Tani Go, Corrêa Umberto Cesar, Basso Luciano, Benda Rodolfo Novellino, Ugrinowitsch Herbert, Choshi Koji
Nonlinear Dynamics Psychol Life Sci. 2014 Jan;18(1):47-65.
This article presents an outline of a non-equilibrium model, in which motor learning is explained as a continuous process of stabilization and adaptation. The article also shows how propositions derived from this model have been tested, and discusses possible practical implications of some supporting evidence to the teaching of motor skills. The stabilization refers to a process of functional stabilization that is achieved through negative feedback mechanisms. Initially, inconsistent and incorrect responses are gradually reduced, leading to a spatial-temporal patterning of the action. The adaptation is one in which new skills are formed from the reorganization of those already acquired through the flexibility of the system, reorganization of the skill structure, or self-organization. In order to provide learners with competency for adaptation, teachers should (a) guide students to learn motor skills taking into account that the stabilization of performance is just a transitory state that must be dismantled to achieve higher levels of complexity; (b) be clear which parts (micro) compose the skills and how they interact in order to form the whole (macro); (c) manipulate the skills in terms of their temporal, spatial, and/or spatiotemporal dimensions; (d) organize practice initially in a constant way, and then in a varied regimen (random) when the motor skills involve requirements of time and force; and, inversely for motor skills with spatial demands; and (e), provide a moderate frequency of feedback.
