Analogy and explicit motor learning in dynamic balance: Posturography and performance analyses.
Identifieur interne : 000151 ( Main/Exploration ); précédent : 000150; suivant : 000152Analogy and explicit motor learning in dynamic balance: Posturography and performance analyses.
Auteurs : Sung-Min Kim [République populaire de Chine] ; Feng Qu [République populaire de Chine] ; Wing-Kai Lam [République populaire de Chine]Source :
- European journal of sport science [ 1536-7290 ] ; 2020.
Abstract
Unlike explicit learning, analogy learning allows learners to acquire skills with a movement metaphor with fewer verbal knowledge accumulated during early learning, resulting in less reliance on cognitive resources for better motor performances. However, the efficacy of analogical instruction on balance is still unclear. This study examined learning and subsequent performance (including posturography) of a Y-balance task by explicit and analogical instructions. Forty female undergraduates were randomly assigned either into analogy (n = 20) or explicit (n = 20) learning. Both group learners completed pre-learning test-block on Day 1 (6 trials), five consecutive learning blocks from Days 3 to 7 (135 trials) and followed by test-blocks on Day 9 (retention 1 - dual-task - retention 2 design, 18 trials). Maximum reaching distances in anterior, posterolateral and posteromedial directions were measured to indicate Y-balance performance. During test-blocks (pre-learning, retention 1, dual-task, retention 2), CoM displacement and CoP excursion were quantified with the motion capturing system and force platform, respectively. Results indicated that maximum reach distances of two groups increased across learning days (p < .001). During test-blocks, explicit learners reduced maximum reaching distances under the dual-task test than the retention test 1 (p < .001), while analogy learners remained robust performance across test-blocks (p = .071). Moreover, analogy learners reported fewer explicit knowledge and demonstrated better counting backward performance than explicit learners. These findings suggest that introducing an analogical instruction in dynamic balance training is feasible and has implications to develop balance training strategies for injury prevention and performance enhancement.
DOI: 10.1080/17461391.2020.1827046
PubMed: 32948108
Affiliations:
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type="published">2020</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Unlike explicit learning, analogy learning allows learners to acquire skills with a movement metaphor with fewer verbal knowledge accumulated during early learning, resulting in less reliance on cognitive resources for better motor performances. However, the efficacy of analogical instruction on balance is still unclear. This study examined learning and subsequent performance (including posturography) of a Y-balance task by explicit and analogical instructions. Forty female undergraduates were randomly assigned either into analogy (<i>n</i> = 20) or explicit (<i>n</i> = 20) learning. Both group learners completed pre-learning test-block on Day 1 (6 trials), five consecutive learning blocks from Days 3 to 7 (135 trials) and followed by test-blocks on Day 9 (retention 1 - dual-task - retention 2 design, 18 trials). Maximum reaching distances in anterior, posterolateral and posteromedial directions were measured to indicate Y-balance performance. During test-blocks (pre-learning, retention 1, dual-task, retention 2), CoM displacement and CoP excursion were quantified with the motion capturing system and force platform, respectively. Results indicated that maximum reach distances of two groups increased across learning days (<i>p </i>< .001). During test-blocks, explicit learners reduced maximum reaching distances under the dual-task test than the retention test 1 (<i>p </i>< .001), while analogy learners remained robust performance across test-blocks (<i>p </i>= .071). Moreover, analogy learners reported fewer explicit knowledge and demonstrated better counting backward performance than explicit learners. These findings suggest that introducing an analogical instruction in dynamic balance training is feasible and has implications to develop balance training strategies for injury prevention and performance enhancement.</div></front></TEI><pubmed><MedlineCitation Status="Publisher" Owner="NLM"><PMID Version="1">32948108</PMID><DateRevised><Year>2020</Year><Month>10</Month><Day>19</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1536-7290</ISSN><JournalIssue CitedMedium="Internet"><PubDate><Year>2020</Year><Month>Oct</Month><Day>19</Day></PubDate></JournalIssue><Title>European journal of sport science</Title><ISOAbbreviation>Eur J Sport Sci</ISOAbbreviation></Journal><ArticleTitle>Analogy and explicit motor learning in dynamic balance: Posturography and performance analyses.</ArticleTitle><Pagination><MedlinePgn>1-11</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1080/17461391.2020.1827046</ELocationID><Abstract><AbstractText>Unlike explicit learning, analogy learning allows learners to acquire skills with a movement metaphor with fewer verbal knowledge accumulated during early learning, resulting in less reliance on cognitive resources for better motor performances. However, the efficacy of analogical instruction on balance is still unclear. This study examined learning and subsequent performance (including posturography) of a Y-balance task by explicit and analogical instructions. Forty female undergraduates were randomly assigned either into analogy (<i>n</i> = 20) or explicit (<i>n</i> = 20) learning. Both group learners completed pre-learning test-block on Day 1 (6 trials), five consecutive learning blocks from Days 3 to 7 (135 trials) and followed by test-blocks on Day 9 (retention 1 - dual-task - retention 2 design, 18 trials). Maximum reaching distances in anterior, posterolateral and posteromedial directions were measured to indicate Y-balance performance. During test-blocks (pre-learning, retention 1, dual-task, retention 2), CoM displacement and CoP excursion were quantified with the motion capturing system and force platform, respectively. Results indicated that maximum reach distances of two groups increased across learning days (<i>p </i>< .001). During test-blocks, explicit learners reduced maximum reaching distances under the dual-task test than the retention test 1 (<i>p </i>< .001), while analogy learners remained robust performance across test-blocks (<i>p </i>= .071). Moreover, analogy learners reported fewer explicit knowledge and demonstrated better counting backward performance than explicit learners. These findings suggest that introducing an analogical instruction in dynamic balance training is feasible and has implications to develop balance training strategies for injury prevention and performance enhancement.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Kim</LastName><ForeName>Sung-Min</ForeName><Initials>SM</Initials><AffiliationInfo><Affiliation>Guangdong Provincial Engineering Technology Research Center for Sports Assistive Devices, Guangzhou Sport University, Guangzhou, People's Republic of China.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Biomechanics Laboratory, Beijing Sports University, Beijing, People's Republic of China.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Li Ning Sports Science Research Center, Beijing, People's Republic of China.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Qu</LastName><ForeName>Feng</ForeName><Initials>F</Initials><AffiliationInfo><Affiliation>Biomechanics Laboratory, Beijing Sports University, Beijing, People's Republic of China.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Lam</LastName><ForeName>Wing-Kai</ForeName><Initials>WK</Initials><Identifier Source="ORCID">https://orcid.org/0000-0001-8692-2206</Identifier><AffiliationInfo><Affiliation>Guangdong Provincial Engineering Technology Research Center for Sports Assistive Devices, Guangzhou Sport University, Guangzhou, People's Republic of China.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Department of Kinesiology, Shenyang Sport University, Shenyang, People's Republic of China.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Li Ning Sports Science Research Center, Beijing, People's Republic of China.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016422">Letter</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2020</Year><Month>10</Month><Day>19</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>Eur J Sport Sci</MedlineTA><NlmUniqueID>101146739</NlmUniqueID><ISSNLinking>1536-7290</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">Y-balance</Keyword><Keyword MajorTopicYN="N">dynamic balance</Keyword><Keyword MajorTopicYN="N">instruction</Keyword><Keyword MajorTopicYN="N">motor learning</Keyword><Keyword MajorTopicYN="N">postural stability</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="pubmed"><Year>2020</Year><Month>9</Month><Day>20</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2020</Year><Month>9</Month><Day>20</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2020</Year><Month>9</Month><Day>19</Day><Hour>5</Hour><Minute>22</Minute></PubMedPubDate></History><PublicationStatus>aheadofprint</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">32948108</ArticleId><ArticleId IdType="doi">10.1080/17461391.2020.1827046</ArticleId></ArticleIdList></PubmedData></pubmed><affiliations><list><country><li>République populaire de Chine</li></country><region><li>Guangdong</li></region><settlement><li>Jiangmen</li><li>Pékin</li></settlement></list><tree><country name="République populaire de Chine"><region name="Guangdong"><name sortKey="Kim, Sung Min" sort="Kim, Sung Min" uniqKey="Kim S" first="Sung-Min" last="Kim">Sung-Min Kim</name></region><name sortKey="Kim, Sung Min" sort="Kim, Sung Min" uniqKey="Kim S" first="Sung-Min" last="Kim">Sung-Min Kim</name><name sortKey="Kim, Sung Min" sort="Kim, Sung Min" uniqKey="Kim S" first="Sung-Min" last="Kim">Sung-Min Kim</name><name sortKey="Lam, Wing Kai" sort="Lam, Wing Kai" uniqKey="Lam W" first="Wing-Kai" last="Lam">Wing-Kai Lam</name><name sortKey="Lam, Wing Kai" sort="Lam, Wing Kai" uniqKey="Lam W" first="Wing-Kai" last="Lam">Wing-Kai Lam</name><name sortKey="Lam, Wing Kai" sort="Lam, Wing Kai" uniqKey="Lam W" first="Wing-Kai" last="Lam">Wing-Kai Lam</name><name sortKey="Qu, Feng" sort="Qu, Feng" uniqKey="Qu F" first="Feng" last="Qu">Feng Qu</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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