Unveiling the Persistent Dynamics of Visual-Motor Skill via Drifting Markov Modeling.

This study investigates the climbing dynamics of learning on a long-time scale, by using Drifting Markov models. Climbing constitutes a complex decision-making task that requires effective visual-motor coordination and exploration of the environment. Drifting Markov models, is a class of constrained heterogeneous Markov processes that allow the modeling of data that exhibit heterogeneity.

Promoting Exploration During Learning: Effect of Imposed and Self-Controlled Practice Schedules on Learners' Behavioral Flexibility.

Enriching learners' motor repertoires in a complex pluri-articular task, such as climbing, could help learners' adaptation to various sets of task constraints. Promoting exploration with variable practice conditions is one solution recurrently proposed. However, recent studies have shown that a too elevated exploration-exploitation ratio during practice could impair learning.

Exploring in a climbing task during a learning protocol: a complex sense-making process.

In perceptual-motor learning, constant and variable practice conditions have been found to have differential effects on learners' exploratory activity and their ability to transfer their skills to novel environments. However, how learners make sense of these practice conditions during practice remains unclear. This study aimed to analyse learners' experiences of different practice conditions during a climbing learning protocol and to examine how these experiences might further inform learners' exploratory activity.

Evaluating transfer prediction using machine learning for skill acquisition study under various practice conditions.

Recent research highlighted the interest in 1) investigating the effect of variable practice on the dynamics of learning and 2) modeling the dynamics of motor skill learning to enhance understanding of individual pathways learners. Such modeling has not been suitable for predicting future performance, both in terms of retention and transfer to new tasks. The present study attempted to quantify, by means of a machine learning algorithm, the prediction of skill transfer for three practice conditions in a climbing task: constant practice (without any modifications applied during learning), imposed variable practice (with graded contextual modifications, i.

Visual control during climbing: Variability in practice fosters a proactive gaze pattern.

In climbing, the visual system is confronted with a dual demand: controlling ongoing movement and searching for upcoming movement possibilities. The aims of the present research were: (i) to investigate the effect of different modes of practice on how learners deal with this dual demand; and (ii) to analyze the extent this effect may facilitate transfer of learning to a new climbing route. The effect of a constant practice, an imposed schedule of variations and a self-controlled schedule of variations on the gaze behaviors and the climbing fluency of novices were compared.

The Ecological Dynamics Framework: An Innovative Approach to Performance in Extreme Environments: A Narrative Review.

(1) Background: Uncertainty in extreme sports performance environments, such as climbing, provides considerable psycho-emotional and physiological demands, notably due to the many different environments in which climbing can be performed. This variety of environments, conditions of practice and engagement would challenge the acquisition of perceptual-motor skills; (2) Methods: To better understand how perceptual-motor skills are controlled and acquired in climbing, we proposed a narrative review anchored in the ecological dynamics theoretical framework and showed how this theoretical framework would support a nonlinear pedagogy to skill acquisition and to design safe learning and training situations that are representative of extreme performance contexts; (3) Results: We explained three theoretical pillars and we provide examples for design intervention following nonlinear pedagogy, notably (i) to set a constraint-led approach (in particular task constraint), (ii) to implement conditions of practice (constant vs. variable, imposed vs.

Learning and transfer of perceptual-motor skill: Relationship with gaze and behavioral exploration.

Visual and haptic exploration were shown to be central modes of exploration in the development of locomotion. However, it is unclear how learning affects these modes of exploration in locomotor task such as climbing. The first aim of this study was to investigate the modifications of learners' exploratory activity during the acquisition of a perceptual-motor skill.

Assessment of fluency dynamics in climbing.

The aim of this study was to investigate the hold-by-hold climbing fluency dynamics by using an instrumented holds system that measured the contact time on each hold. Forty-four competitive climbers have been analysed in a regional lead climbing competition during a route composed of 41 instrumented holds on 11 m high artificial climbing wall and with a grade of difficulty 6b on the French scale (IRCRA reported scale: 13). After removing 10 climbers who fell before the top of the route, the 34 remaining climbers who completed the route were clustered according to their total contact time on each hold.

Exploring to learn and learning to explore.

In respect to ecological psychology processes of attunement and calibration, this critical review focusses on how exploratory behaviors may contribute to skilled perception and action, with particular attention to sport. Based on the theoretical insights of Gibson (The senses considered as perceptual systems, Houghton Mifflin, Boston, 1966) and Reed (Encountering the world: Toward an ecological psychology, Oxford University Press, New York, 1996), exploratory and performatory actions have been differentiated in numerous experiments to study the perception of opportunities of action. The distinction between exploratory and performatory actions has informed the study of infant behavior in developmental psychology.

Dynamics of Experience in a Learning Protocol: A Case Study in Climbing.

Many of the studies on motor learning have investigated the dynamics of learning behaviors and shown that the learning process is non-linear, self-organized, and situated. Aligned with this research trend, studies within the enactive paradigm focus on learners' lived experience to understand how it shapes their intentions, actions, and perceptions. Thus, a joint analysis of experiential and behavioral assessments might help to explain the dynamics of learning (e.