The role of speed-based strategy instruction on learning and transfer of motor sequences in a complex task

Study aim: The purpose of this study was to investigate the impact of speed-based strategy instruction on motor sequence learning and transfer. Material and methods: Male participants (n = 30, 18 to 24 years old) were assigned to one of the groups based on instruction. Motor sequence learning was examined using the complex dynamic arm movement task. Two sets of speed and control instructions completed ten blocks of 100 trials in the acquisition phase followed by the retention and transfer test after 24 hours. Results: Mixed analysis of variance (2×10 and 2×4) and the independent samples t-test were used to examine the data. The results demonstrated that element response time and error of prediction in both groups were significantly improved in the acquisition phase (P < 0.05), but in the 24-hour retention test, the speed group had a significantly better element response time than the control group (P < 0.05). Furthermore, the findings of the independent samples t-test in the transfer test revealed that element duration and error rate were significantly better in the speed group than the control group (P < 0.05). Conclusions: According to the data, when compared to the conventional technique, in which participants were not given any special instructions, the speed-based instruction resulted in greater acquisition of the acquired motor sequence and better transfer of a new sequence.