Motor performance and learning under physical fatigue

The purpose of the present investigation was twofold: to determine whether an interpolated fatigue task of sufficient intensity and duration is detrimental to both motor performance and motor learning; and, if learning is impaired as a result of fatigue, to determine how permanent this effect is. Thirty college males were sequentially assigned to one of two groups. All subjects were given 68 practice trials over four days (20, 18, 15 and 15 trials/day, respectively) with each day separated by a 24-hour rest. Trials 1 and 2 (the initial period) were given under control conditions for both groups. In the test period (trials 3 to 20 were on Day 1 and trials 21 to 38 on Day 2) the experimental group practiced under conditions of heavy interpolated physical fatigue. Fatigue was induced by bicycle ergometer work until an HR of 180 beats/minute was attained prior to each trial. The control group cancelled vowels. During the retest period (trials 39 to 53 on Day 3 and trials 54 to 68 on Day 4) both groups practiced under nonfatigue conditions. The results indicated that the interpolated physically fatiguing task impaired both performance and learning for the experimental group. Further, this effect was rather long lasting since there was no statistical exidence for recovery even after 30 practice trials in the retest period.