Snow Nicholas J, Mang Cameron S, Roig Marc, McDonnell Michelle N, Campbell Kristin L, Boyd Lara A
Graduate Program in Rehabilitation Sciences, Faculty of Medicine, University of British Columbia, Vancouver, Canada.
School of Physical and Occupational Therapy, McGill University, Montréal, Canada.
PLoS One. 2016 Feb 22;11(2):e0150039. doi: 10.1371/journal.pone.0150039. eCollection 2016.
There is evidence for beneficial effects of acute and long-term exercise interventions on several forms of memory, including procedural motor learning. In the present study we examined how performing a single bout of continuous moderate intensity aerobic exercise would impact motor skill acquisition and retention in young healthy adults, compared to a period of rest. We hypothesized that exercise would improve motor skill acquisition and retention, compared to motor practice alone.
Sixteen healthy adults completed sessions of aerobic exercise or seated rest that were immediately followed by practice of a novel motor task (practice). Exercise consisted of 30 minutes of continuous cycling at 60% peak O2 uptake. Twenty-four hours after practice, we assessed motor learning with a no-exercise retention test (retention). We also quantified changes in offline motor memory consolidation, which occurred between practice and retention (offline). Tracking error was separated into indices of temporal precision and spatial accuracy.
There were no differences between conditions in the timing of movements during practice (p = 0.066), at retention (p = 0.761), or offline (p = 0.966). However, the exercise condition enabled participants to maintain spatial accuracy during practice (p = 0.477); whereas, following rest performance diminished (p = 0.050). There were no significant differences between conditions at retention (p = 0.532) or offline (p = 0.246).
An acute bout of moderate-intensity aerobic exercise facilitated the maintenance of motor performance during skill acquisition, but did not influence motor learning. Given past work showing that pairing high intensity exercise with skilled motor practice benefits learning, it seems plausible that intensity is a key modulator of the effects of acute aerobic exercise on changes in complex motor behavior. Further work is necessary to establish a dose-response relationship between aerobic exercise and motor learning.
有证据表明，急性和长期运动干预对多种形式的记忆具有有益影响，包括程序性运动学习。在本研究中，我们探讨了与一段休息时间相比，进行单次连续中等强度有氧运动对年轻健康成年人运动技能习得和保持的影响。我们假设，与单纯的运动练习相比，运动将改善运动技能的习得和保持。
16名健康成年人完成了有氧运动或坐姿休息课程，随后立即进行一项新的运动任务练习（练习）。运动包括在60%的峰值摄氧量下连续骑行30分钟。练习24小时后，我们通过无运动保持测试（保持）评估运动学习情况。我们还量化了练习和保持之间发生的离线运动记忆巩固变化（离线）。跟踪误差被分为时间精度和空间准确性指标。
在练习期间（p = 0.066）、保持时（p = 0.761）或离线时（p = 0.966），各条件下运动时间没有差异。然而，运动条件使参与者在练习期间能够保持空间准确性（p = 0.477）；而休息后表现下降（p = 0.050）。在保持时（p = 0.532）或离线时（p = 0.246），各条件之间没有显著差异。
一次急性中等强度有氧运动促进了技能习得期间运动表现的维持，但不影响运动学习。鉴于过去的研究表明，将高强度运动与熟练的运动练习相结合有利于学习，强度似乎是急性有氧运动对复杂运动行为变化影响的关键调节因素。有必要进一步开展工作，以建立有氧运动与运动学习之间的剂量反应关系。
