Nicola J Hodges

University of British Columbia | UBC · School of Kinesiology

The aim of this research was to establish prevalence estimates for aphantasia, hypophantasia, typical imagery ability, and hyperphantasia in a large multi-national cohort. In Study 1, the Vividness of Visual Imagery Questionnaire was completed by 3,049 participants. Results indicated prevalence estimates of 1.2% for aphantasia, 3% for hypophantasia...

Motor imagery (MI) is a cognitive process believed to rely on the representation developed through task-specific experience. Despite ideas about the equivalence between MI and execution, the relationship between visual-motor experiences and MI ability is unclear. Here we evaluated how distinct experiences (i.e., no-vision physical and observational...

Complex motor skills can be acquired while observing a model without physical practice. Transcranial direct-current stimulation (tDCS) applied to the primary motor cortex (M1) also facilitates motor learning. However, the effectiveness of observational practice for bimanual coordination skills is debated. We compared the behavioural and brain causa...

Motor control relies on an inhibitory connection between the motor cortices of the brain, known as interhemispheric inhibition (IHI). This phenomenon is well established during the execution of unilateral motor tasks. It is unknown if the neurophysiological effects associated with IHI during physical execution (PE) also occur during action observat...

Actions in social settings are often adapted based on co-actors. This adaptation can occur because one actor “co-represents” the actions and plans of another. Co-representation can result in motor contagion errors, whereby another’s actions unintentionally interfere with (negatively impact) the actor. In sports, practice often takes place simultane...

We revisit an agenda that was outlined in a previous paper in this journal focusing on the importance of skill acquisition research in enhancing practice and instruction in sport. In this current narrative review, we reflect on progress made since our original attempt to highlight several potential myths that appeared to exist in coaching, implying...

There is debate about how implicit and explicit processes interact in sensorimotor adaptation, implicating how error signals drive learning. Target error information is thought to primarily influence explicit processes, therefore manipulations to the veracity of this information should impact adaptation but not implicit recalibration (i.e. after-ef...

Although motor learning can occur from observing others perform a motor skill (action observation; AO), observers’ confidence in their own ability to perform the skill can be falsely increased compared to their actual ability. This illusion of motor competence (i.e., ‘over-confidence’) may arise because the learner does not gain access to sensory f...

OPTIMAL theory predicts providing learners with a relatively easier criterion of success during practice enhances motor learning through increased self-efficacy, perceptions of competence, and intrinsic motivation. However, mixed results in the literature suggest this enhancement effect may be moderated by the number of successes achieved by learne...

In this paper, we discuss a variety of ways in which practising motor actions by means of motor imagery (MI) can be enhanced via synchronous action observation (AO), that is, by AO + MI. We review the available research on the (mostly facilitatory) behavioural effects of AO + MI practice in the early stages of skill acquisition, discuss possible th...

We provide a scoping review of research on athlete development in girls' and women's sports. Our emphasis is on pathways to expertise in the context of deliberate practice theory and associated models, such as the Developmental Model of Sport Participation (DMSP). Despite rationale for sex and gender differences in sport development, there are rela...

In adaptation learning, visual feedback impacts how adaptation proceeds. With concurrent feedback, a more implicit/feedforward process is thought to be engaged, compared to feedback after movement, which promotes more explicit processes. Due to discrepancies across studies, related to timing and type of visual feedback, we isolated these conditions...

Background Evidence across a range of musically trained, hearing disordered and voice disordered populations present conflicting results regarding the relationship between pitch discrimination (PD) and voice quality. PD characteristics of female speakers with and without a musical training background and no self-reported voice disorder, and the rel...

Individuals given control over practice variables make practice decisions based on their current performance. When individuals practice in pairs, the question as to if and how a partner's performance impacts these decisions is of theoretical and practical interest. Here, we evaluated this question in a multi-task learning protocol, where individual...

Auditory perception plays an important role in voice control. Pitch discrimination (PD) is a key index of auditory perception and is influenced by a variety of factors. Little is known about the potential effects of voice disorders on PD and whether PD testing can differentiate people with and without a voice disorder. We thus evaluated PD in a voi...

The challenge-point framework as a model for thinking about motor learning was first proposed in 2004. Although it has been well-cited, surprisingly this framework has not made its way into much of the applied sport science literature. One of the reasons for this omission is that the original framework had not been encapsulated into a paper accessi...

How to optimize practice through scheduling of different task components or skills is a question that has received a lot of attention in motor learning research. Consistently, schedules with high variability in the order that skills are practiced elicit better learning outcomes than schedules with low variability. Another idea is that learners shou...

Significance: We give a comprehensive picture of perceptual-cognitive (PC) skills that could contribute to performance in interceptive sports. Both visual skills that are low level and unlikely influenced by experience and higher-level cognitive-attentional skills are considered, informing practitioners for identification and training and alerting...

Visuomotor adaptation to novel environments can occur via non-physical means, such as observation. Observation does not appear to activate the same implicit learning processes as physical practice, rather it appears to be more strategic in nature. However, there is evidence that interspersing observational practice with physical practice can benefi...

Context Although differences in clinical interactions with patients between students and experienced clinicians are well described, differences in therapeutic training behaviors have not been explored, especially in relation to motor learning principles. Aims This pilot study compared clinical behaviors between speech language pathology (SLP) stud...

We study the developmental and professional activities engaged in by 86 female adult soccer players from the senior national teams of Australia, Canada, England, Sweden, and the United States of America. Players completed the Participation History Questionnaire (PHQ) to elicit the amount and type of activities engaged in across their developmental...

(WC:200/200) With more readily available commercial immersive virtual reality (VR) technologies, the potential of new feedback strategies as tools to facilitate motor rehabilitation should be investigated. Augmented feedback or error augmentation (EA) can easily be shown in a virtual environment. Here, visual EA provided via immersive VR was tested...

There is some evidence that alternating physical and observational practice with a partner for the same skill can benefit learning compared to practice alone. What has not been studied is whether a partner's interleaved practice impacts multi-skill learning, when the partner either matches or mismatches their partner’s skill. Here we manipulated pa...

When a two-choice "Simon task" is distributed between two people, performance in the shared go/no-go task resembles performance in the whole task alone. This finding has been described as the joint Simon effect (JSE). Unlike the individual go/no-go task, not only is the typical joint Simon task shared with another person, but also the imperative st...

We evaluated if and how success perceptions, through target size manipulations, impact processes related to motor learning. This work was based on recent literature suggesting that expectations and self-efficacy exert a direct impact on learning. We measured arousal, kinematics, learner expectancies, motivation, and outcomes in a dart-throwing task...

Purpose: We studied whether concepts in motor skill learning could be operationalized to identify clinical interactions and behaviors in a voice therapy setting. Our aim was to test the feasibility of measuring these behaviors in the prepractice phase so that we could eventually evaluate and apply principles of motor learning and skill acquisition...

Purpose: Our aim was to determine if self-determined motivation (SDM) in elite, men’s soccer changes over time and differs as a function of age, skill-grouping, and engagement in soccer play and practice. We tested predictions from the Developmental Model of Sport Participation (DMSP) regarding relations between practice and play and SDM among both...

In sport, deliberate practice theory has significantly impacted research on expertise and what has been known as talent/skill development. A wealth of data shows how practice volume distinguishes across groups that vary in their level of skill attained. This theory has led to models of skill development which vary in their emphasis on early or late...

We investigated whether the combination of tDCS and observational learning modulates mu suppression and learning of a novel motor task. 19 healthy participants were randomly assigned, to either anodal stimulation (n=9) or sham stimulation (n=10). The anodal electrode was placed over the left premotor cortex and the cathodal electrode was placed ove...

Objectives: Our aim was to assess the developmental activities that best define elite players in female soccer in one of the top nations for female soccer in the world. In addition to measurement of career practice hours in soccer and other sports, we quantified hours engaged in activities judged high in challenge. Design and Methods: Adult Nationa...

We conducted two studies to investigate if and how: (1) the rate of skill acquisition was related to motor performance at retention of a serial RT task (Study 1); and (2) whether rate of skill acquisition and baseline performance could be used to design schedules of practice related to contextual interference (CI) to enhance motor learning (Study 2...

Research has shown the effectiveness of observational practice for motor learning, but there continues to be debate about the mechanisms underlying effectiveness. Although cortical processes can be moderated during observation, after both physical and observational practice, how these processes change with respect to behavioural measures of learnin...

Elite soccer players (~15 yr) from professional academies in the UK were rated on technical, tactical, physical and creative skills by coaches at time 1 (T1). Players estimated accumulated hours in soccer practice (coach-led activities) and play (self-led activities) during childhood. Coach-ratings were again collected 2.5 yr later (T2) for players...

Objectives: We evaluated the relative importance of developmental soccer activities engaged in during childhood and adolescence and their relationships with attainment of youth and adult professional status. Design and methods: A mixed retrospective and prospective study was conducted whereby youth academy soccer players in the UK completed demogra...

We studied two forms of dyad practice, compared to individual practice, to determine whether and how practice with a partner impacts performance and learning of a balance task, as well as learners' subjective perceptions of the practice experience. Participants were assigned to practice alone or in pairs. Partners either alternated turns practicing...

We report two experiments evaluating the impact of success-related feedback on learning of a balance task. In Exp. 1, we studied the influence of lax and conservative outcome feedback, as well as large vs. small improvements in outcome feedback on balance learning. Despite impacts on competency, there were no between-group differences in actual per...

We studied dyad practice to determine whether and how alternating practice blocks with a partner impacts self-directed practice scheduling, learning, and perceptions of practice. Participants were assigned to be Partner 1 (P1) or 2 (P2). P1s had a blocked, random, or self-directed schedule, while all P2s self-directed practice of 3, differently-tim...

When we watch other people perform actions, this involves many interacting processes comprising cognitive, motor, and visual system interactions. These processes change based on the context of our observations, particularly if the actions are novel and our intention is to learn those actions so we can later reproduce them, or respond to them in an...

The expert performance approach is reviewed as a systematic framework for the study of expertise. Its potential as a framework for the study of how experts learn is presented. The need to develop representative tasks to capture learning is discussed, as is the need to employ process-tracing measures during acquisition to examine what actually chang...

We consider the data reported in the target article with respect to key motivational frameworks and characteristics, including grit and self-determined forms of motivation. Empirical data are reviewed that highlight the relationships between these concepts and practice and success. We highlight the concept of grit as a defining characteristic of th...

With a growing body of research devoted to uncovering regions of the brain implicated in action observation following various action-related experiences, including sport, we ask what we know from this research, and what we still need to know, as it pertains to sport and the brain. To do this, we review and integrate knowledge garnered from developm...

This is a book chapter from the Routledge Handbook of Sport Expertise edited by Joseph Baker and Damian Farrow that outlines the role and impact of the theory of deliberate practice on the development of expertise in sport.

To test mechanisms underpinning action prediction, we directly controlled experience in a dart-throwing training study. A motor-visual group physically practiced throwing darts and a perceptual training group learned to associate dart throw actions (occluded video clips) with landing outcomes. A final control group did not practice. Accuracy was as...

Sport expertise research has flourished within the last quarter of a century, since the publication by Starkes (1987) on the nature of the cognitive advantage in field hockey. In this review article we consider and evaluate how this early research has influenced current paradigms used to study expertise and how conclusions and theories have develop...

Performance times in triathlons and long distance swim events can be reliably predicted from hours in sport-specific deliberate practice activities (Hodges et al., 2004). In the current study we examined whether commitment to the sport could be a possible mediator of practice and subsequently performance. Recreational triathletes of varying skill l...

Positive feedback or experiences of success during skill acquisition have been shown to benefit motor skill learning. In this study, our aim was to manipulate learners’ success perceptions through a minor adjustment to goal criterion (target size) in a dart-throwing task. Two groups of novice participants practiced throwing at a large (easy) or a s...

Engagement during practice can motivate a learner to practice more, hence having indirect effects on learning through increased practice. However, it is not known whether engagement can also have a direct effect on learning when the amount of practice is held constant. To address this question, 40 participants played a video game that contained an...

We provide behavioral evidence that the human motor system is involved in the perceptual decision processes of skilled performers, directly linking prediction accuracy to the (in)ability of the motor system to activate in a response-specific way. Experienced and non-experienced dart players were asked to predict, from temporally occluded video sequ...

Giving learners a choice over how to schedule practice benefits motor learning. Here we studied peer scheduling to determine whether this benefit is related to the adaptive nature of practice or decisions about how to switch between skills. Forty-eight participants were paired and assigned to self- or peer-scheduled groups. Within each pair, one pe...

ABSTRACT There is evidence that the learning benefits of contextual interference (CI) are moderated by experience, yet we do not know if these experiences are related to specific practice with random schedules. In two experiments, CI practice schedule was manipulated on Day 1. We evaluated its impact on 3 new tasks on Day 2; in the same or differen...

Despite increased interest in the processes guiding action observation and observational learning, we know little about what people think they learn from watching, how well perceptions of learning marry with actual ability and how ability perceptions develop across multiple observation trials. Based on common coding ideas, we would think that abili...

In this systematic review and meta-analysis, we explore how the time scale of practice affects patterns of brain activity associated with motor skill acquisition. Fifty-eight studies that involved skill learning with healthy participants (117 contrasts) met inclusion criteria. Two meta-contrasts were coded: decreases: peak coordinates that showed d...

To further our understanding of the role of the motor system in comprehending action-related sentences, we compared action experts (athletes) to visual experts (fans) and novices when responding with an action-specific effector (either hand or foot). These conditions allowed inferences about the degree and specificity of embodiment in language comp...

Abstract Based upon predictions derived from the Developmental Model of Sports Participation, we tested whether hours in domain-specific play (self-led activities) and practice (coach-led activities) during childhood (~5-12 year) in an elite group of youth soccer players from the UK (N = 144) were related to motivation. Independent analysis of thre...

Observers can learn to move in novel, adapted environments after watching a learning or expert model. Although this is an effective practice technique, it is unclear how this learning is achieved and if observers update an internal model of their visual-motor environment, as shown through the presence of after-effects (i.e., negative carry-over eff...

Patient nonadherence with therapy is a major barrier to rehabilitation. Recovery is often limited and requires prolonged, intensive rehabilitation that is time-consuming, expensive, and difficult. We review evidence for the potential use of video games in rehabilitation with respect to the behavioral, physiological, and motivational effects of game...

Traditional models of action understanding emphasise the idea that long-term exposure to a wide array of visual patterns of particular actions allows for effective action anticipation or prediction. More recently, a greater emphasis has been placed on the motor system's role in the perceptual understanding and prediction of action outcomes. There h...

In this systematic review and meta-analysis, we explore how the time scale of practice affects patterns of brain activity associated with motor skill acquisition. Fifty-eight studies that involved skill learning with healthy participants (117 contrasts) met inclusion criteria. Two meta-contrasts were coded: decreases: peak coordinates that showed d...

Covert forms of practice, such as observation and imagery, have been shown to involve neurophysiological activation of the motor system, and a functional equivalence between covert and overt processes involved in action execution has been proposed (Jeannerod, 2001). We used a startling acoustic stimulus (SAS), which has been shown to trigger prepar...

The amount and quality of practice predicts expertise, yet optimal conditions of practice have primarily been explored with novice learners. Ten expert musicians and ten novices practiced disc-throwing skills under self-regulated conditions. A third novice group practiced with the same schedule as the music experts (yoked). The groups did not diffe...

It is remarkable that the movement time of a goal-directed movement, the result of complex coordination in the nervous system, can be predicted by a simple mathematical equation. That equation is Fitts' law, and it is one of only a few laws that capture human motor performance. It has recently been shown that reaches to targets with placeholders mo...

Field-based observation, including helmet-mounted cameras, was employed to study pattern-matching aspects of decision making in ice-hockey. We were interested in the role of situational familiarity in decision making and decision quality. Expert and non-expert players were videotaped during competition. In retrospective interviews, prompted by the...

During motor adaptation learning, consecutive physical practice of two different tasks compromises the retention of the first. However, there is evidence that observational practice, while still effectively aiding acquisition, will not lead to interference and hence prove to be a better practice method. Observers and Actors practised in a clockwise...

An especial skill occurs when performance of a single action from within a class of actions produces an advantage in performance. This advantage in a single action over others in the class is presumed to result from large amounts of practice performing the specific action (Keetch, Schmidt, Lee, & Young, 2005). In an experiment involving the learnin...

The presence of after-effects in adaptation tasks implies that an existing internal model has been updated. Previously, we showed that although observers adapted to a visuomotor perturbation, they did not show after-effects. In this experiment, we tested 2 further observer groups and an actor group. Observers were now actively engaged in watching (...

Assessing the Expert Advantage in Decision MakingWhat is Controlled? Mechanisms Underpinning Effective Control of ActionsDetermining the Mechanisms Underpinning the Long-Term Development of ExpertiseConclusion

The amount and quality of practice predicts expertise, yet optimal conditions of practice have primarily been explored with novice learners. Ten expert musicians and ten novices practiced disc-throwing skills under self-regulated conditions. A third novice group practiced with the same schedule as the music experts (yoked). The groups did not diffe...

Previous research has shown that the preparation of a spatially targeted movement performed at maximal speed is different from that of a temporally constrained movement (Gottlieb et al. 1989b). In the current study, we directly examined preparation differences in temporally vs. spatially defined movements through the use of a startling stimulus and...

To examine sequential movement preparation, participants practiced unimanual movements that differed in amplitude and number of elements for 4 days in either a simple (Experiment 1) or choice (Experiment 2) reaction time (RT) paradigm. On Day 1 and 4, a startling stimulus was used to probe the preparation process. For simple RT, we found increased...

There is evidence that prescriptive versus discovery methods of learning can lead to breakdowns under pressure due to “reinvestment” of knowledge and a more conscious, controlled mode of control. There is some speculation that this breakdown is mediated by the attentional focus of the instructions. We expected these effects to also be moderated by...