Time scales of adaptive behavior and motor learning in the presence of stochastic perturbations

Schöllhorn, Wolfgang I.; Mayer‐Kress, Gottfried; Newell, Karl M.; Michelbrink, M.

doi:10.1016/j.humov.2008.10.005

Cited by 146 publications

(136 citation statements)

References 31 publications

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“…Second, contrasting coordination behaviours of performers, based on expertise level [55], can determine behaviours that can be developed through training or feedback [56,57] (such as in recently published articles [41,43,44,51,58]). Third, practice effects also provide insights into how coordination evolves and what factors influence the rate, retention and transfer of skill acquisition [31,[59][60][61]. Finally, coordination and it's acquisition can be understood by observing the effect of manipulating different environmental and task constraints (such as changing hand-hold characteristics [62,63]).…”

Section: Trodu Tiomentioning

confidence: 99%

Coordination in Climbing: Effect of Skill, Practice and Constraints Manipulation

2015

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Section: Trodu Tiomentioning

confidence: 99%

Coordination in Climbing: Effect of Skill, Practice and Constraints Manipulation

2015

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“…The differential learning approach is mainly characterized by taking advantage, for the purpose of learning, of fluctuations that occur, without movement repetitions and without corrections during the skill acquisition process [3]. This approach can be considered as highly nonlinear because of learners constantly performing the whole complex movement with permanently changing stochastic perturbations.…”

Section: Differential Learningmentioning

confidence: 99%

“…Here we discuss these mainly latent assumptions with respect to their plausibility and subsequently we will suggest consequences that can be drawn from slightly revised, but experimentally verified, more plausible assumptions. The consequence of our analysis is to end up with the differential learning approach which considers rather movement variations as the basis of learning than movement repetitions, realizing it by adding stochastic perturbations to a central movement pattern in order to ensure no precise movement repetitions and no corrections during the skill acquisition process [2,3]. Several studies have compared the effectiveness of different interventions on the basis of training single sport techniques [4,5].…”

Section: Introductionmentioning

confidence: 99%

The Nonlinear Nature of Learning - A Differential Learning Approach

Schöllhorn¹,

Hegen²,

Davids³

2012

TOSSJ

115

111

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Traditional learning approaches are typically based on a linear understanding of causality where the same cause leads to the same effect. In recent years there has been increasing interest in the complexity of nature and living phenomena, with significant insights provided by models of change that are based on a nonlinear understanding of causality, where small causes can lead to big effects and vice versa. In this vein, learning processes seem to be more successful for inducing behavioral change when teaching processes deviate from a linear approach. The differential learning approach takes advantage of fluctuations in a complex system by increasing them through 'no repetition' and 'constantly changing movement tasks' which add stochastic perturbations. Previous research has provided much evidence on the superiority of a differential learning approach for learning single movement techniques, in comparison to repetition-and correctionoriented approaches. In this pilot study, the parallel acquisition and learning of two movement techniques in the sport of football are the objective of investigation. One traditionally trained group and two differentially trained groups (blocked and random) trained for 4 weeks, twice a week, on ball control and shooting at goal tasks. Results supported previous work and revealed significant advantages for both differential groups in the acquisition phase as well as in the learning phase, compared to the traditional group. These data suggest that, instead of following a direct linear path towards the target of a 'to-be-learned' movement technique by means of numerous repetitions and corrections, a differential approach is more beneficial because it perturbs learners towards more functional movement patterns during practice.Keywords: Differential Learning, complex systems, fluctuations, football, movement variability. INTRODUCTIONTraditional models of learning have recently been questioned because of their principles that all learners typically start with the same exercise followed by other identical teaching exercises in order to build up a methodical sequence of exercises followed by all students in order to achieve stipulated learning goals [1]. A similar logic underpins the interpretation of traditional pedagogical principles that all learners need to progress "from easy to hard" or "from simple to complex" exercises. In principle this logic implies the understanding of linear causality as fundamental basis for a linear pedagogy. In a weak version of this approach to learning, linear causality assumes that same causes will lead to same effects. In the strong version (because much more mathematical conditions have to be fulfilled) similar causes will lead to similar effects. In reality these assumptions are associated with models of linear equations in which the result is just a sum of weighted parameters of influence. In practice this approach is accompanied by the breaking up of a sports movement into certain phases or anatomical focuses that are all trained separately...

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“…Induced movement variability during practice has been widely connected to improved retention and transfer of skills (Chow, 2013;Magill & Hall, 1990;Ranganathan & Newell, 2013;Schöllhorn, Mayer-Kress, Newell, & Michelbrink, 2009). The mechanisms that underpin the ability to reinvest learning to different conditions have been related to increased exploration of different movement patterns and the information-based relationships used to control them (Chow, Davids, Hristovski, Araújo, & Passos, 2011;Huet et al, 2011;Magill & Hall, 1990;Ranganathan & Newell, 2013;Schöllhorn et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…The mechanisms that underpin the ability to reinvest learning to different conditions have been related to increased exploration of different movement patterns and the information-based relationships used to control them (Chow, Davids, Hristovski, Araújo, & Passos, 2011;Huet et al, 2011;Magill & Hall, 1990;Ranganathan & Newell, 2013;Schöllhorn et al, 2009). …”

Section: Introductionmentioning

confidence: 99%

Hold design supports learning and transfer of climbing fluency

2014

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This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. Published versionORTH, Dominic, DAVIDS, Keith and SEIFERT, Ludovic (2014). Hold design supports learning and transfer of climbing fluency. Sports Technology, 7 (3-4), 159-165. ANR-13-JSH2-0004 DynaMov). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Copyright and re-use policy AbstractBeing a discipline with a broad range of genres, rock climbing is an activity where participants aim to generalize the skills they learn. A training strategy for achieving skill transfer was explored in a group of experienced climbers.Specifically, we tested the effect of practicing on three routes, each of the same difficulty but where handholds supported opportunities for using either a single technical action or multiple actions. Transfer of climbing fluidity in terms of the geometric index of entropy (GIE) of the hip trajectory was then tested. GIE showed a learning effect only when practice was undertaken on a route designed with multiple graspable edges. Practice on the more complex route best explains why the participants successfully generalized climbing fluidity under transfer conditions.

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Time scales of adaptive behavior and motor learning in the presence of stochastic perturbations

Cited by 146 publications

References 31 publications

Coordination in Climbing: Effect of Skill, Practice and Constraints Manipulation

Coordination in Climbing: Effect of Skill, Practice and Constraints Manipulation

The Nonlinear Nature of Learning - A Differential Learning Approach

Hold design supports learning and transfer of climbing fluency

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