Exercise Effects on Motor Skill Consolidation and Intermuscular Coherence Depend on Practice Schedule
Bibliographic record
Abstract
Cardiorespiratory or aerobic exercise immediately after practice of an upper-extremity motor skill task can facilitate skill consolidation, as demonstrated by enhanced performances at 24 h and 7-day retention tests. The purpose of this study was to examine the effect of acute cardiorespiratory exercise on motor skill consolidation when skill practice involved low and high levels of contextual interference introduced through repetitive and interleaved practice schedules, respectively. Forty-eight young healthy adults were allocated to one of four groups who performed either repetitive or interleaved practice of a pinch grip motor sequence task, followed by either a period of seated rest or a bout of high-intensity interval cycling. At pre- and post-practice and 24 h and 7-day retention tests, we assessed motor skill performance and β-band (15–35 Hz) intermuscular coherence using surface electromyography (EMG) collected from the abductor pollicis brevis and first dorsal interosseous. At the 7-day retention test, off-line consolidation was enhanced in the cardiorespiratory exercise relative to the rest group, but only among individuals who performed interleaved motor skill practice (p = 0.02). Similarly, at the 7-day retention test, β-band intermuscular coherence increased to a greater extent in the exercise group than in the rest group for those who performed interleaved practice (p = 0.02). Under the present experimental conditions, cardiorespiratory exercise preferentially supported motor skill consolidation and change in intermuscular coherence when motor skill practice involved higher rather than lower levels of contextual interference.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".