Detailed Information on Publication Record

APOLINARIO-SOUZA, Tercio, Natalia LELIS-TORRES, Stanisław Henryk CZYŻ and Guilherme Menezes LAGE. The Effect of Different Combinations of Practice Schedules on Motor Response Stability during Practice. JOURNAL OF MOTOR BEHAVIOR. UNITED STATES: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2023, vol. 55, No 2, p. 174-185. ISSN 0022-2895. Available from: https://dx.doi.org/10.1080/00222895.2022.2141677.

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Basic information
Original name	The Effect of Different Combinations of Practice Schedules on Motor Response Stability during Practice
Authors	APOLINARIO-SOUZA, Tercio (76 Brazil), Natalia LELIS-TORRES (76 Brazil), Stanisław Henryk CZYŻ (616 Poland, guarantor, belonging to the institution) and Guilherme Menezes LAGE (76 Brazil).
Edition	JOURNAL OF MOTOR BEHAVIOR, UNITED STATES, ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2023, 0022-2895.

Other information
Original language	English
Type of outcome	Article in a journal
Field of Study	30306 Sport and fitness sciences
Country of publisher	United States of America
Confidentiality degree	is not subject to a state or trade secret
WWW	URL
Impact factor	Impact factor: 1.400 in 2022
RIV identification code	RIV/00216224:14510/23:00130309
Organization unit	Faculty of Sports Studies
Doi	http://dx.doi.org/10.1080/00222895.2022.2141677
UT WoS	000890394800001
Keywords in English	motor learning; constant practice; variability of practice
Tags	rivok
Tags	International impact, Reviewed
Changed by	Changed by: Mgr. Pavlína Roučová, DiS., učo 169540. Changed: 21/3/2024 07:33.

Abstract
Many results in motor learning have indicated that relative and absolute timing dimensions are modulated by factors that modify response stability among trials. One of these factors is the combination of constant and variable practices. Although many researchers have investigated the combination of practice schedules, these researchers have used measurements that do not assess performance and motor response separately. This study aimed to investigate the effect of different combinations of practice schedules on motor response stability during practice. Participants performed a sequential key-pressing task with two goals: (1) to learn the relative timing dimension and (2) the absolute timing dimension. Participants were assigned to one of two groups: constant-variable or variable-constant. Our findings indicate an influence of the increase in variability over the practice in the constant-variable group. Precisely, the increase in variability of total time in the second half (constant-variable group) of practice was followed by the maintenance of the same level of cross-correlate between absolute timing error and variability of total time. Finally, our findings support the hypothesis that practicing in a constant schedule favors the relative timing dimension of learning regardless of the order in which the constant practice is provided.

Abstract

Many results in motor learning have indicated that relative and absolute timing dimensions are modulated by factors that modify response stability among trials. One of these factors is the combination of constant and variable practices. Although many researchers have investigated the combination of practice schedules, these researchers have used measurements that do not assess performance and motor response separately. This study aimed to investigate the effect of different combinations of practice schedules on motor response stability during practice. Participants performed a sequential key-pressing task with two goals: (1) to learn the relative timing dimension and (2) the absolute timing dimension. Participants were assigned to one of two groups: constant-variable or variable-constant. Our findings indicate an influence of the increase in variability over the practice in the constant-variable group. Precisely, the increase in variability of total time in the second half (constant-variable group) of practice was followed by the maintenance of the same level of cross-correlate between absolute timing error and variability of total time. Finally, our findings support the hypothesis that practicing in a constant schedule favors the relative timing dimension of learning regardless of the order in which the constant practice is provided.