Chapter 7 ICA: Bimanual Coordination

Circles vs. Lines Activity

Learning Objectives

By the end of this activity, students will be able to:

  • Experience the difference between symmetric and asymmetric bimanual coordination
  • Understand why asymmetric bimanual coordination is more difficult than symmetric
  • Observe bimanual interference patterns and neural coupling effects
  • Connect the activity to real-world motor skills like music and sports

Bimanual Coordination: Circles vs. Lines Activity

Time Required: 45 minutes
Materials: Paper and pens

Preparation

  • Pair up with a classmate (2 per group)
  • Ensure each pair has one piece of paper and two pens
  • On both sheets of paper (both sides in portrait), divide into six (6) quadrants.

Activity Instructions (~40 minutes total)

STEP 1: Do the Task (10 minutes)

What to do:

  • Sit with your partner
  • Get one piece of paper (divided into quadrants as described in Preparation) and two pens

Person A goes first (~3 minutes):

Side 1 - PRACTICE (portrait orientation, 6 quadrants/rows):

  1. Row 1 - Practice each hand separately:
    • Left hand only: Draw circles (15 seconds)
    • Right hand only: Draw vertical lines (15 seconds)
  2. Row 2 - Symmetric coordination (BOTH CIRCLES):
    • BOTH hands draw circles simultaneously (30 seconds)
  3. Row 3 - Symmetric coordination (BOTH LINES):
    • BOTH hands draw vertical lines simultaneously (30 seconds)

Flip paper to Side 2

Side 2 - TEST: Asymmetric Coordination (Different Patterns Simultaneously)

(portrait orientation, 6 quadrants/rows):

  1. Rows 1, 2, 3 - THE CHALLENGE:
    • Left hand draws circles AND right hand draws vertical lines at the same time
    • Do this for 30 seconds in EACH row (3 trials total)
    • This is the real test - notice how much harder it is to do different patterns simultaneously!

Person B observes and takes notes on both sides

Switch roles - Person B draws, Person A observes (~3 minutes)

Person B repeats the same sequence on their own paper:

  • Side 1: Practice (separate hands, both circles, both lines)
  • Side 2: Test (asymmetric - circles left + lines right, 3 trials in rows 1, 2, 3)

Quick partner discussion (3 minutes): What did you notice?

Once both have tried, discuss with your partner:

  • Was it harder than you expected?
  • Did your shapes change when doing both together?
  • Which hand felt like it was “fighting” the other?
  • Did you want both hands to do the same thing?
  • What did your partner observe from watching?

STEP 2: Answer These Questions (15 minutes)

Type in your answers on the ClassShare App - work with your partner:

Question 1: Compare symmetric vs. asymmetric coordination

  • Symmetric (both hands same pattern): Easy / Medium / Hard
  • Asymmetric (different patterns like circles+lines): Easy / Medium / Hard
  • Why do you think there’s a difference? ____________
Answer Key:

Question 2: Bimanual interference patterns

When coordination broke down, what happened?

  • Both hands started doing circles? Yes / No
  • Both hands started doing lines? Yes / No
  • Shapes got “mixed up”? Yes / No

Which pattern seemed to “dominate” or take over? Circles / Lines / Neither

Answer Key:

Question 3: Neural coupling effects

  • Did your hands want to move at the same speed/rhythm even when doing different patterns? Yes / No
  • Which was harder to control - the timing or the shape differences? ____________
Answer Key:

Question 4: Real-world applications

  • Give an example of symmetric bimanual coordination (both hands same): ____________
  • Give an example of asymmetric bimanual coordination (hands different): ____________
  • Based on this activity, why might learning piano or drumming be challenging? ____________
Answer Key:

STEP 3: Submission to Canvas

Before next class, submit your answers on Canvas. Each question is worth 2.5 points (10 points total). The most complete answers will receive the most points.

  • Why is asymmetric bimanual coordination more difficult than symmetric?
  • What does this tell us about how the brain controls our two hands?
  • How does this connect to the tennis serve problem mentioned in the chapter?
  • What training strategies might help overcome bimanual coordination challenges?
Discussion Points:

Key Teaching Points from Chapter 7

  1. Symmetric coordination = both limbs do essentially the same thing (natural/easy)
  2. Asymmetric coordination = each limb does something different (requires learning/practice)
  3. Neural coupling = brain’s tendency to synchronize both hands
  4. Practical applications = understanding this helps in teaching complex motor skills like musical instruments and sports

Connection to Course Content

This activity directly demonstrates the bimanual coordination principles covered in Chapter 7. Students experience firsthand why certain motor skills (piano, guitar, tennis serve) are challenging to learn and why practice and training are essential for developing asymmetric coordination abilities.