Changing Up the Routine

Ranganathan, Rajiv; Newell, Karl M.

doi:10.1097/jes.0b013e318259beb5

Cited by 105 publications

(50 citation statements)

References 32 publications

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“…The present study provides support for the suggestion by Ranganathan and Newell [53] that various kinds of variability may influence the outcomes of motor learning process differently. Variability introduced in the present study, contrary to the visual feedback-induced variability [8], allowed for improvements in mechanical efficiency.…”

Section: Discussionsupporting

confidence: 89%

Effects of variable practice on the motor learning outcomes in manual wheelchair propulsion

Leving

Vegter

Groot

et al. 2016

J NeuroEngineering Rehabil

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BackgroundHandrim wheelchair propulsion is a cyclic skill that needs to be learned during rehabilitation. It has been suggested that more variability in propulsion technique benefits the motor learning process of wheelchair propulsion.The purpose of this study was to determine the influence of variable practice on the motor learning outcomes of wheelchair propulsion in able-bodied participants. Variable practice was introduced in the form of wheelchair basketball practice and wheelchair-skill practice. Motor learning was operationalized as improvements in mechanical efficiency and propulsion technique.MethodsEleven Participants in the variable practice group and 12 participants in the control group performed an identical pre-test and a post-test. Pre- and post-test were performed in a wheelchair on a motor-driven treadmill (1.11 m/s) at a relative power output of 0.23 W/kg. Energy consumption and the propulsion technique variables with their respective coefficient of variation were calculated. Between the pre- and the post-test the variable practice group received 7 practice sessions. During the practice sessions participants performed one-hour of variable practice, consisting of five wheelchair-skill tasks and a 30 min wheelchair basketball game. The control group did not receive any practice between the pre- and the post-test.ResultsComparison of the pre- and the post-test showed that the variable practice group significantly improved the mechanical efficiency (4.5 ± 0.6% → 5.7 ± 0.7%) in contrast to the control group (4.5 ± 0.6% → 4.4 ± 0.5%) (group x time interaction effect p < 0.001).With regard to propulsion technique, both groups significantly reduced the push frequency and increased the contact angle of the hand with the handrim (within group, time effect). No significant group × time interaction effects were found for propulsion technique. With regard to propulsion variability, the variable practice group increased variability when compared to the control group (interaction effect p < 0.001).ConclusionsCompared to a control, variable practice, resulted in an increase in mechanical efficiency and increased variability. Interestingly, the large relative improvement in mechanical efficiency was concomitant with only moderate improvements in the propulsion technique, which were similar in the control group, suggesting that other factors besides propulsion technique contributed to the lower energy expenditure.Electronic supplementary materialThe online version of this article (doi:10.1186/s12984-016-0209-7) contains supplementary material, which is available to authorized users.

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Section: Discussionsupporting

confidence: 89%

Effects of variable practice on the motor learning outcomes in manual wheelchair propulsion

Leving

Vegter

Groot

et al. 2016

J NeuroEngineering Rehabil

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“…Following the proposed model, considering variable practice as increased practice load can facilitate interpretation of the somewhat contradictory results in the scientific literature regarding the relationship between motor learning and such variables as age, task, or context (Schmidt & Lee, 2005). Ranganathan and Newell (2013), in a review on the characteristics and effects of variable practice, noted that variable practice should be approached from a multidimensional perspective due to the multiple mechanisms by which it influences learning. Ranganathan and Newell outlined the main effects of variable practice, which include improved ability to generalize and transfer learning to novel conditions, improved flexibility of the motor pattern and the emergence of optimal solutions adapted to learner characteristics and task conditions.…”

Section: Variability As Practice Loadmentioning

confidence: 99%

“…Ranganathan and Newell (2013) suggested that structured variability in the task goal can lead to generalization and may be important in contexts where transfer of learning to novel task conditions is required. Variation may be useful not only in learning movement parameters but also in helping participants with structural learning (Braun et al, 2009).…”

Section: Variability Generalization and Practice Loadmentioning

confidence: 99%

“…We have previously noted that variable practice may facilitate the emergence of optimal patterns of coordination adjusted to individual characteristics and environmental conditions, and may aim to acquire flexibility in a given motor pattern (through variations at the execution redundancy or at the task goal level, respectively, see Ranganathan & Newell, 2013, for a review). From our perspective, the two aims are directly related.…”

Section: Variable Practice Load and Optimal Patterns Of Coordinationmentioning

confidence: 99%

“…Ranganathan & Newell (2013), in a review of the characteristics and effects of variable practice, noted that variability may have very different effects on motor learning depending on the task level at which it is introduced and may also be unhelpful under certain circumstances. Excessive induced variability from trial to trial could result in worst results when learning skills under use-dependent mechanisms (Diedrichsen, White, Newman & Lally, 2010) or when a stable coordination pattern is required to perform the task.…”

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Variability and practice load in motor learning. [Variabilidad y carga de práctica en el aprendizaje motor].

Moreno¹,

Ordoño²

2015

rev. int. cienc. deporte

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Previous studies have pointed out the convenience of taking the characteristics of the skill to be learned and the intrinsic characteristics of the learners into account when designing practice tasks. Nevertheless, few studies have manipulated the amount of variable practice. The ability to adapt, as an inherent feature of biological systems, can be an adequate framework to explain and predict motor learning processes. This paper is based on adaption processes explained under the theory of allostasis and the general adaption syndrome and shares the background of the Dynamic Systems Theory, to propose the concept of practice load as a useful tool to quantify variability of practice in motor learning. From this standpoint, the conditions of variable practice are reviewed to be a stimulus in an adequate magnitude and direction to take the learner to a higher level of performance and hence to optimize motor learning.Key words: adaptation; allostasis; training; quantification. A b s t r a c tCorrespondence/correspondencia: Francisco Javier Moreno Hernández Universidad Miguel Hernández de Elche. España E-mail: fmoreno@umh.es Muchos autores han recomendado la conveniencia de ajustar los niveles de práctica variable teniendo en cuenta las características de la tarea y la variabilidad intrínseca que muestra el aprendiz en la ejecución de la habilidad. Sin embargo, no son numerosos los trabajos que han manipulado varios niveles de cantidad de variabilidad al practicar. La capacidad de adaptación, como rasgo de los sistemas biológicos puede resultar un marco adecuado para afrontar esta cuestión. En este trabajo, apoyado en los procesos de adaptación explicados bajo las teorías de alostasis y el síndrome general de adaptación (SGA), y bajo supuestos compartidos por la Teoría General de Sistemas Dinámicos, propondrá el concepto de carga de práctica como una herramienta para cuantificar la práctica en el aprendizaje motor. Bajo esta perspectiva se revisan las condiciones en las que la práctica en variabilidad debe modularse, para suponer una estimulación que facilite al aprendiz una adaptación a un nivel de rendimiento superior y con ello optimizar el aprendizaje motor.Palabras clave: adaptación; alostasis; entrenamiento; cuantificación. R e s u m e n

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