Effects of Increasing Inertial Resistance on Performance and Learning of a Training Task

Abstract

Ninety college men were assigned to one of three control-resistance conditions to determine the effects of artifically increased mass (moment of inertia) on performance and learning of a continuous rotational-type fine motor tracking task. All subjects performed the first 25 trials under their respective conditions: (C), intermediate mass (E-1), and heavy mass (E-2); after a 5-min. rest all groups completed the last 10 trials under control conditions. While the pretest performance of E-2 was significantly depressed compared with C and E-1, and significant learning occurred within each groups, there was no difference in the amount learned among groups. There was little relationship between static strength (measured on the tracking leg in the movement position) and either performance or learning scores. Also, there were no changes in strength performance either within or among groups. The belief that effective motor learning depends on so called “optimal conditions” was seriously questioned.