scholarly journals Motor learning of a dynamic balance task: Influence of lower limb power and prior balance practice

2019 ◽  
Vol 22 (1) ◽  
pp. 101-105 ◽  
Author(s):  
Louis-Solal Giboin ◽  
Markus Gruber ◽  
Andreas Kramer
Keyword(s):  
Motor Learning ◽  
Lower Limb ◽  
Dynamic Balance ◽  
Balance Task

scholarly journals Lack of cerebellar tDCS effects on learning of a complex whole body dynamic balance task in middle-aged (50–65 years) adults

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
M. Rauscher ◽  
F. Yavari ◽  
G. Batsikadze ◽  
N. Ludolph ◽  
W. Ilg ◽  
...  
Keyword(s):  
Motor Learning ◽  
Dynamic Balance ◽  
Whole Body ◽  
Middle Aged ◽  
Balance Task ◽  
Negative Findings ◽  
Cerebellar Tdcs ◽  
Double Blinded ◽  
Body Dynamic ◽  
Healthy Participants

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.

Overweight Stereotype Threat Negatively Impacts the Learning of a Balance Task

2015 ◽  
Vol 3 (2) ◽  
pp. 140-150 ◽  
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.

The effects of practice for distance control of lower limb on motor learning in patients with cerebellar ataxia

2018 ◽  
Vol 27 (5) ◽  
pp. 501-512
Author(s):  
Jung-Eun Yun ◽  
Yong-Gwan Song ◽  
Chang-Ha Lim ◽  
Sang-Hyup Choi ◽  
Jin-Hoon Park
Keyword(s):  
Motor Learning ◽  
Cerebellar Ataxia ◽  
Lower Limb ◽  
Distance Control

scholarly journals Effects of a 6-week core stabilization training program on dynamic balance and trunk stabilization endurance of horse riders

2021 ◽  
Author(s):  
Nicholas H. K. Lam ◽  
Wai Man Lau ◽  
Tin Lap Lau
Keyword(s):  
Training Program ◽  
Dynamic Balance ◽  
Measurement Tool ◽  
Balance Test ◽  
Core Stabilization ◽  
Balance Task ◽  
Postural Stabilization ◽  
Left And Right ◽  
Back Extensor ◽  
Swiss Ball

AbstractThe purpose of this study was to examine the effectiveness of a 6-week core stabilization training program (CSTP) in improving dynamic balance and back-extensor endurance of horse riders; and develop a measurement tool in assessing the dynamic postural stabilization endurance for horse riders. Twelve male horse riders (age: 23.58 ± 1.93 years; height: 165.09 ± 4.60 cm; weight: 56.53 ± 4.75 kg; experience in horse racing: 1.75 ± 0.34 years) completed 12 training sessions in 6 weeks. Subjects performed the CSTP with two progressions. CSTP started with the basic consciousness activation exercises, and then eliminated visual feedback in dynamic balance task on unstable surfaces and finished with switching the center of gravity. Moderate-to-large difference was demonstrated in the Y-Balance test scores for right leg (102.81 ± 8.32 vs 106.471 ± 4.35 cm, d = 0.55, 95% CL 0.00 to 1.08) and left leg (102.04 ± 3.20 vs 106.29 ± 3.62 cm, d = 1.25, 95% CL 0.41 to 2.05) following 6 weeks CSTP. However, trivial to small differences was reported between left and right leg in pre (d = 0.12, 95% CL − 0.49 to 0.73) and post 6-week CSTP (d = 0.04, 95% CL − 0.69 to 0.78). Biering–Sørensen test (BST) shows largely greater performance after 6-week CSTP (98.3 ± 30.1 vs 131.8 ± 19.0 s, d = 1.33, 95% CL 0.54–2.09). A novel measurement, Swiss ball four-point kneeling test was shown to be correlated with the change in BST (r = 0.633).

scholarly journals Effectiveness of Virtual Reality and Visual Feedback on Balance and Leg Function in Children with Cerebral Palsy

2019 ◽  
Vol 1 (18) ◽  
Author(s):  
Arūnė Dūdaitė ◽  
Vilma Juodžbalienė
Keyword(s):  
Virtual Reality ◽  
Cerebral Palsy ◽  
Postural Control ◽  
Range Of Motion ◽  
Visual Feedback ◽  
Lower Limb ◽  
Dynamic Balance ◽  
Control Group ◽  
Children With Cerebral Palsy ◽  
Stretching Exercises

Research background. Virtual reality and visual feedback improve motor performance, motor function and balance, so we want to fnd if it affects the function of legs and balance of children with spastic hemiplegia. Research aim was to establish if the use of virtual reality and visual feedback with traditional physiotherapy improve the function of legs and balance of children with cerebral palsy. Methods. Nine children with cerebral palsy participated in the research. Participants were randomly divided into two groups – virtual reality group (n = 6) and control (n = 3). Virtual reality group practised exergaming and stretching exercises for 10 weeks, twice a week. Control group practiced conventional physiotherapy and stretching exercises for 6 weeks, twice a week. We measured the range of motion of the lower limb, spasticity of the lower limb using Modifed Ashworth’o Scale, static, dynamic balance, trunk coordination using Trunk Impairment Scale at the start and the end of the research, and balance using Pediatric Balance Scale. Results. Virtual reality and visual feedback reduced the spasticity of the lower limb, improved balance and postural control for children with cerebral palsy, but it did not improve the range of motion of the lower limb of children with cerebral palsy. Conclusions. Virtual reality and visual feedback did not improve the range of motion of the lower limb of children with cerebral palsy. Virtual reality and visual feedback reduced spasticity of the lower limb, improved balance and postural control for children with cerebral palsy.Keywords. Cerebral palsy, virtual reality, visual feedback, postural control, muscle architecture.

Relationships among Perceptual-Motor Measures and their Correlations with Academic Readiness for Preschool Children

1974 ◽  
Vol 39 (1) ◽  
pp. 467-473 ◽  
Author(s):  
Brad S. Chissom ◽  
Jerry R. Thomas ◽  
Delores G. Collins
Keyword(s):  
Dynamic Balance ◽  
Kindergarten Children ◽  
Academic Readiness ◽  
Multiple Correlation ◽  
Balance Task ◽  
Motor Tests ◽  
Academic Measures ◽  
Highly Correlated ◽  
The Relationship ◽  
Ball Test

Kindergarten children ( N = 39) were administered 4 perceptual-motor tests and 2 academic measures in order to assess the relationship among the perceptual-motor tests and between the perceptual-motor and academic tests. Results indicated that the Shape-0 Ball Test and Frostig test were highly correlated and were good predictors of the academic measures. The dynamic balance task (stabilometer) correlated moderately with the Shape-O Ball Test, the Frostig, and the academic criteria. The Oseretsky tests did not correlate significantly with any of the other measures. Stepwise multiple correlation indicated that combining the perceptual-motor tests slightly increased their ability to predict each of the academic criteria.

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