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Neurophysiological mechanisms underlying motor skill learning in young and older adults
The ability to acquire and retain novel motor skills is preserved with advancing age. However, the neurophysiological mechanisms underlying skill acquisition in older adults have received little systematic investigation. The aim of the present study was to assess the modulation of primary motor cortex excitability and inhibition after skill acquisition in young and older adults. Sixteen young and sixteen older adults trained on a sequential visual isometric wrist extension task. Anodal or sham transcranial direct current stimulation was applied during training in a pseudorandomized crossover design. Skill was quantified before, immediately after, 24 h and 7 days post-training. Transcranial magnetic stimulation protocols were used to examine corticomotor excitability and intracortical inhibition pre- and post-training. Corticomotor excitability increased and intracortical inhibition decreased after skill acquisition in both age groups. Anodal transcranial direct current stimulation did not enhance skill acquisition or the modulation of neurophysiological variables. These findings indicate potential neurophysiological mechanisms relevant for motor learning in neurorehabilitation contexts involving older adults, such as after stroke.
Journal Article
Skill acquisition in sport : research, theory and practice
\"Success in sport depends upon the athlete's ability to develop and perfect a specific set of perceptual, cognitive and motor skills. Now in a fully revised and updated new edition, Skill Acquisition in Sport examines how we learn such skills and, in particular, considers the crucial role of practice and instruction in the skill acquisition process. Containing thirteen completely new chapters, and engaging with the significant advances in neurophysiological techniques that have profoundly shaped our understanding of motor control and development, the book provides a comprehensive review of current research and theory on skill acquisition. Leading international experts explore key topics such as: attentional focus augmented Feedback observational practice and learning implicit motor learning mental imagery training physical guidance motivation and motor learning neurophysiology development of skill joint action. Throughout, the book addresses the implications of current research for instruction and practice in sport, making explicit connections between core science and sporting performance. No other book covers this fundamental topic in such breadth or depth, making this book important reading for any student, scholar or practitioner working in sport science, cognitive science, kinesiology, clinical and rehabilitation sciences, neurophysiology, psychology, ergonomics or robotics\"-- Provided by publisher.
Book
Transcranial direct current stimulation (tDCS) to the supplementary motor area (SMA) influences performance on motor tasks
The supplementary motor area (SMA) is believed to be highly involved in the planning and execution of both simple and complex motor tasks. This study aimed to examine the role of the SMA in planning the movements required to complete reaction time, balance, and pegboard tasks using anodal transcranial direct current stimulation (tDCS), which passes a weak electrical current between two electrodes, in order to modulate neuronal activity. Twenty healthy adults were counterbalanced to receive either tDCS (experimental condition) or no tDCS (control condition) for 3 days. During administration of tDCS, participants performed a balance task significantly faster than controls. After tDCS, subjects significantly improved their simple and choice reaction time. These results demonstrate that the SMA is highly involved in planning and executing fine and gross motor skill tasks and that tDCS is an effective modality for increasing SMA-related performance on these tasks. The findings may be generalizable and therefore indicate implications for future interventions using tDCS as a therapeutic tool.
Journal Article
Does implicit motor learning lead to greater automatization of motor skills compared to explicit motor learning? A systematic review
Implicit motor learning is considered to be particularly effective for learning sports-related motor skills. It should foster movement automaticity and thereby facilitate performance in multitasking and high-pressure environments. To scrutinize this hypothesis, we systematically reviewed all studies that compared the degree of automatization achieved (as indicated by dual-task performance) after implicit compared to explicit interventions for sports-related motor tasks.
For this systematic review (CRD42016038249) conventional (MEDLINE, CENTRAL, Embase, PsycINFO, SportDiscus, Web of Science) and grey literature were searched. Two reviewers independently screened reports, extracted data, and performed risk of bias assessment. Implicit interventions of interest were analogy-, errorless-, dual-task-, and external focus learning. Data analysis involved descriptive synthesis of group comparisons on absolute motor dual-task (DT) performance, and motor DT performance relative to single-task motor performance (motor DTCs).
Of the 4125 reports identified, we included 25 controlled trials that described 39 implicit-explicit group comparisons. Risk of bias was unclear across trials. Most comparisons did not show group differences. Some comparisons showed superior absolute motor DT performance (N = 2), superior motor DTCs (N = 4), or both (N = 3) for the implicit compared to the explicit group. The explicit group showed superior absolute motor DT performance in two comparisons.
Most comparisons did not show group differences in automaticity. The remaining comparisons leaned more toward a greater degree of movement automaticity after implicit learning than explicit learning. However, due to an overall unclear risk of bias the strength of the evidence is level 3. Motor learning-specific guidelines for design and especially reporting are warranted to further strengthen the evidence and facilitate low-risk-of-bias trials.
Journal Article
Effective Motor Skill Learning Induces Inverted‐U Load‐Dependent Activation in Contralateral Pre‐Motor and Supplementary Motor Area
Motor learning involves complex interactions between the cognitive and sensorimotor systems, which are susceptible to different levels of task load. While the mechanism underlying load‐dependent regulations in cognitive functions has been extensively investigated, their influence on downstream execution in motor skill learning remains less understood. The current study extends the understanding of whether and how learning alters the load‐dependent activation pattern by a longitudinal functional near‐infrared spectroscopy (fNIRS) study in which 30 healthy participants (15 females) engaged in extensive practice on a two‐dimensional continuous hand tracking task with varying task difficulty. We proposed the index of difficulty (ID) as a quantitative measure of task difficulty, which was monotonically associated with a psychometric measure of subjective workload. As learning progressed, participants exhibited enhanced behavioral and metacognitive performance. Behavioral improvements were accompanied by plastic changes in the inferior prefrontal cortex, reflecting a shift in control strategy during motor learning. Most importantly, we found robust evidence of the learning‐induced alteration in load‐dependent cortical activation patterns, indicating that effective motor skill learning may lead to the emergence of an inverted‐U relationship between cortical activation and load level in the contralateral pre‐motor and supplementary motor areas. Our findings provide new insights into the learning‐induced plasticity in brain and behavior, highlighting the load‐dependent contributions in motor skill learning. We explored whether and how effective motor skill learning modulates load‐dependent patterns in continuous hand movements. Our findings provide robust evidence of a learning‐induced inverted‐U pattern in the left (contralateral) Pre‐SMA using linear mixed‐effect models. The emergence of the inverted‐U pattern after training appears to be driven by decreased activity at the lowest and highest task loads.
Journal Article
The effects of transcranial alternating current stimulation (tACS) at individual alpha peak frequency (iAPF) on motor cortex excitability in young and elderly adults
Transcranial alternating current stimulation (tACS) can modulate brain oscillations, cortical excitability and behaviour. In aging, the decrease in EEG alpha activity (8–12 Hz) in the parieto-occipital and mu rhythm in the motor cortex are correlated with the decline in cognitive and motor functions, respectively. Increasing alpha activity using tACS might therefore improve cognitive and motor function in the elderly. The present study explored the influence of tACS on cortical excitability in young and old healthy adults. We applied tACS at individual alpha peak frequency for 10 min (1.5 mA) to the left motor cortex. Transcranial magnetic stimulation was used to assess the changes in cortical excitability as measured by motor-evoked potentials at rest, before and after stimulation. TACS increased cortical excitability in both groups. However, our results also suggest that the mechanism behind the effects was different, as we observed an increase and decrease in intracortical inhibition in the old group and young group, respectively. Our results indicate that both groups profited similarly from the stimulation. There was no indication that tACS was more effective in conditions of low alpha power, that is, in the elderly.
Journal Article
Intracortical facilitation and inhibition in human primary motor cortex during motor skill acquisition
The primary motor cortex (M1) is critical for movement execution, but its role in motor skill acquisition remains elusive. Here, we examine the role of M1 intracortical circuits during skill acquisition. Paired-pulse transcranial magnetic stimulation (TMS) paradigms of short-interval intracortical facilitation (SICF) and inhibition (SICI) were used to assess excitatory and inhibitory circuits, respectively. We hypothesised that intracortical facilitation and inhibition circuits in M1 would be modulated to support acquisition of a novel visuomotor skill. Twenty-two young, neurologically healthy adults trained with their nondominant hand on a skilled and non-skilled sequential visuomotor isometric finger abduction task. Electromyographic recordings were obtained from the nondominant first dorsal interosseous (FDI) muscle. Corticomotor excitability, SICF, and SICI were examined before, at the midway point, and after the 10-block motor training. SICI was assessed using adaptive threshold-hunting procedures. Task performance improved after the skilled, but not non-skilled, task training, which likely reflected the increase in movement speed during training. The amplitudes of late SICF peaks were modulated with skilled task training. There was no modulation of the early SICF peak, SICI, and corticomotor excitability with either task training. There was also no association between skill acquisition and SICF or SICI. The findings indicate that excitatory circuitries responsible for the generation of late SICF peaks, but not the early SICF peak, are modulated in motor skill acquisition for a sequential visuomotor isometric finger abduction task.
Journal Article
The effect of telerehabilitation on activity performance and participation in daily life in children with developmental coordination disorder: A randomized controlled trial
Developmental Coordination Disorder (DCD) is a neurodevelopmental condition that adversely impacts motor skills, sensory processing, and daily activity participation. Telerehabilitation has recently emerged as a promising method to improve therapy access and foster family involvement. This study investigated the effects of integrating telerehabilitation with sensory-based intervention on motor performance, sensory processing, and participation in children with DCD.
This randomized controlled trial included 20 children aged 3-7 years with a confirmed diagnosis of DCD. Participants were randomly assigned to either a sensory-based intervention (SBI) group or a telerehabilitation sensory-based intervention (TBSI) group. Both groups received weekly face-to-face sensory-based therapy for eight weeks. Additionally, the TBSI group participated in 30-minute weekly home-based telerehabilitation sessions. Outcome measures included the Canadian Occupational Performance Measure (COPM), the Functional Independence Measure for Children (WeeFIM), and the Dunn Sensory Profile.
Both groups demonstrated statistically significant improvements; however, the TBSI group showed greater gains in WeeFIM motor, cognitive, and total scores as well as COPM performance and satisfaction scores (p < 0.01). Furthermore, larger improvements and greater effect sizes were observed in the sensory processing subdomains of the TBSI group. Parental training and active participation appeared to enhance the effectiveness of the telerehabilitation program.
Telerehabilitation is an effective intervention for improving motor and cognitive functions, sensory processing, and daily life participation in children with DCD. The findings support the integration of telerehabilitation into sensory-based approaches as part of a holistic model of care in occupational therapy practice.
Clinicaltrials.gov NCT06977256.
Journal Article
Effects of Physical Activity on Motor Skills and Cognitive Development in Early Childhood: A Systematic Review
Objective. This study synthesized literature concerning casual evidence of effects of various physical activity programs on motor skills and cognitive development in typically developed preschool children. Methods. Electronic databases were searched through July 2017. Peer-reviewed randomized controlled trials (RCTs) examining the effectiveness of physical activity on motor skills and cognitive development in healthy young children (4–6 years) were screened. Results. A total of 15 RCTs were included. Of the 10 studies assessing the effects of physical activity on motor skills, eight (80%) reported significant improvements in motor performance and one observed mixed findings, but one failed to promote any beneficial outcomes. Of the five studies investigating the influence of physical activity on cognitive development, four (80%) showed significant and positive changes in language learning, academic achievement, attention, and working memory. Notably, one indicated no significant improvements were observed after the intervention. Conclusions. Findings support causal evidence of effects of physical activity on both motor skills and cognitive development in preschool children. Given the shortage of available studies, future research with large representative samples is warranted to explore the relationships between physical activity and cognitive domains as well as strengthen and confirm the dose-response evidence in early childhood.
Journal Article