优化老年人的运动学习。
Optimizing Motor Learning in Older Adults.
机构信息
Department of Motor Behavior, University of Isfahan, Isfahan, Iran.
Department of Kinesiology and Exercise Sciences, University of Hawaii at Hilo, Hilo, Hawaii, USA.
出版信息
J Gerontol B Psychol Sci Soc Sci. 2024 Jan 1;79(1). doi: 10.1093/geronb/gbad120.
OBJECTIVES
According to the Optimizing Performance Through Intrinsic Motivation and Attention for Learning (OPTIMAL) theory of Wulf and Lewthwaite, enhanced expectancies (EE), autonomy support (AS), and an external focus (EF) of attention facilitate motor performance and learning. The present study examined whether consecutive implementation of EE, AS, and EF during practice would enhance the learning of a square-stepping task in older adults.
METHODS
Participants were randomly assigned to optimized and control groups. After the pretest, 1 of the 3 factors was implemented during each of the three 12-trial practice blocks, in a counterbalanced order, in the optimized group: positive feedback (EE), choice of mat color (AS), and instructions to focus on the squares (EF). Control group participants practiced without any of these factors.
RESULTS
Results indicated that the optimized group had faster movement times than the control group during the practice phase and on 24-hr retention and transfer tests.
DISCUSSION
The key variables in the OPTIMAL theory can be applied sequentially in order to facilitate motor performance and learning in older adults.
目的
根据 Wulf 和 Lewthwaite 的内在激励和注意促进学习的最优化（OPTIMAL）理论，增强的期望（EE）、自主性支持（AS）和注意的外部焦点（EF）有助于运动表现和学习。本研究考察了在练习过程中连续实施 EE、AS 和 EF 是否会增强老年人的踏步任务学习。
方法
参与者被随机分配到优化组和对照组。在预测试后，在优化组中，在三个 12 次试验练习块中的每一个中，以平衡的顺序实施 3 个因素中的 1 个：积极反馈（EE）、垫子颜色选择（AS）和专注于正方形的指令（EF）。对照组的参与者在练习中没有使用这些因素。
结果
结果表明，在练习阶段以及 24 小时保留和转移测试中，优化组的运动时间比对照组更快。
讨论
OPTIMAL 理论中的关键变量可以按顺序应用，以促进老年人的运动表现和学习。
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