Does Overpractice Improve Motor Learning?
Does Practice Beyond Performance Plateau Improve Motor Learning in Healthy Adults?
研究概览
详细说明
What is the ideal amount, or dose, of practice needed for a person to learn a motor skill? Studies suggest that "more is better," but the optimal dose of motor practice is unknown. Motor learning is defined as a set of internal processes leading to a relatively permanent change in the capability for a motor skill. Older adults and people with neurological disorders have a critical need to learn and relearn motor skills to remain independent, but standard clinical rehabilitation currently provides practice doses that are insufficient to result in motor learning. Under-dosing of practice results in sub-optimal clinical outcomes, while research studies that are dosed insufficiently to identify between-group differences are prone to misinterpretation. Therefore, it is essential for both clinical care and for research that we determine the practice dose needed to optimize motor learning.
Performance curves (i.e., plots of the average performance of a group or individual for each of a number of practice trials or blocks of trials) demonstrate that performance improves (e.g., error decreases or speed increases) during practice, until a point at which performance improvement begins to plateau. Additional practice provided beyond the point at which an individual reaches a performance plateau will be termed overpractice. Amounts of practice that are insufficient to reach a plateau tend not to demonstrate motor learning, while overpractice typically results in retention of the practiced task.
Pilot Study #1: The first pilot study will include healthy young adults who are randomly assigned to practice a postural stepping task for one day, or for five consecutive days of practice. The investigators will use this data to determine an operational definition (i.e., a mathematical definition) of performance plateau. This definition will be used to differentiate the groups in Pilot Study #2.
Pilot Study #2: The second pilot study will include healthy older adults who will be divided into three groups: a standard of care group (i.e. very low dose), an overpractice group, and a no overpractice group. All groups will practice a postural stepping task. The experimental group will be the overpractice (OVP) group, in which each participant will complete 100% additional practice trials after reaching their performance plateau. In contrast, the two active control groups will be the no overpractice (NoOVP) group (in which each participant will stop practicing immediately after reaching a performance plateau), and the standard of care (SoC) group (in which each participant will perform one block of practice).
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
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Utah
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Salt Lake City、Utah、美国、84108
- University of Utah
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参与标准
资格标准
适合学习的年龄
接受健康志愿者
有资格学习的性别
描述
Inclusion Criteria:
- Inclusion criteria for individuals considered healthy older adults will be: (a) 60-95 years of age.
- Inclusion criteria for individuals considered healthy young adults will be: (a) 18-45 years of age.
Exclusion Criteria will include the following for all individuals:
- acute medical problems
- uncorrected vision loss
- any other conditions that affect their mobility or balance which might affect their ability to perform the motor task (arthritis, orthopedic complications, metabolic, vestibular, etc)
- Montreal Cognitive Assessment score <26
- non-english speaking
学习计划
研究是如何设计的？
设计细节
- 主要用途：支持治疗
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：单身的
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
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有源比较器：No Overpractice (NoOVP)
Subjects will perform the intervention (i.e., motor practice of a standing serial reaction time task) according to the practice schedule until they reach a performance plateau on the repeated sequence.
At that time, members of the NoOVP group will cease practicing.
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Subjects will perform a standing serial reaction time task on a step reaction mat.
Subjects will step to a series of targets, based on a series of stimuli that are presented.
One trial is composed of two 12-step sequences.
One of the 12-step sequences is random, while the other is a repeated sequence; sequences are presented in random order.
After each trial, the subject rests for 25 seconds.
Six trials equal 1 block of practice, which is followed by a 4 minute rest break.
After each block, feedback is provided about average response time (RT) on all steps included in the block.
One complete day of practice consists of 6 blocks of practice in which each block consists of 6 trials.
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实验性的：Overpractice (OVP)
Subjects will perform the intervention (i.e., motor practice of a standing serial reaction time task) according to the practice schedule until they reach a performance plateau on the repeated sequence.
At that time, members of the OVP group will continue to practice as part of the overpractice phase until they have completed 100% overpractice.
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Subjects will perform a standing serial reaction time task on a step reaction mat.
Subjects will step to a series of targets, based on a series of stimuli that are presented.
One trial is composed of two 12-step sequences.
One of the 12-step sequences is random, while the other is a repeated sequence; sequences are presented in random order.
After each trial, the subject rests for 25 seconds.
Six trials equal 1 block of practice, which is followed by a 4 minute rest break.
After each block, feedback is provided about average response time (RT) on all steps included in the block.
One complete day of practice consists of 6 blocks of practice in which each block consists of 6 trials.
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有源比较器：Standard of Care (SoC)
Subjects will perform the intervention (i.e., motor practice of a standing serial reaction time task) until they have performed 144 practice trials over the course of one day.
At that time, members of the SoC group will cease practicing.
|
Subjects will perform a standing serial reaction time task on a step reaction mat.
Subjects will step to a series of targets, based on a series of stimuli that are presented.
One trial is composed of two 12-step sequences.
One of the 12-step sequences is random, while the other is a repeated sequence; sequences are presented in random order.
After each trial, the subject rests for 25 seconds.
Six trials equal 1 block of practice, which is followed by a 4 minute rest break.
After each block, feedback is provided about average response time (RT) on all steps included in the block.
One complete day of practice consists of 6 blocks of practice in which each block consists of 6 trials.
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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Retention on the Postural Stepping Task
大体时间：3 or 4 days after training ends (i.e., 2 or 3 days of no training prior to retention test)
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Retention is the ability to maintain performance improvements of a motor skill after a period of no practice.
Response time (RT) is collected & defined as reaction time (amount of time from stimulus presentation to initial release of foot from electrode) plus movement time (amount of time from initial release of foot to foot reaching target).
The first half of Block 1 of Day 1 serves as the pre-test performance.
The primary outcome measure is the difference in the RT between pre-test and retention test.
A decrease in RT over the course of practice reflects an increased response speed and a corresponding improvement in performance.
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3 or 4 days after training ends (i.e., 2 or 3 days of no training prior to retention test)
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次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Transfer to an Untrained Task
大体时间：3 or 4 days after training ends (i.e., 2 or 3 days of no training prior to retention test)
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Transfer is the gain or the loss of proficiency on one task as a result of previous practice or experience on another task.
The secondary outcome measure is improvement on the transfer task.
The transfer task is the 4 Square Step Test, and is scored based on the number of seconds the participant requires to complete the test.
Each participant will perform the 4 Square Step Test at baseline (pre-test) and will perform it three days after the acquisition phase ends (post-test).
The post-test score will be subtracted from pre-test score, which will provide a transfer test change score.
A positive number will suggest improvement, while a negative number will suggest that the participants worsened on the transfer task.
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3 or 4 days after training ends (i.e., 2 or 3 days of no training prior to retention test)
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合作者和调查者
出版物和有用的链接
一般刊物
- Lang CE, Macdonald JR, Reisman DS, Boyd L, Jacobson Kimberley T, Schindler-Ivens SM, Hornby TG, Ross SA, Scheets PL. Observation of amounts of movement practice provided during stroke rehabilitation. Arch Phys Med Rehabil. 2009 Oct;90(10):1692-8. doi: 10.1016/j.apmr.2009.04.005.
- Lang CE, MacDonald JR, Gnip C. Counting repetitions: an observational study of outpatient therapy for people with hemiparesis post-stroke. J Neurol Phys Ther. 2007 Mar;31(1):3-10. doi: 10.1097/01.npt.0000260568.31746.34.
- Kleim JA, Jones TA. Principles of experience-dependent neural plasticity: implications for rehabilitation after brain damage. J Speech Lang Hear Res. 2008 Feb;51(1):S225-39. doi: 10.1044/1092-4388(2008/018).
- Lohse KR, Lang CE, Boyd LA. Is more better? Using metadata to explore dose-response relationships in stroke rehabilitation. Stroke. 2014 Jul;45(7):2053-8. doi: 10.1161/STROKEAHA.114.004695. Epub 2014 May 27.
- Trewartha KM, Garcia A, Wolpert DM, Flanagan JR. Fast but fleeting: adaptive motor learning processes associated with aging and cognitive decline. J Neurosci. 2014 Oct 1;34(40):13411-21. doi: 10.1523/JNEUROSCI.1489-14.2014.
- Clark BC, Manini TM. Functional consequences of sarcopenia and dynapenia in the elderly. Curr Opin Clin Nutr Metab Care. 2010 May;13(3):271-6. doi: 10.1097/MCO.0b013e328337819e.
- Krueger WFC. Further studies in overlearning. Journal of Experimental Psychology. 1930;13(2):152-163.
- Melnick MJ. Effects of overlearning on the retention of a gross motor skill. Res Q. 1971 Mar;42(1):60-9. No abstract available.
- Schendel JD, Hagman JD. On sustaining procedural skills over a prolonged retention interval. Journal of Applied Psychology. 1982;67(5):605-610.
- Driskell JE, Willis RP, Copper C. Effect of overlearning on retention. Journal of Applied Psychology. 1992;77(5):615-622.
- Jones MB. Nonimposed overpractice and skill retention. DTIC Document;1986.
- Olivier GN, Dibble LE, Paul SS, Lohse KR, Walter CS, Marker RJ, Hayes HA, Foreman KB, Duff K, Schaefer SY. Personalized practice dosages may improve motor learning in older adults compared to "standard of care" practice dosages: A randomized controlled trial. Front Rehabil Sci. 2022 Aug 3;3:897997. doi: 10.3389/fresc.2022.897997. eCollection 2022.
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
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首次提交
首先提交符合 QC 标准的
首次发布 (估计)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
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与本研究相关的术语
其他研究编号
- IRB_00085515
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