Effects of Maximizing Inertial Resistance on Performing and Learning a Motor Task

Abstract

An attempt was made to interfere with learning on a continuous rotational fine motor foot-tracking task by maximizing the effects of artificially increased mass (moment of inertia) through the employment of massed practice (MP). College men (N = 120) performed the first 25 trials under one of the following assigned practice conditions: C, E–1 (MP), E–2 (medium mass and MP), and E–3 (heavy mass and MP). After a 5-min rest, all groups performed the last 10 trials under control conditions. With the exception of C, there was no significant improvement in prerest performance for the three experimental groups. However, significant learning occurred in all groups with no difference in the amount learned among groups. There was no change in leg strength measured before and after tracking and little relationship between it and performance and learning. It was pointed out that severe, related physical fatigue, introduced before and maintained throughout early learning, offers the best chance to significantly depress motor learning.