Actions that are chosen have properties that distinguish them from actions that are not. Of the nearly infinite possible actions that can achieve any given task, many of the unchosen actions are irrelevant, incorrect, or inappropriate. Others are relevant, correct, or appropriate but are disfavored for other reasons. Our research focuses on the question of what distinguishes actions that are chosen from actions that are possible but are not. We review studies that use simple preference methods to identify factors that contribute to action choices, especially for object-manipulation tasks. We can determine which factors are especially important through simple behavioral experiments.

Interpersonal motor interactions (joint-actions) occur on a daily basis. In joint-action situations, typically developing (TD) individuals consider the end-goal of their partner and adjust their own movements to accommodate the other person. The movement planning processes required for joint-action may, however, be difficult for individuals with an Autism Spectrum Disorder (ASD) given documented difficulties in performance on theory of mind (ToM) and motor tasks. The goal of this experiment was to determine if individuals with ASD exhibit end-state comfort behaviours similar to their typically developing peers in joint-action situations. Participants were asked to either pass, place, or use three common tools: a wooden toy hammer, a stick, or a calculator. These tools were selected because the degree of affordance they offer (i.e., the physical characteristics they posses to prompt proper use) ranges from direct (hammer) to indirect (calculator). Participants were asked to pass the tool to a confederate who intended to place the tool down, or use the tool. Variables of interest included beginning and end-state grip orientations of the participant and confederate (comfortable or uncomfortable) as a function of task goal, and the side to which the tool was placed or passed. Similar to Gonzalez et al. 2011, some individuals with ASD maximized their partner’s beginning-state comfort by adopting personally uncomfortable postures. That said, their performance was more variable than their TD peers who consistently passed tools in a manner that facilitated comfortable use by the confederate. Therefore, the movement planning processes used to prepare to pass a tool are not stereotypical across all individuals with ASD. We propose that the novel joint-action task described herein provides the basis for testing an important link between motor performance and more complex social and communication behaviours.

Purpose: This study investigated the effects of flywheel squat training on lower body muscle function adaptations and sport-specific performance in collegiate club water polo players. Methods: Thirteen collegiate club water polo athletes (5 women, 8 men) performed flywheel squat training for 4 weeks. Isokinetic knee extension (KE) peak power (PP) and peak torque (PT), flywheel squat peak power (FPP) and mean power (FMP), countermovement jump (CMJ), in-water jump height (WJH) and foot speed were assessed at baseline (Pre1), 4 weeks (Pre2), and 8 weeks (Post) with the first 4 week block being a control period and the second 4 week block being the experimental training. Throughout the training period muscle soreness was assessed using a VAS scale, and FPP and FMP were assessed during every other session. Results: Isokinetic KE PP and PT increased from Pre1 to Post, and FPP and FMP increased between Pre1 and Post, and Pre2 and Post. CMJ and foot speed were unchanged. WJH displayed a change between Pre1 and Post. FPP increased 19% from session 2 to 4 and FMP increased 27% from session 2 to 6, and each remained elevated through session 8. Conclusion: 4 weeks of flywheel squat training in collegiate club water polo players elicited large gains (47–52%) in flywheel-specific squat power, but did not influence sport-specific performance measures including CMJ, WJH, and foot speed. Water-based exercises and stretch-shortening cycle movements (plyometrics) in combination with effective resistance training programs, which may include flywheel-based training, are likely needed for marked sport skill improvements.

Children with autism spectrum disorder (ASD) exhibit impairment in helping someone else with a motor action, which may arise from impairment in selecting and preparing motor responses. Five children with ASD and five typically developing children performed a cooperative motor planning task that required them to reach for, lift, and hand an object (hammer or stick) to a researcher. The response, movement, and grasp time were measured. Children with ASD grasped the object longer on trials where they helped, indicating that the actionwas planned in sequence versus as a whole (i.e., prior to the onset of movement). The hammer object elicited a quicker response than the stick, suggesting the facilitation of planning by tools with inherent action properties. Finally, the increased helping of children with ASD was not mirrored by changes in the response, movement, or grasp time.