Study of the effects of Juggling sessions with the juggleboard on subjects with intellectual disabilityJanuary 01, 2020
Motor Capacities in the Educational Circus: Theory and Practice, by Lapo Botteri, is a valuable resource for anyone interested in understanding the educational foundations of circus arts. Rather than focusing exclusively on the acquisition of circus techniques, the book explores the underlying motor capacities that make movement learning possible. Through four central disciplines — balancing, acrobatics, juggling and physical theatre — Botteri examines the relationship between sensory perception, motor coordination, body awareness and physical development. His approach connects movement science with circus pedagogy, offering a framework for understanding how circus activities can contribute to a person's broader physical, cognitive and social development.
One of the book's greatest strengths is its connection between theory and practice. Each chapter introduces relevant concepts from motor science and translates them into practical exercises, games and teaching proposals that educators can adapt to different contexts and groups. Particularly valuable is its emphasis on developing broad motor foundations rather than rushing towards specific technical achievements. For circus educators, physical education teachers and movement practitioners, this handbook offers both a useful theoretical reference and inspiration for developing more conscious, structured and purposeful teaching practices. It is an important contribution to the growing body of knowledge surrounding educational circus.
Study of the effects of Juggling sessions with the juggleboard on subjects with intellectual disability
January 01, 2020
The aim of this study is to highlight a first monitoring session of the effects produced by working with the juggleboard, created by Craig Quat, applied to the development of specific technical abilities of Juggling, transposed on general motor abilities in working with disabled people. The study itself has been carried out on subjects with mid-to-high motor abilities and medium intellectual disabilities. The work has been valued with motor test given at the beginning and at the end of each working session. The results of the study highlight that the activity of Juggling with the juggleboard helps developing specific technic abilities and improves motor sequencing abilities and responsiveness to oculo-manual input of the participants.
BENEFICIOS DE LOS JUEGOS MALABARES ADAPTADOS EN PERSONAS MAYORES
January 01, 2020
The physical activity as a mean of maintaining the capabilities of dexterity and coordination in advanced ederly is part of the quality of life model today. The objective od this research was to analyze the relationship between eye – hand coordination and psychomotor degree by implementing a program of adapted juggling games to ten ederly. To do this, we evaluated these variables using assessment tools before, during and after the intervention. The results indicated that juggling games are a useful and effective for improving psychomotor degree and eye – hand speed coordination in advanced ederly.
Training induces changes in white-matter architecture
Jan Scholz, Miriam C Klein, Timothy E J Behrens & Heidi Johansen-Berg
Nature Neuroscience published online 11 October 2009; doi:10.1038/nn.2412
What happens to the brain when we learn to juggle? In this fascinating study, researchers Jan Scholz and colleagues demonstrate that learning a new physical skill can produce measurable changes in the brain's white-matter architecture. By examining adults before and after six weeks of juggling practice, they provide evidence that the brain continues to reorganise itself in response to new movement experiences. This research offers an intriguing scientific perspective on juggling, highlighting the relationship between physical practice, motor learning and neuroplasticity, and inviting us to reconsider the potential of circus arts as tools for lifelong learning and development.
Zelic, G., Mottet, D., & Lagarde, J. (2012). Behavioral impact of unisensory and multisensory audio-tactile events: Pros and cons for interlimb coordination in juggling. PLOS ONE, 7(2), e32308.
This study by Zelic, Mottet and Lagarde (2012) investigates how auditory and tactile information can influence coordination in juggling. Using a three-ball cascade task, the researchers examined whether external rhythmic cues — sounds and vibrations delivered to the wrists — could help jugglers improve the timing and consistency of their movements. They found that a specific combination of sound and alternating tactile signals, corresponding to the natural rhythm of the hands, reduced variability in performance. In contrast, tactile stimulation alone actually increased movement variability. The findings highlight the importance of how sensory information is organised and integrated during complex motor activities, suggesting that effective coordination depends not simply on receiving more sensory input, but on how well that information relates to the movement pattern being learned or performed.
Driemeyer, J., Boyke, J., Gaser, C., Büchel, C., & May, A. (2008). Changes in gray matter induced by learning—Revisited. PLOS ONE, 3(7), e2669.
This study investigates how learning to juggle influences the structure of the adult brain, focusing particularly on changes in grey matter. Researchers followed 20 adults with no previous juggling experience as they learned the three-ball cascade, using MRI scans to monitor brain changes throughout the training process. The results showed that learning to juggle was associated with measurable increases in grey matter in the occipito-temporal cortex, an area involved in visual processing and motion perception. Remarkably, these changes were detectable after just seven days of practice. The researchers suggest that the process of acquiring a new skill may be more important in stimulating brain plasticity than simply repeating an already-learned movement. This research provides further evidence that learning complex movement skills can produce structural changes in the adult brain, reinforcing the value of juggling as a tool for exploring the relationship between movement, learning and neuroplasticity.
Boyke, J., Driemeyer, J., Gaser, C., Büchel, C., & May, A. (2008). Training-induced brain structure changes in the elderly. The Journal of Neuroscience, 28(28), 7031–7035.
This study explores whether the ageing brain retains the capacity to undergo structural changes through learning new physical skills. Researchers investigated the effects of learning three-ball cascade juggling in healthy older adults, with an average age of approximately 60. Participants received three months to learn the skill, and their brains were examined using MRI scans before training, after achieving a level of proficiency, and again three months after stopping practice. The results revealed changes in grey matter in the hMT/V5 region, associated with visual motion processing. Additional temporary increases were observed in the left hippocampus and both sides of the nucleus accumbens, regions associated with memory and reward-related processes. Although older participants achieved a lower level of juggling proficiency than younger adults, their brains still demonstrated measurable structural plasticity. The study provides compelling evidence that the capacity for brain adaptation through movement and learning continues into later life, highlighting the potential of activities such as juggling to support lifelong learning and neuroplasticity.
Bebko, J. M., Demark, J. L., Im-Bolter, N., & MacKewn, A. (2005). Transfer, control, and automatic processing in a complex motor task: An examination of bounce juggling. Journal of Motor Behavior, 37(6), 465–474.
This study investigates how previous experience with one juggling pattern can influence the learning of another, and how conscious control and automatic processing develop during motor skill acquisition. Researchers compared four experienced cascade jugglers with five beginners as they learned bounce juggling over five weeks. The experienced jugglers demonstrated positive transfer of learning, maintaining an advantage of approximately 6–10 days over the beginners. Interestingly, the researchers also found that controlled and automatic processing developed concurrently rather than representing opposite ends of a single learning continuum. They propose that these processes operate along separate but interacting dimensions. The findings are particularly relevant to juggling pedagogy because they suggest that previously acquired movement skills can facilitate the learning of new patterns, while conscious attention and automatic coordination can develop together throughout the learning process.
Hashizume, K., & Matsuo, T. (2004). Temporal and spatial factors reflecting performance improvement during learning three-ball cascade juggling. Human Movement Science, 23(2), 207–233.
This study examines how the timing and spatial organisation of movements change as beginners learn the three-ball cascade. Eight participants with no previous juggling experience completed ten practice sessions of 30 minutes over approximately two weeks. The researchers analysed variables including the time each ball remained in the hand, the timing of throws relative to the ball's highest point, and the consistency of ball trajectories. Their findings suggest that stable juggling initially depends on establishing an appropriate relationship between these temporal variables, particularly a dwell ratio of approximately 0.83. With practice, participants improved their throwing accuracy and adjusted the movements of their arm segments to achieve greater stability. However, only two of the eight participants progressed to the more advanced stage of learning. These participants demonstrated substantially lower variability in their timing and ball trajectories. The study highlights an important aspect of motor learning: improvement is not simply about increasing the number of successful catches, but about developing increasingly consistent and adaptable relationships between movement timing, spatial organisation and coordination.
Beek, P. J., & van Santvoord, A. A. M. (1992). Learning the cascade juggle: A dynamical systems analysis. Journal of Motor Behavior, 24(1), 85–94.
This study examines how beginners develop the coordination and timing required to perform the three-ball cascade, using a dynamical systems approach to understand the process of motor learning. The researchers proposed a three-stage model in which learners first adapt to the basic timing requirements of juggling, then discover a stable rhythmic relationship between the movement of the hands and the transportation of individual balls, and finally develop the ability to modify this timing with greater flexibility and control. Twenty participants were taught to juggle, with half receiving additional metronome assistance. The metronome offered no significant additional benefit, while the results supported the proposed stages of learning. The researchers suggest that acquiring a new motor skill involves discovering stable organisational patterns, or fixed points, within the perceptual-motor system. Once these foundations are established, learners can begin to develop greater adaptability, flexibility and individual expression.
Huys, R., Daffertshofer, A., & Beek, P. J. (2004). Multiple time scales and multiform dynamics in learning to juggle. Motor Control, 8(2), 188–212.
This study investigates how different aspects of movement coordination develop as beginners learn the three-ball cascade, using a dynamical systems approach to examine the relationship between juggling performance, posture, and eye and head movements. Thirteen participants with no previous juggling experience practised for nine weeks, while researchers recorded their ball trajectories, postural sway, and eye and head movements. The results showed that performance improved progressively, but different aspects of coordination developed at different rates. As participants became more proficient, the trajectories of the balls became increasingly synchronised, while the amplitude of their postural, eye and head movements generally decreased. The researchers describe this process as involving multiple time scales and different forms of dynamic organisation, suggesting that learning a complex motor skill does not follow a single, uniform progression. Instead, several interconnected systems adapt and reorganise at different rates to support the development of coordinated performance.
Haibach, P. S., Daniels, G. L., & Newell, K. M. (2004). Coordination changes in the early stages of learning to cascade juggle. Human Movement Science, 23(2), 185–206.
This study investigates how beginners develop the coordination patterns required to perform the three-ball cascade, focusing on the relationship between hand movements, ball trajectories and the timing of throws and catches. Eight adults with no previous juggling experience practised over four weeks, while researchers recorded their performance and analysed changes in their movement patterns. The findings showed that all participants learned to juggle, but progress did not occur at a uniform rate. Initially, learners needed to establish the basic spatial and temporal conditions of the cascade and develop the characteristic figure-eight movement pattern. With practice, attention shifted towards refining the timing and relative coordination of the hands. Improvements in the number of consecutive catches followed a power-law progression, reflecting qualitative changes in the organisation of movement rather than simply the accumulation of successful repetitions. The study highlights that learning to juggle involves assembling and reorganising a complex coordination pattern, with technical performance emerging from the development of underlying spatial and temporal relationships.
More references and links
Structural brain alterations following 5 days of intervention: dynamic aspects of neuroplasticity. [Cereb Cortex. 2007] PMID:16481564
Temporal and spatial dynamics of brain structure changes during extensive learning. [J Neurosci. 2006] PMID:16763039 Integrated technology for evaluation of brain function and neural plasticity. [Phys Med Rehabil Clin N Am. 2004] PMID:15029909
A functional magnetic resonance imaging study of patients with secondary progressive multiple sclerosis. [Neuroimage. 2003] PMID:12948731
Changes in gray matter induced by learning--revisited. [PLoS One. 2008] PMID:18648501
Mapping brain size and cortical gray matter changes in elderly depression. [Biol Psychiatry. 2004] PMID:14960291
Age-related regional network of magnetic resonance imaging gray matter in the rhesus macaque. [J Neurosci. 2008] PMID:18337400
Practice and perfect: length of training and structural brain changes in experienced typists. [Neuroreport. 2007] PMID:17558297
Temporal and spatial dynamics of brain structure changes during extensive learning. [J Neurosci. 2006] PMID:16763039
How many objects can you track? Evidence for a resource-limited attentive tracking mechanism. [J Vis. 2007] PMID:17997642
Tracking the changing features of multiple objects: progressively poorer perceptual precision and progressively greater perceptual lag. [Vision Res. 2008] PMID:18359501
Enumeration versus multiple object tracking: the case of action video game players. [Cognition. 2006] PMID:16359652
The mathematics of multiple object tracking: from proportions correct to number of objects tracked. [Vision Res. 2005] PMID:15924943
Dynamics of target selection in multiple object tracking (MOT). [Spat Vis. 2006] PMID:17278524
Acquisition and automatization of a complex task: an examination of three-ball cascade juggling. [J Mot Behav. 2003] PMID:12711582
Motor learning enhances perceptual judgment: a case for action-perception transfer. [Psychol Res. 2001]
Automaticity in motor sequence learning does not impair response inhibition. [Psychon Bull Rev. 2008] PMID:18605489
Multiple time scales and subsystem embedding in the learning of juggling. [Hum Mov Sci. 2004] PMID:15541520
Coordination changes in the early stages of learning to cascade juggle. [Hum Mov Sci. 2004] PMID:15474177
Coordination changes in the early stages of learning to cascade juggle. [Hum Mov Sci. 2004] PMID:15474177
Learning a throwing task is associated with differential changes in the use of motor abundance. [Exp Brain Res. 2005] PMID:15657698
Multiple time scales and subsystem embedding in the learning of juggling. [Hum Mov Sci. 2004] PMID:15541520
Temporal patterning in cascade juggling. [J Exp Psychol Hum Percept Perform. 1992] PMID:1431756
Temporal and spatial factors reflecting performance improvement during learning three-ball cascade juggling. [Hum Mov Sci. 2004] PMID:15474178
Learning to juggle: on the assembly of functional subsystems into a task-specific dynamical organization. [Biol Cybern. 2003] PMID:12690489
Multiple time scales and multiform dynamics in learning to juggle. [Motor Control. 2004] PMID:15118202
Multiple time scales and subsystem embedding in the learning of juggling. [Hum Mov Sci. 2004] PMID:15541520
Temporal patterning in cascade juggling. [J Exp Psychol Hum Percept Perform. 1992] PMID:1431756
Multiple time scales and subsystem embedding in the learning of juggling. [Hum Mov Sci. 2004] PMID:15541520
Learning to juggle: on the assembly of functional subsystems into a task-specific dynamical organization. [Biol Cybern. 2003] PMID:12690489
Effects of postural support on eye hand interactions across development. [Exp Brain Res. 2007] PMID:17401554
Directional constraints during bimanual coordination: the interplay between intrinsic and extrinsic directions as revealed by head motions. [Behav Brain Res. 2008] PMID:17983673
Coordination changes in the early stages of learning to cascade juggle. [Hum Mov Sci. 2004] PMID:15474177
Temporal and spatial factors reflecting performance improvement during learning three-ball cascade juggling. [Hum Mov Sci. 2004] PMID:15474178
Coordination changes in the early stages of learning to cascade juggle. [Hum Mov Sci. 2004] PMID:15474177
Multiple time scales and subsystem embedding in the learning of juggling. [Hum Mov Sci. 2004] PMID:15541520
Temporal patterning in cascade juggling. [J Exp Psychol Hum Percept Perform. 1992] PMID:1431756
The juggling paradigm: a novel social neuroscience approach to identify neuropsychophysiological markers of team mental modelsEdson Filho, Maurizio Bertollo, Claudio Robazza, Silvia ComaniFront. Psychol., 11 June 2015
Gaze fixation improves the stability of expert jugglingJoost C. Dessing, Fre´de´ric P. Rey, Peter J. Beek Exp Brain Res (2012) 216:635–644 Learning to juggle: on the assembly of functional subsystems into a task-specific dynamical organization R. Huys, A. Daffertshofer, P. J. Beek Biol. Cybern. 88, 302–318 (2003)
The Science of Juggling P.J. Beek and A Lewbel. Sci Am Nov 1995 92-97 (not scientific, but includes good, pre-95 references and info on site-swap notation) Three-dimensional hand movements during the execution of ball juggling: Effect of expertise in street performersAndrea Mapelli, Domenico Galante, Simone Paganoni, Laura Fusini, Gianluca Forlani,and Chiarella Sforza. Journal of Electromyography and Kinesiology (2012)