Modelling relative motion to facilitate intra-limb coordination

Breslin, Gavin; Hodges, Nicola J.; Williams, Abigail; Curran, William J.; Kremer, John

doi:10.1016/j.humov.2005.06.009

Cited by 44 publications

(31 citation statements)

References 9 publications

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“…Additionally, they did not observe the demonstration or the real-time VR feedback before or during sample time point 3 (consequently, this was self-paced). This protocol of conducting a single training session followed by a 24-hr retention test was consistent with other experiments in the sports science/motor learning literature, which have similarly examined the short-term effects of action observation plus physical practice on motor learning (see AlAbood et al, 2001;Breslin et al, 2005;Breslin et al, 2006). For alternative and longer training durations, see other published work on virtual training environments (e.g., .…”

Section: Tasksupporting

confidence: 70%

“…We specifically chose to examine the learning of a complex dance movement over a short training and retention period (cf. Al-Abood et al, 2001;Breslin et al, 2005;Breslin et al, 2006). This enabled us to examine the short-term effects of real-time VR feedback on motor learning.…”

Section: Discussionmentioning

confidence: 99%

“…Temporal-spatial positions were gathered using a computer running motion-capture software (Nexus 1.2.103, Vicon Motion Systems, Oxford, UK) linked to six motion-sensitive infrared cameras sampling at 100 Hz (MX13, Vicon Motion Systems, Oxford, UK) (cf. Breslin, Hodges, Williams, Curran, & Kremer, 2005;Breslin, Hodges, Williams, Kremer, & Curran, 2006). Positional data from six of the expert's major joint centers (ankle, knee, hip, shoulder, elbow, wrists) on both sides of her body in 3D (i.e., in the X, Y, and Z planes) were tracked during her performance of the task.…”

Section: Creating the Demonstration Video And Kinematic Modelmentioning

confidence: 99%

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The Short-Term Effects of Real-Time Virtual Reality Feedback on Motor Learning in Dance

Eaves

Breslin

Schaik

2011

Presence: Teleoperators and Virtual Environments

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Does virtual reality (VR) represent a useful platform for teaching real-world motor skills? In domains such as sport and dance, this question has not yet been fully explored. The aim of this study was to determine the effects of two variations of real-time VR feedback on the learning of a complex dance movement. Novice participants (n = 30) attempted to learn the action by both observing a video of an expert's movement demonstration and physically practicing under one of three conditions. These conditions were: full feedback (FULL-FB), which presented learners with real-time VR feedback on the difference between 12 of their joint center locations and the expert's movement during learning; reduced feedback (REDUCED-FB), which provided feedback on only four distal joint center locations (end-effectors); and no feedback (NO-FB), which presented no real-time VR feedback during learning. Participants' kinematic data were gathered before, immediately after, and 24 hr after a motor learning session. Movement error was calculated as the difference in the range of movement at specific joints between each learner's movement and the expert's demonstrated movement. Principal component analysis was also used to examine dimensional change across time. The results showed that the REDUCED-FB condition provided an advantage in motor learning over the other conditions: it achieved a significantly greater reduction in error across five separate error measures. These findings indicate that VR can be used to provide a useful platform for teaching real-world motor skills, and that this may be achieved by its ability to direct the learner's attention to the key anatomical features of a to-be-learned action.

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Section: Tasksupporting

confidence: 70%

Section: Discussionmentioning

confidence: 99%

Section: Creating the Demonstration Video And Kinematic Modelmentioning

confidence: 99%

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The Short-Term Effects of Real-Time Virtual Reality Feedback on Motor Learning in Dance

Eaves

Breslin

Schaik

2011

Presence: Teleoperators and Virtual Environments

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“…The majority of research that has examined the influence of visual models on complex bimanual movements has focused on visual demonstration (Bingham, Schmidt, & Zaal, 1999;Breslin, Hodges, Williams, Curran, & Kremer, 2005;Hodges, Chua, & Frank, 2003) and observational learning (Buchanan & Dean, 2010Maslovat, Hodges, Krigolson, & Handy, 2010). More recently research has begun to focus on characteristics of the visual display itself (see Sigrist, Rauter, Riener & Wolf, 2013 for review).…”

Section: Tapping Bimanual Coordination Patterns: Visual and Auditory mentioning

confidence: 99%

Perception and action influences on discrete and reciprocal bimanual coordination

2015

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For nearly four decades bimanual coordination, Ba prototype of complex motor skills^and apparent Bwindow into the design of the brain,^has been intensively studied. Past research has focused on describing and modeling the constraints that allow the production of some coordination patterns while limiting effective performance of other bimanual coordination patterns. More recently researchers have identified a coalition of perception-action constraints that hinder the effective production of bimanual skills. The result has been that given specially designed contexts where one or more of these constraints are minimized, bimanual skills once thought difficult, if not impossible, to effectively produce without very extensive practice can be executed effectively with little or no practice. The challenge is to understand how these contextual constraints interact to allow or inhibit the production of complex bimanual coordination skills. In addition, the factors affecting the stability of bimanual coordination tasks needs to be re-conceptualized in terms of perception-related constraints arising from the environmental context in which performance is conducted and action constraints resident in the neuromotor system.

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“…Cutting and Proffitt suggested that in the majority of cases, including the perception of human walking, relative motion is minimized first and forms the basis of the informational value of M. Bourne : S. J. Bennett : S. J. Hayes biological motion (cf. Breslin, Hodges, Williams, Curran, & Kremer, 2005;Troje in press;Williams, Ward, Smeeton, & Allen, 2004).…”

Section: Abstract Perception Motion Information Skillmentioning

confidence: 99%

Information underpinning anticipation of goal-directed throwing

Bourne

Bennett

Hayes

et al. 2013

Atten Percept Psychophys

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We identified the information used to anticipate throw direction in handball. In two experiments, we examined how anticipation performance is affected when the information from one of five body areas (right arm, shoulders, hips, trunk, or total throw side) was either neutralized or decoupled from the motion of other body segments. In the first experiment, performance was significantly reduced when information from the throwing arm was neutralized, irrespective of skill levels. Skilled participants were negatively affected when the shoulders, hips, and trunk were neutralized, whereas less-skilled participants showed trends toward improvement under identical conditions. In the second experiment, partially disrupting relative motion via decoupling was not enough to reduce the anticipation performance among skilled participants to chance levels, whereas less-skilled participants lost their ability to anticipate in three conditions. Our findings suggest that skilled and less-skilled participants employ different information extraction strategies, yet information from the throwing arm is critical to anticipation for both groups. The two experiments suggest that relative motion mediated by both the absolute displacement trajectories of individual marker locations and their relative timings are important in informing anticipation, irrespective of skill level.

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Modelling relative motion to facilitate intra-limb coordination

Cited by 44 publications

References 9 publications

The Short-Term Effects of Real-Time Virtual Reality Feedback on Motor Learning in Dance

The Short-Term Effects of Real-Time Virtual Reality Feedback on Motor Learning in Dance

Perception and action influences on discrete and reciprocal bimanual coordination

Information underpinning anticipation of goal-directed throwing

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