Aging and Motor Learning of a Functional Motor Task

Abstract

Purpose: The purpose of this study was to compare the ability of older and younger adults to learn a functional motor task following a single session of directed practice. The task under investigation was the use of a standard walker to get into the passenger side of a four-door sedan using a specific procedure.Methods: Thirty younger community-dwelling adults (aged 20–35), and thirty older community-dwelling adults (aged 61–93), with no diagnosis of dementia and no prior experience using a walker were included in the study. Subjects received individual instruction using a predetermined instruction method and practice in the specific procedure for use of a walker to get into the passenger side of a car. The single practice session lasted a maximum of twenty minutes or 5 practice trials. Performance of the motor task was scored on a specially designed form during the final trial of the training session and again 48 hours later.Results: Younger adults scored significantly higher than the older adults on the final trial of the training session (p < .001), and on the test trial 48 hours after instruction (p < .001). Decline in performance of the motor task over 48 hours was significantly greater for the older adults (p <.002).Conclusion: These findings suggest that older adults do not acquire and maintain a functional motor skill as accurately as younger adults. Motor learning in older adults may be enhanced by expanded initial instruction and by scheduling practice sessions closer to application of the skill.