specific practice conditions enhance perceptual-cognitive
TRANSCRIPT
Specific practice conditions enhance
perceptual-cognitive-motor skill
acquisition
Makoto Uji, Simon J. Bennett, Spencer J. Hayes, Paul R. Ford
Liverpool John Moores University (United Kingdom)
Introduction
Practice leads to skill acquisition (Li & Wright, 2000; Lin et al., 2009; Schmidt & Lee, 2011)
Introduction
Specificity of Learning Hypothesis (Proteau, 2005; Proteau & Cournoyer, 1990; Proteau et al., 1987; 1992; Soucy & Proteau, 2001)
Full vision
Target + Stylus vision
Target vision only
= Target vision only
Full vision
Target + Stylus vision
Target vision only
= Target vision only
Previous research has focused on motor tasks or
perceptual-motor tasks
Rationale
In sports, most tasks require perceptual, cognitive,
and motor skills
Rationale
(Williams et al., 2011)
Little systematic research has examined whether the
principles of specificity apply to perceptual-cognitive-
motor skill acquisition
Rationale
Aim
To examine practice conditions required to influence the acquisition of perceptual-cognitive-
motor skill
Aim & Hypotheses
To examine practice conditions required to influence the acquisition of perceptual-cognitive-
motor skill
1) Perceptual-cognitive-motor practice would lead to improved perceptual-cognitive-motor performance
2) Modulating perceptual and/or cognitive processes would result in skill attenuation of perceptual-cognitive-motor performance
Methods
Groups
– Perceptual-cognitive-motor practice (PCM) group
– Perceptual-motor practice (PM) group
– Motor practice (M) group
Methods
Groups
– Perceptual-cognitive-motor practice (PCM) group
– Perceptual-motor practice (PM) group
– Motor practice (M) group
Table 1. The characteristics of the participants in all PCM, PM, and M groups
Number of subjects
Age (years)
Computer-game playing
experience (hours)
PCM group 13 (Male = 11 & Female = 2) 21.0 ± 2.3 3616.7 ± 1946.4
PM group 13 (Male = 11 & Female = 2) 21.6 ± 1.1 4006.1 ± 2775.1
M group 13 (Male = 11 & Female = 2) 22.1 ± 2.1 3570.3 ± 1731.2
Methods
Pre-test
PCM group
(n=13)
PCM task
(8 trials)
PM group
(n=13)
M group
(n=13)
Methods
Pre-test Practice phase
PCM group
(n=13)
PCM task
(8 trials)
PCM task
(96 trials)
PM group
(n=13)
PM task
(96 trials)
M group
(n=13)
M task
(96 trials)
PCM task
PM task M task
PCM task
PM task M task
PCM task
PM task M task
PCM task
PM task M task
Methods
Pre-test Practice phase Post-test
PCM group
(n=13)
PCM task
(8 trials)
PCM task
(96 trials)
PCM task
(8 trials)
PM group
(n=13)
PM task
(96 trials)
M group
(n=13)
M task
(96 trials)
Motor performance
Frequency of successful trials
Data analysis
Visual search
Frequency of Saccades
Data analysis
(Bennett & Barnes, 2006; Xivry et al., 2006)
Cognitive processing
Frequency of if-then statements
Data analysis
(Raab, 2003; Raab et al., 2009)
0
1
2
3
4
5
6
7
8
Pre-test Post-test
Fre
qu
en
cy o
f S
uccessfu
l tr
ials
(n
)
PCM
PM
M
Figure 1. Mean (SD) of frequency of successful trials for PCM, M, and PM group in
pre-test and post-test (* p < .05)
*
0
1
2
3
4
5
6
7
8
Pre-test Post-test
Fre
qu
en
cy o
f S
uccessfu
l tr
ials
(n
)
PCM
PM
M
*
Figure 1. Mean (SD) of frequency of successful trials for PCM, M, and PM group in
pre-test and post-test (* p < .05)
*
Figure 1. Mean (SD) of frequency of successful trials for PCM, M, and PM group in
pre-test and post-test (* p < .05)
0
1
2
3
4
5
6
7
8
Pre-test Post-test
Fre
qu
en
cy o
f S
uccessfu
l tr
ials
(n
)
PCM
PM
M
Figure 2. Mean (SD) of frequency of successful trials for PCM group in practice
phases (* p < .05)
0
4
8
12
16
20
24
28
32
Early Middle Late
Fre
qu
en
cy o
f S
uccessfu
l tr
ials
(n
)
PCM
*
*
Figure 3. Mean (SD) of successful time duration within yellow circle for PM and M
group in practice phases
0
10
20
30
40
50
60
70
80
90
100
Early Middle Late
Su
ccessfu
l ti
me d
ura
tio
n (
%)
PM
M
Figure 4. Mean (SD) of change in frequency of horizontal and vertical saccades
from pre-test to post-test for PCM, M, and PM group (* p < .05)
-2.0
-1.5
-1.0
-0.5
0.0
0.5
1.0
1.5
Horizontal Vertical
Ch
an
ge i
n F
req
uen
cy o
f S
accad
es (
n)
PCM
PM
M
*
*
0
1
2
3
4
5
6
7
Pre-test Post-test
Fre
qu
en
cy o
f if
-th
en
sta
tem
en
ts (
n)
PCM
PM
M
*
Figure 5. Mean (SD) of frequency of if-then statements for PCM, M, and PM group
in pre-test and post-test (* p < .05)
0
1
2
3
4
5
6
7
Pre-test Post-test
Fre
qu
en
cy o
f if
-th
en
sta
tem
en
ts (
n)
PCM
PM
M
*
Figure 5. Mean (SD) of frequency of if-then statements for PCM, M, and PM group
in pre-test and post-test (* p < .05)
0
1
2
3
4
5
6
7
Pre-test Post-test
Fre
qu
en
cy o
f if
-th
en
sta
tem
en
ts (
n)
PCM
PM
M
*
Figure 5. Mean (SD) of frequency of if-then statements for PCM, M, and PM group
in pre-test and post-test (* p < .05)
Findings support Specificity of Learning Hypothesis
(Proteau, 2005; Proteau & Cournoyer, 1990; Proteau et al., 1987; 1992; Soucy & Proteau, 2001)
Discussion
Discussion
1) Perceptual-cognitive-motor practice led to
improved perceptual-cognitive-motor performance
Discussion
2) Modulating perceptual and/or cognitive processes
resulted in skill attenuation of perceptual-
cognitive-motor performance
Discussion
Limiting perceptual information resulted in less
efficient visual search behaviour
Limiting cognitive process resulted in
less skill acquisition
Implications
Optimal practice in sport should contain
the same processes required in the
competition version of the sport
Makoto Uji
Expert Performance and Learning Unit
Liverpool John Moores University
Thank you
Any questions?
References Bennett, S. J., & Barnes, G. R. (2006). Combined smooth and saccadic ocular pursuit during the transient occlusion of a moving visual
object. Experimental brain research, 168, 313-321.
Li, Y., & Wright, D. L. (2000). An assessment of the attention demands during random- and blocked-practice schedules. The Quarterly
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Lin, C. H., Fisher, B. E., Wu, A. D., Ko, Y. A., Lee, L. Y., & Winstein, C. J. (2009). Neural correlate of the contextual interference effect in
motor learning: A kinematic analysis. Journal of Motor Behavior, 41, 232–242.
Proteau, L. (2005). Visual afferent information dominates other sources of afferent information during mixed practice of a video-aiming
task. Experimental Brain Research, 161, 441-456.
Proteau, L., & Cournoyer, J. (1990). Vision of the stylus in a manual aiming task: The effects of practice. The Quarterly Journal of
Experimental Psychology, 42, 811-828.
Proteau, L., Marteniuk, R. G., Girouard, Y., & Dugas, C. (1987). On the type of information used to control and learn an aiming
movement after moderate and extensive training. Human movement science, 6, 181–199.
Proteau, L., Marteniuk, R. G., & Lévesque, L. (1992). A Sensorimotor Basis for Motor Learning: Evidence Indicating Specificity of
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Raab, M. (2003). Decision making in sports: Influence of complexity on implicit and explicit learning. International Journal of Sport and
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Raab, M., Masters, R. S. W., Maxwell, J., Arnold, A., Schlapkohl, N., & Poolton, J. (2009). Discovery learning in sports: Implicit or explicit
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Schmidt, R. A., & Lee, T. D. (2011). Motor Control and Learning: A Behavioral Emphasis. Champaign, IL: Human Kinetics.
Soucy, M., & Proteau, L. (2001). Development of multiple movement representations with practice: Specificity versus flexibility. Journal of
Motor Behavior 33, 243-254.
Williams, A. M., Ford, P. R., Eccles, D. W., & Ward, P. (2011). Perceptual-cognitive expertise in sport and its acquisition: Implications for
applied cognitive psychology. Applied Cognitive Psychology, 25, 432-442.
Xivry, J. J. O., Bennett, S. J., Lefevre, P., & Barnes, G. R. (2006). Evidence for synergy between saccades and smooth pursuit during
transient target disappearance. Journal of Neurophysiology, 95, 418-427.
Figure. Means (SD) of frequency of successful trials for practice and control group
in pre-test and post-test
*
Appendix
Figure. Means (SD) of change in frequency of horizontal and vertical saccades
from pre-test to post-test for practice and control group
Appendix * *
Figure. Means (SD) of change in characteristics of horizontal and vertical saccades
from pre-test to post-test for practice and control group
Appendix * * *
*
Figure. Means (SD) of change in frequency of if-then statements from pre-test to
post-test for practice and control group
Appendix