Effects of a single bout of aerobic exercise on motor skill acquisition and consolidation: a comparison of different exercise intensities

Conference contribution
(Abstract of lecture)


Publication Details

Author(s): Wanner P, Müller T, Pfeifer K, Steib S
Editor(s): Klostermann, A., Vater, C., & Hossner, E.-J.
Publication year: 2019
Conference Proceedings Title: Abstractband zur 16. Jahrestagung der dvs-Sektion Sportmotorik
Language: English


Abstract



Introduction

Recent evidence suggests
that single bouts of aerobic exercise performed in close proximity to motor
practice can enhance skill acquisition (online learning) and consolidation
(offline learning) (Roig et al., 2016). High-intensity bouts have been
suggested to be particularly effective in improving consolidation, whereas
moderate-intensity bouts may enhance skill acquisition. However, this suggested
dose-response relationship has not been investigated systematically. Thus, the
aim of this study was to investigate the effects of aerobic exercise i) carried
out immediately prior to motor practice, and ii) performed at different
exercise intensities on learning a novel balancing task.

Methods

49 healthy young adults
(age: 25.41 ± 2.86; BMI: 23.09 ± 2.36) were randomized into one of three groups
performing either 1) high-intensity interval exercise at 90%/60% Wmax
(EX-H; n = 15), 2) moderate-intensity interval exercise at 45%/25% Wmax
(EX-M; n = 17), or 3) continuous minimal-intense exercise at 25 W (CON; n = 17)
for a total of 17 minutes immediately prior to practicing a motor skill. The
motor task required participants to stand on a tiltable (20°) platform (stabilometer),
and to balance it in a horizontal position for 30 seconds. For each
experimental condition, subjects performed 15 trials, followed by a retention
test (1 block of 3 trials) 24 hours later. Time in balance (platform within ±5°
from horizontal) was calculated for each trial and within- and between-group
differences in online learning (skill improvement from baseline to last
acquisition trial) and offline learning (performance change from last
acquisition to first retention block) analyzed using repeated-measures ANOVA. 

Results

On acquisition day, all
participants significantly improved balance time (F8.7,398.9 = 26.6;
p < .001) with no differences observed between experimental conditions (F2,46
= 0.3; p = .733). Similarly, there were no differences in offline learning
gains between groups (F2,46 = 1.115; p = .337).

Discussion

Motor skill acquisition as
well as consolidation was not improved by aerobic exercise, irrespective of
exercise intensity. The present findings do not confirm the positive effects of
high-intensity aerobic exercise on motor learning, when exercise is performed
immediately prior to motor skill practice and may indicate modulating effects
of the motor learning task.

References

Roig, M., Thomas, R., Mang,
C. S., Snow, N. J., Ostadan, F., Boyd, L. A. et al. (2016). Time-Dependent
Effects of Cardiovascular Exercise on Memory. Exercise and sport sciences
reviews, 44
(2), 81-88. doi:10.1249/JES.0000000000000078


FAU Authors / FAU Editors

Müller, Theresa
Lehrstuhl für Sportwissenschaft mit dem Schwerpunkt Bewegung und Gesundheit
Pfeifer, Klaus Prof. Dr.
Lehrstuhl für Sportwissenschaft mit dem Schwerpunkt Bewegung und Gesundheit
Steib, Simon Dr.
Lehrstuhl für Sportwissenschaft mit dem Schwerpunkt Bewegung und Gesundheit
Wanner, Philipp
Lehrstuhl für Sportwissenschaft mit dem Schwerpunkt Bewegung und Gesundheit


How to cite

APA:
Wanner, P., Müller, T., Pfeifer, K., & Steib, S. (2019, January). Effects of a single bout of aerobic exercise on motor skill acquisition and consolidation: a comparison of different exercise intensities. Paper presentation at Sportmotorik 2019: Adaptation, Lernen und virtuelle Welten, Bern, CH.

MLA:
Wanner, Philipp, et al. "Effects of a single bout of aerobic exercise on motor skill acquisition and consolidation: a comparison of different exercise intensities." Presented at Sportmotorik 2019: Adaptation, Lernen und virtuelle Welten, Bern Ed. Klostermann, A., Vater, C., & Hossner, E.-J., 2019.

BibTeX: 

Last updated on 2019-01-02 at 16:15