Effects of instruction on muscle activity and force production during load lifting [Dataset]
Traditionally, coaches have relied on explicit instruction to enhance motor learning and performance during exercise. However, analogy learning has emerged as an effective alternative for improving motor learning and performance. This study aimed to investigate the effects of analogy (ANA) and expli...
| Autores: | , , , |
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| Tipo de recurso: | conjunto de datos |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/155782 |
| Acceso en línea: | https://hdl.handle.net/11441/155782 https://doi.org/10.12795/11441/155782 |
| Access Level: | acceso abierto |
| Palabra clave: | Explicit learning implicit learning cueing motor control coaching electromyography force production Aprendizaje explícito aprendizaje implícito electromiografía producción de fuerza |
| Sumario: | Traditionally, coaches have relied on explicit instruction to enhance motor learning and performance during exercise. However, analogy learning has emerged as an effective alternative for improving motor learning and performance. This study aimed to investigate the effects of analogy (ANA) and explicit (EXP) instructions on performance and muscle activity during a weightlifting task. Twenty novice participants were randomly and counterbalanced instructed through ANA, EXP or control instruction prior to a weightlifting task (i.e., both isometric and dynamic lifting tasks). The experiment spanned three days, encompassing familiarization (day 1), control and experimental condition 1 (day 2), and experimental condition 2 (day 3). Muscle activity, force production, and declared knowledge were assessed using a within-participants comparative design. Participants exhibited significant changes in lower limb electromyography after instruction, regardless of the type (p < 0.05). Additionally, the rate of force development (RFD) in the first 200 ms was notably lower in the EXP group (p < 0.05), while the control instruction showed higher force production than EXP and ANA (p < 0.05). In conclusion, these findings suggest that when seeking maximum force production, no instruction may be the best option, except for rapid force production, in which analogy is not lower than control instruction. Nonetheless, the instruction can produce a reorganization in motor control, favoring a greater participation of the lower limbs. |
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