The effect of learner-adapted practice schedule and task similarity on motivation and motor learning in older adults |
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| Affiliation: | 1. Department of Health and Kinesiology, University of Utah, Salt Lake City, UT, USA;2. US Army Medical Research Directorate-West, Walter Reed Army Institute of Research, Joint Base Lewis McChord, WA, USA;3. School of Kinesiology and Center for Neuroscience, Auburn University, Auburn, AL, USA;4. Program in Physical Therapy, Department of Neurology, Washington University School of Medicine, Saint Louis, MO, USA |
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| Abstract: | The purpose of the present study was to investigate the effect of learner-adapted practice schedule and task similarity on intrinsic motivation and motor learning in older adults. For this purpose, 60 right-handed older adults were randomly divided into six groups of blocked-similar, learner-adapted-similar, random-similar, blocked-dissimilar, learner-adapted-dissimilar, and random-dissimilar. Sequential timing was used as the task, and the intrinsic motivation questionnaire was used for measuring individuals' motivation. The learner-adapted practice was included performing the task in a combination of blocked, serial, and random orders according to error number in each block. The results showed that the learner-adapted practice significantly outperformed than other practice schedules in motivation and motor learning measures in similar and dissimilar conditions. Also, the random schedule resulted in superior performance than the blocked schedule in similar and dissimilar conditions. These findings were discussed according to the challenge point framework. |
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| Keywords: | Aging Challenge point framework Contextual interference Motivation Motor learning Parameterization |
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