Luciano Basso | Universidade de São Paulo (original) (raw)
Papers by Luciano Basso
This article presents an outline of a non-equilibrium model, in which motor learning is explained... more This article presents an outline of a non-equilibrium model, in which motor learning is explained as a continuous process of stabilization and adaptation. The article also shows how propositions derived from this model have been tested, and discusses possible practical implications of some supporting evidence to the teaching of motor skills. The stabilization refers to a process of functional stabilization that is achieved through negative feedback mechanisms. Initially, inconsistent and incorrect responses are gradually reduced, leading to a spatial-temporal patterning of the action. The adaptation is one in which new skills are formed from the reorganization of those already acquired through the flexibility of the system, reorganization of the skill structure, or selforganization. In order to provide learners with competency for adaptation, teachers should (a) guide students to learn motor skills taking into account that the stabilization of performance is just a transitory state that must be dismantled to achieve higher levels of complexity; (b) be clear which parts (micro) compose the skills and how they interact in order to form the whole (macro); (c) manipulate the skills in terms of their temporal, spatial, and/or spatiotemporal dimensions; (d) organize practice initially in a constant way, and then in a varied regimen (random) when the motor skills involve requirements of time and force; and, inversely for motor skills with spatial demands; and (e), provide a moderate frequency of feedback.
Rev Bras Med …, 2007
Palavras-chave: Desenvolvimento motor. Avaliação motora. Índice de massa corporal.
This article presents an outline of a non-equilibrium model, in which motor learning is explained... more This article presents an outline of a non-equilibrium model, in which motor learning is explained as a continuous process of stabilization and adaptation. The article also shows how propositions derived from this model have been tested, and discusses possible practical implications of some supporting evidence to the teaching of motor skills. The stabilization refers to a process of functional stabilization that is achieved through negative feedback mechanisms. Initially, inconsistent and incorrect responses are gradually reduced, leading to a spatial-temporal patterning of the action. The adaptation is one in which new skills are formed from the reorganization of those already acquired through the flexibility of the system, reorganization of the skill structure, or selforganization. In order to provide learners with competency for adaptation, teachers should (a) guide students to learn motor skills taking into account that the stabilization of performance is just a transitory state that must be dismantled to achieve higher levels of complexity; (b) be clear which parts (micro) compose the skills and how they interact in order to form the whole (macro); (c) manipulate the skills in terms of their temporal, spatial, and/or spatiotemporal dimensions; (d) organize practice initially in a constant way, and then in a varied regimen (random) when the motor skills involve requirements of time and force; and, inversely for motor skills with spatial demands; and (e), provide a moderate frequency of feedback.
Introduction and Objective: Cardiovascular disease begins at infancy and has been linked to the p... more Introduction and Objective: Cardiovascular disease begins at infancy and has been linked to the presence of cardiovascular risk factors (CRF). Prevalence of these factors varies a lot among different Brazilian populations and has been mostly studied in big and medium size cities. Thus, this study assessed the prevalence of CRF and physical activity (PA) in children and adolescents from Muzambinho, a small city in the state of Minas Gerais. Methods: 205 subjects (7 to 18 years -108 males) were studied. Body weight and height, glycemia, cholesterolemia, blood pressure (BP), and PA were measured. Comparisons were made by Qui-square test. Results: Obesity and altered values of BP, glycemia, and cholesterolemia were found, respectively, in 19, 11, 5 and 15% of the subjects. There was no difference between genders, while the prevalence of smokers, drinkers, altered BP, and inactivity increased with age. Seventy-nine percent of the subjects practiced commuting PA; 10% occupational PA; 97% physical education classes; 72% PA during school recess; and 90% leisure time PA. Ninety-two percent of them were active. Occupational PA was higher in girls, and increased with age in boys. Leisure-time and during school recess PA decreased with age in both genders. Conclusion: Except for physical inactivity, prevalence of CRF was high, did not differ between genders, and increased with age. High levels of all kinds of PA were found; they differed between genders, and decreased with age.
Revista Brasileira De Medicina Do Esporte, 2007
Palavras-chave: Desenvolvimento motor. Avaliação motora. Índice de massa corporal.
Psicologia-reflexao E Critica, 2006
Motor skills are represented as abstract form by action programs that once formed constitutes mod... more Motor skills are represented as abstract form by action programs that once formed constitutes modules that ease the demand of motor control in complex tasks. The present study investigated whether modules are formed in the acquisition of motor skills in normal individuals and individuals with Down syndrome. Twelve individuals took part in the study, they were assigned equally to three groups: children, adults and adults with Down syndrome. They practiced the manual reproduction of a graphic pattern composed by five linear strokes that was added to another graphic pattern after 100 trials. Down syndrome individuals had difficult to form modules and their performance was similar to that of the children. The lack of modularity in the behavior of Down syndrome individuals may explain the difficulty they face many times while performing motor skills.
O presente estudo investiga o impacto do conhecimento do nome das letras sobre as estratégias que... more O presente estudo investiga o impacto do conhecimento do nome das letras sobre as estratégias que indivíduos com síndrome de Down utilizam para aprender a ler palavras no início da alfabetização. Conforme descrevemos a seguir, existe evidência de que a aprendizagem do nome e do som das letras impele as criancas a aprender a ler através do processamento e memorização de relações letra-som nas palavras. O presente estudo investiga em que medida isso também ocorre entre indivíduos com síndrome de Down.
The development of fundamental movement patterns has been analysed through rate changes in differ... more The development of fundamental movement patterns has been analysed through rate changes in different components such as arm, trunk, feet in the overarm throwing. The relationship between the components is always overlooked which implies little knowledge on developmental pathways and possible causal relations between components over these paths. The research reported here focused on the possible coupling among overarm throwing components. It is assumed that fundamental movement patterns arise by the coupling of different components the strength of which being conditioned by the individual’s developmental status. Mature individuals would show strong coupling among components whilst in novice individuals components would be weakly coupled. Thirty one children aged 4,5 years old had to throw a tennis ball as far as possible in a field. The behaviours were recorded by a video camera and later analysed in laboratory on the basis of the component analysis developed by Mary Roberton’s checklist. The descriptive analysis depicted the frequency of developmental steps per component, the percentage of the children who showed variable behaviour in one or more components, the interaction between components’ developmental steps from the comparison of the mode of developmental steps showed by each individual. Results were favourable to the prediction that as behaviour becomes skilled the strength of coupling components increases. Arm preparation was the component highly correlated to the others suggesting a role as control parameter in development which is contrast with the literature that indicates such role for trunk rotation. Further investigation is in order.
FREUDENHEIM, A.M.; BASSO, L.; XAVIER FILHO, E.; MADUREIRA, F.; SILVA, C.G.S.; MANOEL, E.J. Te... more FREUDENHEIM, A.M.; BASSO, L.; XAVIER FILHO, E.; MADUREIRA, F.; SILVA, C.G.S.; MANOEL, E.J.
Temporal organization of stroke in the swimming crawl: beginners “versus” skilled. R. bras. Ci e Mov. 2005; 13(2): 75-84.
ABSTRACT - Motor skill acquisition entails stabilization and adaptation of cognitive structures that represent motor actions. This process refers to a gradual stabilization of the skill temporal organization. The investigation examined the temporal organization of stroke in children that were beginners and advanced in the swimming crawl. The main hypothesis
was that advanced individuals would spend relatively more time at the propulsive phase of the stroke and would present a more consistent relative timing too. Eleven children, aged between seven and eleven years, were selected out of twenty. Five classified as beginners constitute the beginner group (GI). Six classified as advanced constitute the advanced group
(GA). The task was to swim crawl over a distance of ten meters in a comfortable speed. The inferential analysis was carried out by running the U Mann-Whitney test with statistical
significance being set by p < .05. The predictions were partially confirmed because advanced children spent relatively more time at the propulsive phase and showed a more consistent relative timing in the right arm stroke. In so far, swimming temporal organization is not the same for idividuals at different skill levels. The fact that variability in the stroke cycles did not differ between groups leads to deduction that advanced levels of skill are characterized by consistency allied to variability. The possibility that swimming entails the acquisition of a stable temporal organization in which consistency and variability are
associated needs further investigation.
If motor or action programs become modules with practice their defining features (e.g. relative t... more If motor or action programs become modules with practice their defining features (e.g. relative timing) should remain relatively invariant in new tasks. To test this hypothesis 24 adults practiced a graphic skill over 100 trials and were transferred to a more complex task enclosing the practiced figure. The data acquired by a digital tablet resulted in total movement and total pause times to draw the figure indicating skill acquisition and variability measures of relative timing and pause time and sequencing referring to features that identify a module. Being transferred to a more complex task did not lead to significant increases in the time to perform the criterion figure embedded in the new pattern.
Modularity was evidenced by the stability of relative timing and sequencing shown in the performance of the criterion figure. Hence, it might be that action programs become modules that are then hierarchically organized to form more complex skills.
This study had to aim to verify the relationship between performance in gross motor skill tasks a... more This study had to aim to verify the relationship between performance in gross motor skill tasks and body mass index (BMI) in four to six year-old boys and girls. 27 children were analyzed, 16 boys and 11 girls, mean age of 5.64 ± 0.67 years. The children were submitted to the Test of Gross Motor Development-Second Edition (TGMD-2), proposed by Ulrich (2000) and to the Körperkoordinations test für Kinder (KTK), proposed by Kiphard and Schilling (1974). The punctuation obtained in the two tests was reduced to a scale common to both. The correlation between this scale and the BMI of the children was verified through the Spearman correlation test, with P < 0.05. No significant interaction was observed among variables when boys and girls were analyzed or when the
analysis was conducted with gender distinction. Moreover, no interaction between the BMI and tasks which required higher demand of physical capacities was observed, which should be verified in further studies. It was possible to conclude from our results, that the performance of four to six year-old children in tasks which involved gross motor skill did not relate with BMI.
This article presents an outline of a non-equilibrium model, in which motor learning is explained... more This article presents an outline of a non-equilibrium model, in which motor learning is explained as a continuous process of stabilization and adaptation. The article also shows how propositions derived from this model have been tested, and discusses possible practical implications of some supporting evidence to the teaching of motor skills. The stabilization refers to a process of functional stabilization that is achieved through negative feedback mechanisms. Initially, inconsistent and incorrect responses are gradually reduced, leading to a spatial-temporal patterning of the action. The adaptation is one in which new skills are formed from the reorganization of those already acquired through the flexibility of the system, reorganization of the skill structure, or selforganization. In order to provide learners with competency for adaptation, teachers should (a) guide students to learn motor skills taking into account that the stabilization of performance is just a transitory state that must be dismantled to achieve higher levels of complexity; (b) be clear which parts (micro) compose the skills and how they interact in order to form the whole (macro); (c) manipulate the skills in terms of their temporal, spatial, and/or spatiotemporal dimensions; (d) organize practice initially in a constant way, and then in a varied regimen (random) when the motor skills involve requirements of time and force; and, inversely for motor skills with spatial demands; and (e), provide a moderate frequency of feedback.
Rev Bras Med …, 2007
Palavras-chave: Desenvolvimento motor. Avaliação motora. Índice de massa corporal.
This article presents an outline of a non-equilibrium model, in which motor learning is explained... more This article presents an outline of a non-equilibrium model, in which motor learning is explained as a continuous process of stabilization and adaptation. The article also shows how propositions derived from this model have been tested, and discusses possible practical implications of some supporting evidence to the teaching of motor skills. The stabilization refers to a process of functional stabilization that is achieved through negative feedback mechanisms. Initially, inconsistent and incorrect responses are gradually reduced, leading to a spatial-temporal patterning of the action. The adaptation is one in which new skills are formed from the reorganization of those already acquired through the flexibility of the system, reorganization of the skill structure, or selforganization. In order to provide learners with competency for adaptation, teachers should (a) guide students to learn motor skills taking into account that the stabilization of performance is just a transitory state that must be dismantled to achieve higher levels of complexity; (b) be clear which parts (micro) compose the skills and how they interact in order to form the whole (macro); (c) manipulate the skills in terms of their temporal, spatial, and/or spatiotemporal dimensions; (d) organize practice initially in a constant way, and then in a varied regimen (random) when the motor skills involve requirements of time and force; and, inversely for motor skills with spatial demands; and (e), provide a moderate frequency of feedback.
Introduction and Objective: Cardiovascular disease begins at infancy and has been linked to the p... more Introduction and Objective: Cardiovascular disease begins at infancy and has been linked to the presence of cardiovascular risk factors (CRF). Prevalence of these factors varies a lot among different Brazilian populations and has been mostly studied in big and medium size cities. Thus, this study assessed the prevalence of CRF and physical activity (PA) in children and adolescents from Muzambinho, a small city in the state of Minas Gerais. Methods: 205 subjects (7 to 18 years -108 males) were studied. Body weight and height, glycemia, cholesterolemia, blood pressure (BP), and PA were measured. Comparisons were made by Qui-square test. Results: Obesity and altered values of BP, glycemia, and cholesterolemia were found, respectively, in 19, 11, 5 and 15% of the subjects. There was no difference between genders, while the prevalence of smokers, drinkers, altered BP, and inactivity increased with age. Seventy-nine percent of the subjects practiced commuting PA; 10% occupational PA; 97% physical education classes; 72% PA during school recess; and 90% leisure time PA. Ninety-two percent of them were active. Occupational PA was higher in girls, and increased with age in boys. Leisure-time and during school recess PA decreased with age in both genders. Conclusion: Except for physical inactivity, prevalence of CRF was high, did not differ between genders, and increased with age. High levels of all kinds of PA were found; they differed between genders, and decreased with age.
Revista Brasileira De Medicina Do Esporte, 2007
Palavras-chave: Desenvolvimento motor. Avaliação motora. Índice de massa corporal.
Psicologia-reflexao E Critica, 2006
Motor skills are represented as abstract form by action programs that once formed constitutes mod... more Motor skills are represented as abstract form by action programs that once formed constitutes modules that ease the demand of motor control in complex tasks. The present study investigated whether modules are formed in the acquisition of motor skills in normal individuals and individuals with Down syndrome. Twelve individuals took part in the study, they were assigned equally to three groups: children, adults and adults with Down syndrome. They practiced the manual reproduction of a graphic pattern composed by five linear strokes that was added to another graphic pattern after 100 trials. Down syndrome individuals had difficult to form modules and their performance was similar to that of the children. The lack of modularity in the behavior of Down syndrome individuals may explain the difficulty they face many times while performing motor skills.
O presente estudo investiga o impacto do conhecimento do nome das letras sobre as estratégias que... more O presente estudo investiga o impacto do conhecimento do nome das letras sobre as estratégias que indivíduos com síndrome de Down utilizam para aprender a ler palavras no início da alfabetização. Conforme descrevemos a seguir, existe evidência de que a aprendizagem do nome e do som das letras impele as criancas a aprender a ler através do processamento e memorização de relações letra-som nas palavras. O presente estudo investiga em que medida isso também ocorre entre indivíduos com síndrome de Down.
The development of fundamental movement patterns has been analysed through rate changes in differ... more The development of fundamental movement patterns has been analysed through rate changes in different components such as arm, trunk, feet in the overarm throwing. The relationship between the components is always overlooked which implies little knowledge on developmental pathways and possible causal relations between components over these paths. The research reported here focused on the possible coupling among overarm throwing components. It is assumed that fundamental movement patterns arise by the coupling of different components the strength of which being conditioned by the individual’s developmental status. Mature individuals would show strong coupling among components whilst in novice individuals components would be weakly coupled. Thirty one children aged 4,5 years old had to throw a tennis ball as far as possible in a field. The behaviours were recorded by a video camera and later analysed in laboratory on the basis of the component analysis developed by Mary Roberton’s checklist. The descriptive analysis depicted the frequency of developmental steps per component, the percentage of the children who showed variable behaviour in one or more components, the interaction between components’ developmental steps from the comparison of the mode of developmental steps showed by each individual. Results were favourable to the prediction that as behaviour becomes skilled the strength of coupling components increases. Arm preparation was the component highly correlated to the others suggesting a role as control parameter in development which is contrast with the literature that indicates such role for trunk rotation. Further investigation is in order.
FREUDENHEIM, A.M.; BASSO, L.; XAVIER FILHO, E.; MADUREIRA, F.; SILVA, C.G.S.; MANOEL, E.J. Te... more FREUDENHEIM, A.M.; BASSO, L.; XAVIER FILHO, E.; MADUREIRA, F.; SILVA, C.G.S.; MANOEL, E.J.
Temporal organization of stroke in the swimming crawl: beginners “versus” skilled. R. bras. Ci e Mov. 2005; 13(2): 75-84.
ABSTRACT - Motor skill acquisition entails stabilization and adaptation of cognitive structures that represent motor actions. This process refers to a gradual stabilization of the skill temporal organization. The investigation examined the temporal organization of stroke in children that were beginners and advanced in the swimming crawl. The main hypothesis
was that advanced individuals would spend relatively more time at the propulsive phase of the stroke and would present a more consistent relative timing too. Eleven children, aged between seven and eleven years, were selected out of twenty. Five classified as beginners constitute the beginner group (GI). Six classified as advanced constitute the advanced group
(GA). The task was to swim crawl over a distance of ten meters in a comfortable speed. The inferential analysis was carried out by running the U Mann-Whitney test with statistical
significance being set by p < .05. The predictions were partially confirmed because advanced children spent relatively more time at the propulsive phase and showed a more consistent relative timing in the right arm stroke. In so far, swimming temporal organization is not the same for idividuals at different skill levels. The fact that variability in the stroke cycles did not differ between groups leads to deduction that advanced levels of skill are characterized by consistency allied to variability. The possibility that swimming entails the acquisition of a stable temporal organization in which consistency and variability are
associated needs further investigation.
If motor or action programs become modules with practice their defining features (e.g. relative t... more If motor or action programs become modules with practice their defining features (e.g. relative timing) should remain relatively invariant in new tasks. To test this hypothesis 24 adults practiced a graphic skill over 100 trials and were transferred to a more complex task enclosing the practiced figure. The data acquired by a digital tablet resulted in total movement and total pause times to draw the figure indicating skill acquisition and variability measures of relative timing and pause time and sequencing referring to features that identify a module. Being transferred to a more complex task did not lead to significant increases in the time to perform the criterion figure embedded in the new pattern.
Modularity was evidenced by the stability of relative timing and sequencing shown in the performance of the criterion figure. Hence, it might be that action programs become modules that are then hierarchically organized to form more complex skills.
This study had to aim to verify the relationship between performance in gross motor skill tasks a... more This study had to aim to verify the relationship between performance in gross motor skill tasks and body mass index (BMI) in four to six year-old boys and girls. 27 children were analyzed, 16 boys and 11 girls, mean age of 5.64 ± 0.67 years. The children were submitted to the Test of Gross Motor Development-Second Edition (TGMD-2), proposed by Ulrich (2000) and to the Körperkoordinations test für Kinder (KTK), proposed by Kiphard and Schilling (1974). The punctuation obtained in the two tests was reduced to a scale common to both. The correlation between this scale and the BMI of the children was verified through the Spearman correlation test, with P < 0.05. No significant interaction was observed among variables when boys and girls were analyzed or when the
analysis was conducted with gender distinction. Moreover, no interaction between the BMI and tasks which required higher demand of physical capacities was observed, which should be verified in further studies. It was possible to conclude from our results, that the performance of four to six year-old children in tasks which involved gross motor skill did not relate with BMI.