Asymmetric interlateral transfer of motor learning in unipedal dynamic balance

Abstract Background Cerebellar transcranial direct current stimulation (tDCS) is widely considered as a promising non-invasive tool to foster motor performance and learning in health and disease. The results of previous studies, however, are inconsistent. Our group failed to provide evidence for an effect of cerebellar tDCS on learning of a complex whole body dynamic balance task in young and healthy participants. Ceiling effects in the young study population are one possible explanation for the negative findings. Methods In the present study, we therefore tested 40 middle-aged healthy participants between the ages of 50 to 65 years. Participants received either anodal or sham cerebellar tDCS using a double-blinded study design while performing a balance task on a Lafayette Instrument 16,030 stability platform®. Mean platform angle and mean balance time were assessed as outcome measures. Results Significant learning effects were found in all participants. Balancing performance and learning rate was significantly less in the group of middle-aged adults compared to our previous group of young adults. No significant effects of cerebellar tDCS were observed. Conclusions Our findings are in line with other studies that have failed to prove robust effects of cerebellar tDCS on motor learning. The present findings, however, do not exclude cerebellar tDCS effects. tDCS effects may be more prominent after repeated stimulation, using other stimulus parameters, in patient populations, or in other motor learning tasks. Trial registration Not applicable.

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Analogy and explicit motor learning in dynamic balance: Posturography and performance analyses

European Journal of Sport Science ◽

10.1080/17461391.2020.1827046 ◽

2020 ◽

pp. 1-11

Author(s):

Sung-Min Kim ◽

Feng Qu ◽

Wing-Kai Lam

Keyword(s):

Motor Learning ◽

Dynamic Balance ◽

Performance Analyses ◽

And Performance ◽

Explicit Motor Learning

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Overweight Stereotype Threat Negatively Impacts the Learning of a Balance Task

Journal of Motor Learning and Development ◽

10.1123/jmld.2015-0015 ◽

2015 ◽

Vol 3 (2) ◽

pp. 140-150 ◽

Cited By ~ 5

Author(s):

Priscila Lopes Cardozo ◽

Suzete Chiviacowsky

Keyword(s):

Individual Differences ◽

Motor Learning ◽

Intrinsic Motivation ◽

Stereotype Threat ◽

Motor Skills ◽

Retention Test ◽

Dynamic Balance ◽

Perceived Competence ◽

Overweight People ◽

Balance Task

Several studies have demonstrated the detrimental effects of stereotype threat on the performance of academic and motor skills, while little attention has been given to the effects of stereotypical conditions on motor learning. The objective of the current study was to investigate the effects of overweight stereotype threat on women learning a balance task. Participants practiced 10 trials of a dynamic balance task and their learning was observed in a retention test one day later. Before practice, the stereotype threat (ST) group received instructions introducing the task as influenced by individual differences, whereby overweight people usually present worse outcomes. For the reduced stereotype threat group (RST), instructions informed them that the task was not influenced by individual differences. Participants also filled out a questionnaire measuring intrinsic motivation. The results showed that performance and learning, as well as perceived competence, were enhanced for participants of the RST group compared with participants of the ST group. The findings provide evidence that overweight stereotype threat affects the learning of motor skills.

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Use of Vestibular Rehabilitation in the Pediatric Population

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig7-2019-0002 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1399-1405 ◽

Cited By ~ 1

Author(s):

Jennifer Christy

Keyword(s):

Pediatric Population ◽

Dynamic Balance ◽

Vestibular Rehabilitation ◽

Rehabilitation Program ◽

Gross Motor ◽

Gaze Stabilization ◽

Motor Delay ◽

Rehabilitation Programs ◽

Motor Practice ◽

Balance Exercises

Purpose The purpose of this article was to provide a perspective on vestibular rehabilitation for children. Conclusion The developing child with vestibular dysfunction may present with a progressive gross motor delay, sensory disorganization for postural control, gaze instability, and poor perception of motion and verticality. It is important that vestibular-related impairments be identified early in infancy or childhood so that evidence-based interventions can be initiated. A focused and custom vestibular rehabilitation program can improve vestibular-related impairments, enabling participation. Depending on the child's age, diagnosis, severity, and quality of impairments, vestibular rehabilitation programs may consist of gaze stabilization exercises, static and dynamic balance exercises, gross motor practice, and/or habituation exercises. Exercises must be modified for children, done daily at home, and incorporated into the daily life situation.

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