Prabhu, N. M. | Search bioRxiv

bioRxiv2025

Response-optimised training improves learning of a complex motor task and closely related motor tasks

Regular physical exercise is essential for promoting healthy aging and longevity. In older adults with varying physical and cognitive decline, optimising exercise interventions is crucial to maximise benefits. A promising approach to achieve this goal is by adjusting task demands to individual abilities in turn preventing over- or underloading their abilities. In the field of motor learning, it is currently unclear whether such an optimised training improves not only performance on the trained task but also transfers to untrained motor and cognitive tasks. We conducted a randomised, single-blinded, 6-week dynamic balance training (DBT) with healthy older adults (n=30). Training was tailored to individual balance ability. Participants were assigned to either suboptimal (high or low difficulty) or optimal (moderate difficulty) training groups. Transfer effects were assessed via cognitive tasks (memory and executive) and motor tasks (untrained DBT variations and other balance tasks) measured pre-, mid- and post-intervention. Multivariate longitudinal statistical analysis showed higher performance gains in the optimal training group in three out of six sessions compared to the suboptimal groups, especially under testing conditions with high task demands. The optimal group also showed greater improvements in near motor transfer tasks mid- and post-intervention, while no significant differences were observed in the cognitive tasks. Within-group DBT learning positively correlated with transfer gains, highlighting the role of training response in achieving transfer. In conclusion, optimised task difficulty in balance training enhances both task-specific performance and related motor skills, supporting the use of personalised interventions to maintain function and independence in older adults. HighlightsO_LIOptimisation of training difficulty based on individuals abilities enables early learning gains. C_LIO_LIModerate difficulty training may be optimal for improvements in task-specific and untrained near motor transfer tasks. C_LIO_LIResponse to training is a vital predictor of transfer potential. C_LI

neuroscience↗

bioRxiv2023

Online stimulation of the prefrontal cortex during practice increases motor variability and modulates later cognitive transfer: a randomized, double-blinded and sham-controlled tDCS study

BackgroundThe benefits of learning a motor skill extend to improved task-specific cognitive abilities. The mechanistic underpinnings of this motor-cognition relationship potentially rely on overlapping neural resources involved in both processes, an assumption lacking causal evidence. ObjectivesWe hypothesize that interfering with prefrontal networks would affect concurrent motor skill performance, long-term learning and associated cognitive functions dependent on similar networks (transfer). MethodsWe conducted a randomized, double-blinded, sham-controlled brain stimulation study using transcranial direct current stimulation (tDCS) in young adults spanning over three weeks to assess the role of the prefrontal regions in learning a complex balance task and long-term cognitive performance. ResultsBalance training combined with active tDCS led to higher performance variability in the trained task as compared to the sham group, without affecting the learning rate. Furthermore, active tDCS also positively impacted performance in untrained motor and cognitive tasks. ConclusionThe findings of this study help ascertaining the networks directly involved in learning a complex motor task and its implications on cognitive function. Hence, opening up the possibility of harnessing the observed frontal networks involved in resource mobilization in instances of aging, brain lesion/injury or dysfunction.

neuroscience↗