Physical Assistance Devices in Complex Motor Skill Learning: Benefits of a Self-Controlled Practice Schedule

TLDR

The study investigates whether allowing learners to self‑control the use of physical assistance devices improves acquisition of a complex motor skill on a ski simulator. Participants practiced slalom movements on a ski simulator with ski poles; the self‑control group could request poles at will, while the yoked group received poles on a fixed schedule. During practice no differences were observed, but on a retention test without poles the self‑control group achieved significantly larger movement amplitudes, demonstrating a learning advantage of self‑controlled assistance.

Abstract

Abstract This study examines the effects of a self-controlled use of physical assistance devices on learning a complex motor skill (i.e., producing slalom-type movements on a ski simulator). Physical assistance was provided by ski poles. One group of learners (self-control) was provided with the poles whenever they requested them, whereas another (yoked) group had no influence on the pole/no-pole schedule. While there were no group differences during the practice phase (Days 1 and 2), clear group differences emerged in the retention test without poles (Day 3). The self-control group produced significantly larger amplitudes than the yoked group. These results extend previous findings by showing learning advantages of the self-controlled use of physical assistance devices in complex motor skill learning.