Exercise enhances motor skill learning by neurotransmitter switching in the adult midbrain.

Physical exercise promotes motor skill learning in normal individuals and those with neurological disorders but its mechanism of action is unclear. We find that one week of voluntary wheel running enhances the acquisition of motor skills in normal adult mice. One week of running also induces switching from ACh to GABA expression in neurons in the caudal pedunculopontine nucleus (cPPN). Consistent with regulation of motor skills, we show that the switching neurons make projections to the substantia nigra (SN), ventral tegmental area (VTA) and ventrolateral-ventromedial nuclei of the thalamus (VL-VM). Use of viral vectors to override transmitter switching blocks the beneficial effect of running on motor skill learning. We suggest that neurotransmitter switching provides the basis by which sustained running benefits motor skill learning, presenting a target for clinical treatment of movement disorders

Sleep quality influences subsequent motor skill acquisition

While the influence of sleep on motor memory consolidation has been extensively investigated, its relation to initial skill acquisition is less well understood. The purpose of the present study was to investigate the influence of sleep quality and quantity on subsequent motor skill acquisition in young adults without sleep disorders. Fifty-five healthy adults (mean age = 23.8 years; 34 women) wore actigraph wristbands for 4 nights, which provided data on sleep patterns before the experiment, and then returned to the laboratory to engage in a motor sequence learning task (explicit 5-item finger sequence tapping task). Indicators of sleep quality and quantity were then regressed on a measure of motor skill acquisition (Gains Within Training, GWT). Wake After Sleep Onset (WASO; i.e., the total amount of time the participants spent awake after falling asleep) was significantly and negatively related to GWT. This effect was not because of general arousal level, which was measured immediately before the motor task. Conversely, there was no relationship between GWT and sleep duration or self-reported sleep quality. These results indicate that sleep quality, as assessed by WASO and objectively measured with actigraphy before the motor task, significantly impacts motor skill acquisition in young healthy adults without sleep disorders. (PsycINFO Database Record. (c) 2016 APA, all rights reserved).Accepted manuscrip

A new method for tracking of motor skill learning through practical application of Fitts’ law

This article is made available through the Brunel Open Access Publishing Fund.A novel upper limb motor skill measure, task productivity rate (TPR) was developed integrating speed and spatial error, delivered by a practical motor skill rehabilitation task (MSRT). This prototype task involved placement of 5 short pegs horizontally on a spatially configured rail array. The stability of TPR was tested on 18 healthy right-handed adults (10 women, 8 men, median age 29 years) in a prospective single-session quantitative within-subjects study design. Manipulations of movement rate 10% faster and slower relative to normative states did not significantly affect TPR, F(1.387, 25.009) = 2.465, p = .121. A significant linear association between completion time and error was highest during the normative state condition (Pearson's r = .455, p < .05). Findings provided evidence that improvements in TPR over time reflected motor learning with possible changes in coregulation behavior underlying practice under different conditions. These findings extend Fitts’ law theory to tracking of practical motor skill using a dexterity task, which could have potential clinical applications in rehabilitation

Practice makes efficient: Effects of golf practice on brain activity

This study employed a test-retest design to examine changes in brain activity associated with practice of a motor skill. We recorded EEG activity from twelve right-handed recreational golfers (mean handicap: 23) as they putted 50 balls to a 2.4m distant hole, before and after a 3-day practice. We measured changes in putting performance, conscious processing, and regional EEG alpha activity. Putting performance improved and conscious processing decreased after practice. Mediation analyses revealed that performance improvements were associated with changes in EEG alpha, whereby activity in task-irrelevant cortical regions (temporal regions) was inhibited and functionally isolated from activity in task-relevant regions (central regions). These findings provide evidence for the development of greater neurophysiological efficiency with practice of a motor skill

Imajeri Mental dan Keterampilan Motorik ( Studi Meta Analisis)

This written provides a meta analysis review of the studies on the relationship between imagery mental and motor skill. Imagery is widely used by athletes to enhance motor skill, it was indicated as an effective tool in the improvement of motor skill. The subject in this study are athletes from sport and level different (junior, elite, school, and university atheletes). This study was found that there are positive correlation between imagery mental with motor skill. It was found that after sampling error correction (ɸ) was = 034923 and 53,727% sampling errors that caused by sample heterogeneous, and also measurement error correction (ɸ) was 0,45598 and 7,03742% measurement errors. This finding supports that imagery mental can used to enhance motor skill performanc

The effect of traditional games in fundamental motor skill development in 7-­9 year old boys

Objective: The purpose of this study was to investigate the effect of traditional games on fundamental motor skills in seven to nine year-old boys. Methods: Forty subjects of seven to nine year-old boys selected randomly by a personal information questionnaire. After pretest by Test of Gross Motor Development, edition 2 (TGMD-2), gross motor skill, locomotor and object control motor skills, subjects were divided by random matching into two groups. The first group performed traditional games and the second group performed daily activities. Then children in first group played traditional game at 24 sessions. After 12 and 24 sessions, traditional game and daily activity groups participated in the mid and post tests. Data were analyzed by Variance Analyze of Repeated Measures. Findings: The results showed that traditional games with mean difference in fundamental motor skill development (17.12, P<0.001), and also with mean difference in locomotor (2.23, P=0.002), and mean difference in object control skill development (2.27, P=0.002) significantly are more effective than daily activities. Conclusion: Traditional game program is appropriate for a fundamental motor skill development

PROFIL GROSS MOTOR SKILL DAN FINE MOTOR SKILL PADA ANAK USIA 6-7 TAHUN

Penelitian ini bertujuan untuk mengetahui keterampilan gross motor skill dan fine motor skill ¬pada siswa sekolah dasar. Penelitian ini menggunakan metode deskriptif melalui penggunaan instrument Movement Assessment Battery for Children-2 (MABC-2). Sampel dalam penelitian ini adalah siswa kelas 1 SDN Cicayur yang berjumlah 64 siswa dan siswa kelas 1 SDN 001 Merdeka yang berjumlah 86 siswa. Hasil penelitian menunjukan bahwa keterampilan gross motor skill dan fine motor skill siswa pada tahap bervariasi. Pada kelompok rating tidak ada kesulitan motorik yang signifikan 19%, rating diperlukan penanganan motorik lebih lanjut 44%, dan rating terdapat kesulitan motorik yang signifikan 37%. Korelasi antara gross motor skill dan fine motor skill sebesar 0,704. Berdasarkan nilai korelasi tersebut dapat disimpulkan bahwa terdapat hubungan yang signifikan antara gross motor skill dan fine motor skill.;--This research aims to investigate the of gross motor skills and fine motor skills at elementary school students. This research uses descriptive methods and usual Movement Assessment Battery for Children-2 (MABC-2) instrument. The sample in this research is the first grade SDN Cicayur which totalled 64 students and first grade SDN 001 Merdeka which amounted to 86 students. Research results show that gross motor skills and fine motor skills of students at this stage varies. Percentage of the group's motor difficulties do not exist significant 19%, a rating is required handling the motor further 44%, and rating is a significant motor difficulties 37%. With the correlation between gross motor skills and fine motor skill of 0.704. Based on the value of the correlation can be inferred that there is a significant relationship between gross motor skills and fine motor skills

Context-dependent motor skill and the role of practice

Research has shown that retrieval of learned information is better when the original learning context is reinstated during testing than when this context is changed. Recently, such contextual dependencies have also been found for perceptual-motor behavior. The current study investigated the nature of context-dependent learning in the discrete sequence production task, and in addition examined whether the amount of practice affects the extent to which sequences are sensitive to contextual alterations. It was found that changing contextual cues—but not the removal of such cues—had a detrimental effect on performance. Moreover, this effect was observed only after limited practice, but not after extensive practice. Our findings support the notion of a novel type of context-dependent learning during initial motor skill acquisition and demonstrate that this context-dependence reduces with practice. It is proposed that a gradual development with practice from stimulus-driven to representation-driven sequence execution underlies this practice effect

Priming to promote fluent motor skill execution: Exploring attentional demands

The effect of priming on the speed and accuracy of skilled performance and on a probe-reaction time task designed to measure residual attentional capacity, was assessed. Twenty-four skilled soccer players completed a dribbling task under three prime conditions (fluency, skill-focus, and neutral) and a control condition. Results revealed changes in trial completion time and secondary task performance in line with successfully priming autonomous and skill-focused attention. Retention test data for task completion time and probe-reaction time indicated a linear decrease in the priming effect such that the effect was nonsignificant after 30 min. Results provide further support for the efficacy of priming and provide the first evidence of concurrent changes in attentional demands, consistent with promoting or disrupting automatic skill execution