Abstract
Although observational motor learning is one method of skill acquisition, this type of motor learning is not equally effective for all individuals. To clarify factors associated with the effectiveness of motor learning, we examined the association between model-observational skill acquisition and the Autism-Spectrum Quotient (AQ), which is reportedly associated with motor learning via visual information. Twenty healthy adults performed the Kendama task. The participants practiced under three conditions: using their own methods (self), following observation of model actions (model-observation), and following observation of their own actions (self-observation). Measurement trials were performed 20 times prior to self-practice sessions and after each practice session. Success ratios were calculated for each measurement trial. All participants completed the AQ. The difference in success ratios for measurement sessions following practices between the self and model-observation conditions was significantly negatively correlated with AQ scores. Individuals with low AQ values can more easily acquire skills via model-observational motor learning than those with relatively higher AQ values.
Highlights
Skills can be acquired via motor learning
We investigated the association between Autism-Spectrum Quotient (AQ) scores and model-observational skill acquisition, as well as the association between motor imagery and self-observational skill acquisition
We observed a significant correlation between AQ scores and post-pre residuals, neither visual nor kinesthetic motor imagery exhibited a significant correlation with self-post residuals
Summary
Observational motor learning is one method of motor learning; it involves physical practice following observation of self-actions or actions of another [2] [3] [4]. This type of motor learning is applied in sport-related scenarios [5], and during balance training following stroke [6] [7]. Since direct skill acquisition may be difficult for athletes or patients undergoing rehabilitation, instructors and therapists must determine the type of motor learning most suited to each patient (e.g., model-observational motor learning). Model-observational motor learning is one of the effective methods for skill acquisition [8]. A specialized tool is needed to determine whether model-observational motor learning is appropriate
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