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Papers by Hendrik Beckmann
Verschiedene Theorien zum motorischen Lernen und zum Techniktraining können nach in der Theorie d... more Verschiedene Theorien zum motorischen Lernen und zum Techniktraining können nach in der Theorie des Differenziellen Lehrens und Lernens zusammengefasst werden: Der Zusammenhang zwischen dem "Rauschen" während der Aneignungsphase einer Bewegung und dem Lernerfolg pro Zeit scheint sich dabei durch eine umgekehrt U-förmige Kurve darstellen zu lassen (Schöllhorn et al., im Druck). Das Ziel des Projekts "Optimaler Variationsumfang im Techniktraining" besteht im Vergleich verschiedener Techniktrainingsinterventionen mit unterschiedlichem "Rauschen" während einer Interventionsphase. Als Untersuchungsgegenstand werden der Torschuss mit dem Vorhand-Schiebeball (Schieben) und Vorhand-Schlenzball (Schlenzen) im Hallenhockey (FIH, 2008) ausgewählt, deren Zielpräzision die abhängige Variable dieser Studie bildet. Das Rauschen oder der Variationsumfang wird während des Trainingsexperiments durch die Variation des Zielbereichs und die Variation der Bewegungsausführung beim Torschuss erzeugt. Aus diesen beiden Variationsmöglichkeiten werden für die folgende Studie vier verschiedene Trainingsinterventionen (unabhängige Variable) abgeleitet, deren Variationsumfang sukzessive zunimmt (KI: gering -DL 3: hoch; vgl. Tabelle 1).
Introduction According to Porter and Magill (2010) motor learning is enhanced by increasing the a... more Introduction According to Porter and Magill (2010) motor learning is enhanced by increasing the amount of contextual interference (CI) because that way the practice schedule is gradually fitted to the changing characteristics of the learner during skill acquisition. The differencial learning approach (DL; Schöllhorn, 2000) again emphasizes stochastic movement variations (changes in geometry, velocity, acceleration, and rhythm at each joint) to enhance motor learning and to cope with the constantly changing learner in order to improve situation adapted behavior (Schöllhorn et al., 2009). The following study investigates if high (random) CI, increasing CI or DL lead to different learning phenomena. Methods Thirty basketball novices were randomly assigned to three groups: Random CI, Increasing CI or DL. Participants practiced three different basketball passes (chest, overhead, single arm) over a 5-m-distance with 30 trials of each pass (90 trials in 9 blocks) on one day. Group Random C...
International journal of sport psychology
components rather than by component processes alone. The enhancement of fluctuations close to the... more components rather than by component processes alone. The enhancement of fluctuations close to the failure point suggest that the task failure may be produced by a task specific constellations of constraints which destabilize the previous state and give a way to self-organization and transition to a more stable state. Thus, the generic mechanism of the task failure might be universal, i.e. loss of stability, despite the task specificity of the constraints that characterize the developing fatigue.
Despite the advantages of the constraints-led or cognition-based perspectives on motor learning, ... more Despite the advantages of the constraints-led or cognition-based perspectives on motor learning, we should keep in mind that perspectives provide a constructive though sometimes constrictive basis for the development of models and theories. Theories always suggest models for certain phenomena that are simplified projections of reality .
![Research paper thumbnail of Auswirkungen eines verteilten Differenziellen Lernens auf das Lernen großmotorischer Bewegungen bei Novizen am Beispiel Hockey [german, Effects of spaced differencial learning on learning a grossmotor hockey task in novices]](https://attachments.academia-assets.com/47522731/thumbnails/1.jpg)
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![Research paper thumbnail of Differenzielles Lernen im Turnen am Beispiel des Handstützüberschlags [german, Differencial learning in the gymnastic handspring]](https://attachments.academia-assets.com/47522726/thumbnails/1.jpg)
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Introduction The differencial learning (DL) approach (Schöllhorn, 2000) uses self induced stochas... more Introduction The differencial learning (DL) approach (Schöllhorn, 2000) uses self induced stochastic variations in order to initiate a self organized learning process. In motor learning these variations cover changes in geometry, velocity, acceleration, and rhythm at each joint as well as changes in environmental circumstances. Previous studies (e.g. Wagner et al., 2008) showed benefits for this approach in learning and optimizing motor skills. Beside supporting the individual strength of a learner the increase of fluctuations around the to-be-learned movement in DL intends to cope with a constantly changing (living) system in order to improve situation specific behavior (Schöllhorn et al., 2009). The aim of this study was to look for the influence of the variance which is caused by interceptions of different length between the intervention sessions on the learning process. Methods The hockey dribbling performance of 23 novices (physical education students, mean age: 25.5 years, sd:...
Medicina (Kaunas, Lithuania), 2010
Traditional causal modeling of health interventions tends to be linear in nature and lacks multid... more Traditional causal modeling of health interventions tends to be linear in nature and lacks multidisciplinarity. Consequently, strategies for exercise prescription in health maintenance are typically group based and focused on the role of a common optimal health status template toward which all individuals should aspire. In this paper, we discuss inherent weaknesses of traditional methods and introduce an approach exercise training based on neurobiological system variability. The significance of neurobiological system variability in differential learning and training was highlighted. Our theoretical analysis revealed differential training as a method by which neurobiological system variability could be harnessed to facilitate health benefits of exercise training. It was observed that this approach emphasizes the importance of using individualized programs in rehabilitation and exercise, rather than group-based strategies to exercise prescription. Research is needed on potential benef...
Motor learning in practice. A …, 2010
Leistungssport, 2006
Page 1. 'JïïMU^rl 1 ' I ïi.'1 Hendrik Beckmann/Wolfgang I. Schöllhorn Differenzielles... more Page 1. 'JïïMU^rl 1 ' I ïi.'1 Hendrik Beckmann/Wolfgang I. Schöllhorn Differenzielles Lernen im Kugelstoßen „Man kann niemanden überholen, wenn man in seine Fußstapfen tritt." - Dieser Aphorismus des französischen Re-gisseurs ...
Group, 2006
Page 1. In: Schöllhorn, WI, Bohn, C., Jäger, JM, Schaper, H., Alichmann, M. (Hrsg.) (2003): Europ... more Page 1. In: Schöllhorn, WI, Bohn, C., Jäger, JM, Schaper, H., Alichmann, M. (Hrsg.) (2003): European Workshop on Movement Science. Köln: Sport und Buch Strauß, 68. Differencial learning in shot put Hendrik Beckmann, Wolfgang ...
International journal of …, 2006
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Biological Cybernetics, 2008
Differential learning is a learning concept that assists subjects to find individual optimal perf... more Differential learning is a learning concept that assists subjects to find individual optimal performance patterns for given complex motor skills. To this end, training is provided in terms of noisy training sessions that feature a large variety of between-exercises differences. In several previous experimental studies it has been shown that performance improvement due to differential learning is higher than due to traditional learning and performance improvement due to differential learning occurs even during post-training periods. In this study we develop a quantitative dynamical systems approach to differential learning. Accordingly, differential learning is regarded as a self-organized process that results in the emergence of subject-and context-dependent attractors. These attractors emerge due to noise-induced bifurcations involving order parameters in terms of learning rates. In contrast, traditional learning is regarded as an externally driven process that results in the emergence of environmentally specified attractors. Performance improvement during post-training periods is explained as an hysteresis effect. An order parameter equation for differential learning involving a fourth-order polynomial potential is discussed explicitly. New predictions concerning the relationship between traditional and differential learning are derived.
International journal of sport psychology
Verschiedene Theorien zum motorischen Lernen und zum Techniktraining können nach in der Theorie d... more Verschiedene Theorien zum motorischen Lernen und zum Techniktraining können nach in der Theorie des Differenziellen Lehrens und Lernens zusammengefasst werden: Der Zusammenhang zwischen dem "Rauschen" während der Aneignungsphase einer Bewegung und dem Lernerfolg pro Zeit scheint sich dabei durch eine umgekehrt U-förmige Kurve darstellen zu lassen (Schöllhorn et al., im Druck). Das Ziel des Projekts "Optimaler Variationsumfang im Techniktraining" besteht im Vergleich verschiedener Techniktrainingsinterventionen mit unterschiedlichem "Rauschen" während einer Interventionsphase. Als Untersuchungsgegenstand werden der Torschuss mit dem Vorhand-Schiebeball (Schieben) und Vorhand-Schlenzball (Schlenzen) im Hallenhockey (FIH, 2008) ausgewählt, deren Zielpräzision die abhängige Variable dieser Studie bildet. Das Rauschen oder der Variationsumfang wird während des Trainingsexperiments durch die Variation des Zielbereichs und die Variation der Bewegungsausführung beim Torschuss erzeugt. Aus diesen beiden Variationsmöglichkeiten werden für die folgende Studie vier verschiedene Trainingsinterventionen (unabhängige Variable) abgeleitet, deren Variationsumfang sukzessive zunimmt (KI: gering -DL 3: hoch; vgl. Tabelle 1).
Introduction According to Porter and Magill (2010) motor learning is enhanced by increasing the a... more Introduction According to Porter and Magill (2010) motor learning is enhanced by increasing the amount of contextual interference (CI) because that way the practice schedule is gradually fitted to the changing characteristics of the learner during skill acquisition. The differencial learning approach (DL; Schöllhorn, 2000) again emphasizes stochastic movement variations (changes in geometry, velocity, acceleration, and rhythm at each joint) to enhance motor learning and to cope with the constantly changing learner in order to improve situation adapted behavior (Schöllhorn et al., 2009). The following study investigates if high (random) CI, increasing CI or DL lead to different learning phenomena. Methods Thirty basketball novices were randomly assigned to three groups: Random CI, Increasing CI or DL. Participants practiced three different basketball passes (chest, overhead, single arm) over a 5-m-distance with 30 trials of each pass (90 trials in 9 blocks) on one day. Group Random C...
International journal of sport psychology
components rather than by component processes alone. The enhancement of fluctuations close to the... more components rather than by component processes alone. The enhancement of fluctuations close to the failure point suggest that the task failure may be produced by a task specific constellations of constraints which destabilize the previous state and give a way to self-organization and transition to a more stable state. Thus, the generic mechanism of the task failure might be universal, i.e. loss of stability, despite the task specificity of the constraints that characterize the developing fatigue.
Despite the advantages of the constraints-led or cognition-based perspectives on motor learning, ... more Despite the advantages of the constraints-led or cognition-based perspectives on motor learning, we should keep in mind that perspectives provide a constructive though sometimes constrictive basis for the development of models and theories. Theories always suggest models for certain phenomena that are simplified projections of reality .
Introduction The differencial learning (DL) approach (Schöllhorn, 2000) uses self induced stochas... more Introduction The differencial learning (DL) approach (Schöllhorn, 2000) uses self induced stochastic variations in order to initiate a self organized learning process. In motor learning these variations cover changes in geometry, velocity, acceleration, and rhythm at each joint as well as changes in environmental circumstances. Previous studies (e.g. Wagner et al., 2008) showed benefits for this approach in learning and optimizing motor skills. Beside supporting the individual strength of a learner the increase of fluctuations around the to-be-learned movement in DL intends to cope with a constantly changing (living) system in order to improve situation specific behavior (Schöllhorn et al., 2009). The aim of this study was to look for the influence of the variance which is caused by interceptions of different length between the intervention sessions on the learning process. Methods The hockey dribbling performance of 23 novices (physical education students, mean age: 25.5 years, sd:...
Medicina (Kaunas, Lithuania), 2010
Traditional causal modeling of health interventions tends to be linear in nature and lacks multid... more Traditional causal modeling of health interventions tends to be linear in nature and lacks multidisciplinarity. Consequently, strategies for exercise prescription in health maintenance are typically group based and focused on the role of a common optimal health status template toward which all individuals should aspire. In this paper, we discuss inherent weaknesses of traditional methods and introduce an approach exercise training based on neurobiological system variability. The significance of neurobiological system variability in differential learning and training was highlighted. Our theoretical analysis revealed differential training as a method by which neurobiological system variability could be harnessed to facilitate health benefits of exercise training. It was observed that this approach emphasizes the importance of using individualized programs in rehabilitation and exercise, rather than group-based strategies to exercise prescription. Research is needed on potential benef...
Motor learning in practice. A …, 2010
Leistungssport, 2006
Page 1. 'JïïMU^rl 1 ' I ïi.'1 Hendrik Beckmann/Wolfgang I. Schöllhorn Differenzielles... more Page 1. 'JïïMU^rl 1 ' I ïi.'1 Hendrik Beckmann/Wolfgang I. Schöllhorn Differenzielles Lernen im Kugelstoßen „Man kann niemanden überholen, wenn man in seine Fußstapfen tritt." - Dieser Aphorismus des französischen Re-gisseurs ...
Group, 2006
Page 1. In: Schöllhorn, WI, Bohn, C., Jäger, JM, Schaper, H., Alichmann, M. (Hrsg.) (2003): Europ... more Page 1. In: Schöllhorn, WI, Bohn, C., Jäger, JM, Schaper, H., Alichmann, M. (Hrsg.) (2003): European Workshop on Movement Science. Köln: Sport und Buch Strauß, 68. Differencial learning in shot put Hendrik Beckmann, Wolfgang ...
International journal of …, 2006
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Biological Cybernetics, 2008
Differential learning is a learning concept that assists subjects to find individual optimal perf... more Differential learning is a learning concept that assists subjects to find individual optimal performance patterns for given complex motor skills. To this end, training is provided in terms of noisy training sessions that feature a large variety of between-exercises differences. In several previous experimental studies it has been shown that performance improvement due to differential learning is higher than due to traditional learning and performance improvement due to differential learning occurs even during post-training periods. In this study we develop a quantitative dynamical systems approach to differential learning. Accordingly, differential learning is regarded as a self-organized process that results in the emergence of subject-and context-dependent attractors. These attractors emerge due to noise-induced bifurcations involving order parameters in terms of learning rates. In contrast, traditional learning is regarded as an externally driven process that results in the emergence of environmentally specified attractors. Performance improvement during post-training periods is explained as an hysteresis effect. An order parameter equation for differential learning involving a fourth-order polynomial potential is discussed explicitly. New predictions concerning the relationship between traditional and differential learning are derived.
International journal of sport psychology