Physical-guidance benefits in learning a complex motor skill

The effects of physical guidance on learning to perform slalom-type movemen ts on a ski-simulator were examined in 22 participants (18 in Experiment 1, 4 in Experiment 2). In Experiment 1, 1 group of participants practiced the task with ski-poles whereas another group practiced without poles. Retenti on tests without poles were performed at the end of each of the 2 practice days and 1 day later. Although the use of poles produced more effective per formance in terms of movement amplitude during practice, both conditions le d to similar amplitudes in immediate and delayed retention. With regard to the efficiency of the movement pattern, the pole group demonstrated a more efficient coordination pattern than the no-pole group did, not only during practice but also in immediate (Day 2) and delayed retention. In Experiment 2, how the poles functioned to enhance the learning of a more efficient mo vement pattern was examined more closely. The results suggest that physical guidance can have beneficial effects not only on performance during practi ce but also-under certain conditions-on the learning of motor skills.