Can we describe it reliably?
Agree on Base, Anchor, contact emphasis, and the instant or sequence being observed. Assess agreement across independent raters.
07 / RESEARCH & COLLABORATION
A framework ready
for a serious investigation.
We are seeking research partners to translate NeuroMotion’s teaching model into operational definitions, controlled studies, and independently interpretable evidence.
COLLABORATION BRIEF / SEPTEMBER 2026
What we propose
to do together.
The first collaboration is deliberately focused: establish a reliable task and teaching protocol, then examine learning beyond matched practice.
PROPOSED STUDY CONCEPT · NOT YET A REGISTERED OR COMPLETED STUDY
Can explicit Base–Anchor instruction improve bilateral skill learning?
- Starting point
- A bounded set of low-risk, clearly defined coordination tasks derived from the NST curriculum.
- First phase
- Operational definitions, expert review, assessor training, repeatability, feasibility, and participant understanding.
- Comparison
- NST-informed instruction versus bilateral motor practice matched for task exposure, coaching attention, and time.
- Core outcomes
- Task accuracy and consistency, role-switching performance, retention, and transfer. Select and preregister a primary outcome before the comparison study begins.
- Population
- An initial healthy-adult feasibility cohort. Recruitment criteria, sample size, exclusions, and stopping rules developed with the host research team.
- Design priorities
- Allocation procedures, blinded assessment where feasible, intervention fidelity, adverse-event recording, and an analysis plan agreed in advance.
- Decision
- Does the protocol merit a powered study? What should be revised? Which findings replicate and which do not?
Plain-text Markdown · includes study stages, collaboration roles, source context, and scope boundaries.
A STAGED RESEARCH AGENDA
Begin with the task.
Build toward the mechanism.
Does instruction change learning?
Use a matched comparison, prespecified outcomes, measured practice dose, and consistent assessment conditions.
What persists or generalizes?
Test delayed retention and unfamiliar tasks before expanding into different sports, ages, or clinical populations.
MEASUREMENTS MUST ANSWER QUESTIONS
The instrument follows
the hypothesis.
A lab does not need every technology to begin. Select tools for the question, available expertise, and reliability of the task.
| Domain | Possible method | What it can examine |
|---|---|---|
| Movement organization | Motion capture, video, or IMUs | Segment timing, trajectories, role changes, and assessor agreement. |
| Contact and force | Force plates or pressure sensing | Load acceptance, pressure distribution, and timing relative to the action. |
| Learning and transfer | Standardized task battery | Accuracy, variability, switching cost, delayed retention, and untrained-task performance. |
| Muscle coordination | Task-specific EMG | Recruitment timing and co-contraction; interpreted alongside movement. |
| Neural mechanisms | TMS, MRI, or other justified methods | Exploratory measures selected only after a reliable behavioral task is established. |
| Experience and participation | Validated scales and interviews | Adherence, perceived control, confidence, and relevance to everyday activity. |
SELECTED SCIENTIFIC CONTEXT
A foundation for inquiry.
A distinct test for NST.
Training-related plasticity
Frizzell and colleagues examined motor training and white-matter MRI changes in a small healthy-adult cohort. This supports a measurement direction, not an NST-specific outcome.
Read the study ↗Callosal involvement
Mueller and colleagues compared bimanual coordination in people with callosal agenesis and controls. It provides context for interhemispheric coordination.
Read the study ↗Task-specific mechanisms
Research on reach adaptation shows that interlimb transfer need not always require an intact corpus callosum. This argues for task-specific hypotheses.
Read the study ↗None of these studies tested the full NeuroMotion framework or the 208-session NST curriculum. Clinical, cognitive, and developmental outcomes require dedicated studies.
THE COLLABORATION
Bring the expertise.
Build the study together.
The framework and its teaching logic.
The Six Laws, source manuscript, curriculum architecture, instructional cues, and founder participation in protocol development and training-fidelity review.
Independent design and measurement.
Motor-control expertise, operational review, statistics, instrumentation, ethics oversight, and an institutional environment for appropriate research.
A defined investigation.
Protocol development, staff time, participant involvement, measurement, analysis, and dissemination. A budget follows the agreed study scope.
Credit, access, and transparency.
Document authorship contributions, curriculum rights, data governance, publication independence, and responsibility for participant protection.
AN OPEN RESEARCH INVITATION
Let’s put a well-defined question in the lab.
Tell us your research area, available methods, and the question you would like to examine. We are inviting protocol partners, independent scientific advisors, pilot sites, and aligned funders.
Propose a collaboration ↗Read the collaboration brief