitive exertion on motor learning.
• Acuity tasks were the predominant method for assessing motor learning, and participant demographics were often poorly reported.

Conclusions:

• There is a critical need for standardized definitions of fatigue and motor learning to enhance research consistency.
• Future research should prioritize investigating the effects of cognitive and combined physical-cognitive exertion on motor learning.
• Diversifying motor learning tasks, expanding age ranges, and improving participant profiling are essential for future studies.