Les effets du sommeil, du passage du temps et de l'activité sur l'apprentissage moteur

While the time of day significantly affects motor and mental performance, its influence on motor learning has not yet been elucidated. In this thesis, we conducted a series of experiments using a finger-tapping task to investigate the effects of time of day on two processes of motor learning: acquisition (i.e. skill improvement immediately after a training-session) and consolidation (i.e. skill retention after the passage of time and/or a night of sleep).In the 1rt study, we showed that the time of day influenced the consolidation, but not the acquisition. Specifically, while we observed deterioration and stabilization of skill 24 hours after morning and afternoon training, respectively, we found a better consolidation 24 hours after evening training with a subsequent improvement in skill. These results highlight the crucial role of sleep in consolidating motor skills acquired beforehand.In the 2nd study, comprising four experiments, we explored the question of the fragility of memory after morning training. Our initial results showed that memory was more fragile in the morning than in the afternoon, with deterioration occurring within 5 hours of practice only during morning training. In the subsequent two experiments, we investigated two types of interference, motor and cognitive, and found that memory was more susceptible to motor interference in the morning. Furthermore, the deterioration in performance seemed to arise from a conflict between the declarative and procedural memory systems required for our task. Additionally, we provided neurophysiological evidence for these different consolidations by demonstrating a different modulation of corticospinal excitability immediately post-practice, which varied depending on the time of day.In the 3rd study, we emphasized the importance of daily activity in consolidation. We observed that engaging in motor activity before morning practice prevented performance deterioration during the day, whereas remaining inactive until afternoon practice resulted in worsened performance. We suggested that, while sleep is advantageous for the consolidation of previously acquired skills, it may hinder the consolidation of subsequent learning due to the inactivity it promotes.In our final 4th study, we showed that the time of day also influenced consolidation following a mental practice. Although the acquisition and consolidation processes differ between physical and mental practice, we found that consolidation was also better in the afternoon than in the morning.Overall, the results of this thesis underscore the importance of considering the time of day and the activities undertaken before learning when designing optimal training programs and rehabilitation protocols.Bien que l’heure de la journée agit sur le fonctionnement de notre organisme, conduisant notamment à des variations de nos performances physiques et mentales, son influence sur l’apprentissage moteur n'a pas encore été élucidé. Dans cette thèse, nous avons mené une série d’expériences en utilisant, une tâche de séquence motrice de doigts, afin d’étudier les effets de l'heure du jour sur deux processus de l’apprentissage moteur : l'acquisition (i.e. l'effet immédiat de l'entraînement) et la consolidation (i.e. la mémoire motrice après le passage du temps et/ou d’une nuit de sommeil).Dans une 1ère étude, nous avons montré que seule la consolidation, contrairement à l’acquisition, était influencée par l’heure de la pratique. Précisément, alors que nous avons observé une détérioration et une stabilisation des performances lorsque la pratique était réalisée le matin et l’après-midi, respectivement, nous avons trouvé une meilleure consolidation le soir avec une amélioration supplémentaire de la performance. Ces résultats soulignent l’importance de la nuit de sommeil dans la consolidation d’une habileté motrice préalablement acquise.Dans la 2nd étude, composée de quatre expériences, nous avons exploré la question de la fragilité de la mémoire après un entraînement matinal. Nos premiers résultats ont montré que la mémoire était davantage fragile le matin comparativement à l’après-midi, avec une détérioration se produisant dans les 5 heures qui suivent la pratique uniquement lors d’un entraînement matinal. En testant, dans les deux expériences suivantes, deux types d’interférences, motrice et cognitive, nous avons remarqué que la mémoire serait plus sensible aux interférences motrices le matin, et que la détérioration semble provenir d’un conflit entre les différents systèmes de mémoire nécessaires à notre tâche : déclarative et procédurale. De plus, nous avons apporté également une preuve neurophysiologique de ces différentes consolidations, en montrant une modulation distincte de l’excitabilité corticospinale à la suite de la pratique différente selon l’heure de la journée.Dans la continuité, nous avons mis en avant l’importance de l’activité quotidienne dans la consolidation lors d’une 3ème étude. L’ajout d’une activité motrice avant l’entraînement du matin a permis de prévenir la détérioration des performances au cours de la journée alors que l’inactivité jusqu’à un entraînement l’après-midi a détérioré les performances. Nous avons suggéré que, bien que le sommeil soit bénéfique à la consolidation d’une habileté précédemment acquise, il pourrait être néfaste à la consolidation d’un prochain apprentissage, dû à l’inactivité qu’il engendre.Pour finir, lors d’une 4ème étude, nous avons montré que l’heure de la journée affecterait également la consolidation suivant une pratique par imagerie motrice. En effet, bien que les processus d’acquisition et de consolidation semblent différents entre la pratique physique et mentale, la consolidation était également meilleure l’après-midi que le matin.Dans l’ensemble, les résultats obtenus lors de cette thèse soulignent que l’heure de la journée et les activités réalisées avant un apprentissage seraient des facteurs importants à considérer pour optimiser les programmes d'entraînement et les protocoles de réhabilitation

Error-based and reinforcement learning in basketball free throw shooting

Abstract This study investigates the effects of error-based and reinforcement training on the acquisition and long-term retention of free throw accuracy in basketball. Sixty participants were divided into four groups (n = 15 per group): (i) the error-based group (sensory feedback), (ii) the reinforcement group (binary feedback including success or failure), (iii) the mixed group (sensory feedback followed by binary feedback), and (iv) the control group (without training). Free throws success was recorded before training (PreT), immediately after (Postd0), one day later (Postd1), and seven days later (Postd7). The error-based group, but not the reinforcement group, showed a significant immediate improvement in free throw accuracy (PreT vs Postd0). Interestingly, over time (Postd0 vs Postd1 vs Postd7), the reinforcement group significantly improved its accuracy, while the error-based group decreased it, returning to the PreT level (PreT vs Post7). The mixed group showed the advantage of both training methods, i.e., fast acquisition and retention on a long-term scale. Error-based learning leads to better acquisition, while reinforcement learning leads to better retention. Therefore, the combination of both types of learning is more efficient for both acquisition and retention processes. These findings provide new insight into the acquisition and retention of a fundamental basketball skill in free throw shooting

Time of day and sleep effects on motor acquisition and consolidation

Abstract We investigated the influence of the time-of-day and sleep on skill acquisition (i.e., skill improvement immediately after a training-session) and consolidation (i.e., skill retention after a time interval including sleep). Three groups were trained at 10 a.m. (G10am), 3 p.m. (G3pm), or 8 p.m. (G8pm) on a finger-tapping task. We recorded the skill (i.e., the ratio between movement duration and accuracy) before and immediately after the training to evaluate acquisition, and after 24 h to measure consolidation. We did not observe any difference in acquisition according to the time of the day. Interestingly, we found a performance improvement 24 h after the evening training (G8pm), while the morning (G10am) and the afternoon (G3pm) groups deteriorated and stabilized their performance, respectively. Furthermore, two control experiments (G8awake and G8sleep) supported the idea that a night of sleep contributes to the skill consolidation of the evening group. These results show a consolidation when the training is carried out in the evening, close to sleep, and forgetting when the training is carried out in the morning, away from sleep. This finding may have an important impact on the planning of training programs in sports, clinical, or experimental domains

Time-of-day effects on skill acquisition and consolidation after physical and mental practices

International audienceAbstract Time-of-day influences both physical and mental performances. Its impact on motor learning is, however, not well established yet. Here, using a finger tapping-task, we investigated the time-of-day effect on skill acquisition (i.e., immediately after a physical or mental practice session) and consolidation (i.e., 24 h later). Two groups (one physical and one mental) were trained in the morning (10 a.m.) and two others (one physical and one mental) in the afternoon (3 p.m.). We found an enhancement of motor skill following both types of practice, whatever the time of the day, with a better acquisition for the physical than the mental group. Interestingly, there was a better consolidation for both groups when the training session was scheduled in the afternoon. Overall, our results indicate that the time-of-day positively influences motor skill consolidation and thus must be considered to optimize training protocols in sport and clinical domains to potentiate motor learning

Monitoring the ribosome dynamics at the single molecule level

International audienc

Acquisition and consolidation processes following motor imagery practice

It well-known that mental training improves skill performance. Here, we evaluated skill acquisition and consolidation after physical or motor imagery practice, by means of an arm pointing task requiring speed-accuracy trade-off. In the main experiment, we showed a significant enhancement of skill after both practices (72 training trials), with a better acquisition after physical practice. Interestingly, we found a positive impact of the passage of time (+ 6 h post training) on skill consolidation for the motor imagery training only, without any effect of sleep (+ 24 h post training) for none of the interventions. In a control experiment, we matched the gain in skill learning after physical training (new group) with that obtained after motor imagery training (main experiment) to evaluate skill consolidation after the same amount of learning. Skill performance in this control group deteriorated with the passage of time and sleep. In another control experiment, we increased the number of imagined trials (n = 100, new group) to compare the acquisition and consolidation processes of this group with that observed in the motor imagery group of the main experiment. We did not find significant differences between the two groups. These findings suggest that physical and motor imagery practice drive skill learning through different acquisition and consolidation processes