Pier-Giorgio Zanone

A dynamical analysis of tennis: Concepts and data

This research reported here draws on self-organization theories and dynamical system models to investigate the collective behaviour of tennis players. In tennis, the unceasing to-and-fro displacements of a player about a “home” reference position, located in the middle of the baseline, are akin to those of an oscillator, and the reciprocal attending of both players establishes an informational linkage. Thus, theoretically, the displacement of the two players can be analysed as a system formed by two coupled non-linear oscillators. In such a system, relative phase has been shown to be an adept measure of the temporal synchronization between the oscillators. We hypothesized that relative phase is a relevant collective variable to characterize the relative motion of tennis players. Four players were videotaped and their displacements analysed. The results revealed just two stable patterns of synchronization, in-phase and anti-phase, as the players moved in the same or opposite directions, respectively. Moreover, relative phase showed two types of evolution within trials: either it remained stable at in-phase or anti-phase, or it exhibited transitions between these two modes. In accordance with our hypothesis, the results identified relative phase as a pertinent collective variable to represent both invariance and change in the relative displacements of tennis players. Such a finding opens new avenues for investigating dual sports.

Beyond the blank slate: routes to learning new coordination patterns depend on the intrinsic dynamics of the learner—experimental evidence and theoretical model

Using an approach that combines experimental studies of bimanual movements to visual stimuli and theoretical modeling, the present paper develops a dynamical account of sensorimotor learning, that is, how new skills are acquired and old ones modified. A significant aspect of our approach is the focus on the individual learner as the basic unit of analysis, in particular the quantification of predispositions and capabilities that the individual learner brings to the learning environment. Such predispositions constitute the learners behavioral repertoire, captured here theoretically as a dynamical landscape (“intrinsic dynamics”). The learning process is demonstrated to not only lead to a relatively permanent improvement of performance in the required task—the usual outcome—but also to alter the individuals entire repertoire. Changes in the dynamical landscape due to learning are shown to result from two basic mechanisms or “routes”: bifurcation and shift. Which mechanism is selected depends the initial individual repertoire before new learning begins. Both bifurcation and shift mechanisms are accommodated by a dynamical model, a relatively straightforward development of the well-established HKB model of movement coordination. Model simulations show that although environmental or task demands may be met equally well using either mechanism, the bifurcation route results in greater stabilization of the to-be-learned behavior. Thus, stability not (or not only) error is demonstrated to be the basis of selection, both of a new pattern of behavior and the path (smooth shift versus abrupt qualitative change) that learning takes. In line with these results, recent neurophysiological evidence indicates that stability is a relevant feature around which brain activity is organized while an individual performs a coordination task. Finally, we explore the consequences of the dynamical approach to learning for theories of biological change.

The interplay of attention and bimanual coordination dynamics.

Despite their common origin, studies on motor coordination and on attentional load have developed into separate fields of investigation, bringing out findings, methods, and theories which are diverse if not mutually exclusive. Sitting at the intersection of these two fields, this article addresses the issue of behavioral flexibility by investigating how intention modifies the stability of existing patterns of coordination between moving limbs. It addresses the issue, largely ignored until now, of the attentional cost incurred by the central nervous system (CNS) in maintaining a coordination pattern at a given level of stability, in particular under different attentional priority requirements. The experimental paradigm adopted in these studies provides an original mix of a classical measure of attentional load, namely, reaction time, and of a dynamic approach to coordination, most suitable for characterizing the dynamic properties of coordinated behavior and behavioral change. Findings showed that central cost and pattern stability covary, suggesting that bimanual coordination and the attentional activity of the CNS involved in maintaining such a coordination bear on the same underlying dynamics. Such a conclusion provides a strong support to a unified approach to coordination encompassing a conceptualization in terms of information processing and another, more recent framework rooted in self-organization theories and dynamical systems models.

Effects of attention on phase transitions between bimanual coordination patterns: a behavioral and cost analysis in humans

The present study aimed to obtain a behavioral analysis of the effects of attentional focus on the dynamics of phase transitions in bimanual coordination and to evaluate the central cost expended by the central nervous system to maintain and stabilize such coordination patterns before and after the transition. Eight subjects were asked to execute an anti-phase coordination pattern (180 degrees of relative phase), while gradually increasing the frequency of oscillation. The central cost was assessed using a dual-task paradigm associating the bimanual coordination task with a reaction time task. Results showed that: (1) the transition process was significantly altered by focusing attention on the bimanual coordination task; and (2) the cost involved in sustaining the bimanual patterns was determined by their coordination dynamics.

Shared dynamics of attentional cost and pattern stability

This paper examines the informational activity devoted by the CNS to couple oscillating limbs in order to sustain and stabilize bimanual coordination patterns. Through a double-task paradigm associating a bimanual coordination task and a reaction time (RT) task, we investigated the relation between the stability of preferred bimanual coordination patterns and the central cost expended by the CNS for their stabilization. Ten participants performed in-phase and anti-phase coordination patterns in a dual task condition (coordination + RT) at several frequencies (0.5, 0.75, 1.0, 1.5, and 2.0 Hz), thereby decreasing the stability of the bimanual patterns. Results showed a U-shaped evolution of pattern stability and attentional cost, as a function of oscillation frequency, exhibiting a minimum value at the same frequency. These findings indicate that central cost and pattern stability covary and may share common, high order dynamics. Moreover, the attentional focus given to the bimanual coordination and the RT task was also manipulated by requiring either shared attention or priority to the coordination task. Such a manipulation led to a tradeoff between pattern stability and RT performance: The more stable the pattern, the more costly it is to stabilize. This suggests that stabilizing a coordination pattern incurs a central cost that depends on its intrinsic stability. Conceptual consequences of these results for understanding the relationship between attention and coordination are drawn, and the mechanisms putatively at work in dual tasks are discussed.

A dynamical framework to understand performance trade-offs and interference in dual tasks.

This study demonstrated that the dynamic pattern approach may reconcile resource and outcome conflict theories to explain performance in dual tasks. Participants performed a bimanual coordination task and a reaction time task with different conditions of attentional priority. Results showed a trade-off between pattern variability and reaction time when priority was given to the coordination task. Such a trade-off was indicative of resource allocation. An analysis of perturbation in the bimanual coordination revealed interference, a reputed sign of outcome conflict. Moreover, interference diminished substantially when priority was given to the bimanual task. The coexistence of performance trade-off and outcome conflict suggests that these two phenomena are not mutually exclusive. Rather, both may follow from modifying the coupling between the limbs through attention.

Attentional demands reflect learning-induced alterations of bimanual coordination dynamics

This study aimed to investigate the effects of practice on bimanual coordination dynamics and attentional demands. Participants were asked to perform a dual‐task associating a cyclic antiphase bimanual pattern and a discrete reaction time task. A pretest determined each individual critical transition frequency. In the training session, participants practised 120 trials. They were instructed to maintain the antiphase coordination pattern at the critical transition frequency. The training session was interrupted and followed by an intermediate test (after 60 trials) and a post‐test (30 min after 120 trials), respectively. A retention test was performed 7 days after the end of the training session. Results showed that: (i) the number of transitions decreased as a consequence of practice; and (ii), subjects were able to maintain the antiphase pattern at a higher frequency than in the pretest. Analysis of the trade‐off between relative phase variability and reaction time showed that participants were able to maintain a higher level of stability at the same (intermediate and post‐test) or a lower attentional cost (retention test). These findings show that phase transition dynamics and pattern stability can be significantly modified as a result of practice. Changes in the trade‐off between pattern stability and cost with learning confirm that the attentional cost incurred by the central nervous system to maintain pattern stability decreased with practice. In line with recent neurobiological studies, the present study provides new insights regarding relationships between brain processes, attentional demands and coordinated behaviour in learning bimanual patterns.

How a new behavioral pattern is stabilized with learning determines its persistence and flexibility in memory

Memory organization should be at times persistent and at others flexible in the face of environmental perturbations. Unlike conceptualizations that bear on the reduction of the mismatch between the memory trace and the model, it is assumed here that changes in the memory system are governed by stability principles. Results of a bimanual coordination learning task indicated that (1) persistent memories are created and stabilized, when the competition between the preexisting (0 and 180° of relative phase) and the to-be-learned (90°) patterns leads to a qualitative change in the memory layout; (2) transient memories arise without stabilization, when the competition is weaker, leading to a temporary shift of an initially stable pattern (90°) toward the required value (135°). These findings call for further examination of the relationship between stability and memory persistence, which might give a new thrust to understanding its neural correlates.

A study of EEG coherence in DCD children during motor synchronization task

This paper investigates the hypothesis that the coordination difficulties of DCD children are associated with an increased coherence in the cortical motor regions, which persists with age. Forty-eight children participated in the study (24 DCD and 24 Controls). Their ages ranged from 8 to 13 years, divided into three groups (8-9, 10-11, and 12-13 years old). Children were required to perform finger flexion or extension either in synchrony or in syncopation with a rhythmic metronome, while a 32-channel EEG was recorded. Along with stability measures of motor performance, we analyzed the spectral EEG coherence between intrahemispheric (left frontal/left central; left central/left parietal) and interhemispheric (left central/right central) sites. Spectral coherence assesses functional coupling between distant areas of the brain. Two frequency bands related to sensorimotor activation were chosen: alpha (8-12 Hz) and beta (12-30 Hz). The synchrony task was chosen as a rest condition against which the two syncopation conditions at 0.5 Hz and 1.3 Hz were contrasted. For intrahemispheric comparison, 8-9-year-old DCD children showed that coherence between fronto-central regions increased for both rhythms and conditions, as compared to controls. No difference was found for interhemispheric comparisons. As frontal sites are related to motor planning, our results suggest that youngest DCD children were forced to maintain a high level of pre-programming to compensate for the difficulties caused by the perceptual-motor requirements of the task in light of their coordination disorder.

The Role of Stability in the Dynamics of Learning, Memorizing, and Forgetting New Coordination Patterns

According to a dynamic theory of learning, how a new memory is formed depends on the stability of the nearest preexisting memories. To predict retention after practice, the authors analyzed how 15 participants memorized 2 bimanual coordination patterns (45° or 135° relative phase). The authors assessed (a) how participants memorized the required patterns with learning and (b) how the associated memory layout evolved. Results showed that a practiced 45° pattern near a very stable memory (0°) persisted, whereas a 135° pattern near a less stable memory (180°) was forgotten. Those findings corroborate the proposition that retention of coordination patterns depends on the stability of the extant motor memories. The authors discuss that proposal in terms of the coevolution of accuracy and stability with learning to predict persistence of required or false memories.