Como determinar a velocidade inicial da esteira no treinamento aeróbio de hemiparéticos crônicos? / How to determine the initial treadmill speed for the aerobic training of chronic hemiparetics?

Objetivo: Investigar os critérios para estabelecer a velocidade inicial da esteira e viabilizar um treinamento motor funcional ou cardiorrespiratório em hemiparéticos crônicos. Métodos: Foram recrutados 15 hemiparéticos crônicos determinados pelo Lower Extremity Motor Coordination Test (LEMOCOT) e submetidos à avaliação da marcha pelo Time up and go (TUG), Teste de Esforço Máximo (TES) e Teste de velocidade de marcha de 10 metros (TV10M). Resultados: A análise dos valores do LEMOCOT demonstrou uma média de 26,87 ± 9,76 acertos nos alvos no lado não parético e 15,40 ± 8,46 no lado parético. No TUG verificou-se a velocidade média de 0,37 ± 0,14 m/s e no TV10M 0,63 ± 0,23 m/s. No TES a velocidade média foi 0,60 ± 0,25 m/s. Houve correlação forte e significante entre os valores de TUG, TV10M e TEX. Conclusão: O TES e TV10M são testes adequados para serem utilizados como critério de elegibilidade da velocidade inicial para treinos aeróbios, todavia o TES é capaz de revelar o tempo em que o paciente consegue manter a marcha. O TUG não revelou ser um bom instrumento para estabelecer a velocidade inicial do treinamento

Objective: To investigate the criteria for establishing the initial treadmill speed and create a functional or cardiorespiratory motor training for hemiparetic individuals. Methods: Fifteen chronic hemiparetic individuals were recruited and qualified by the Lower Extremity Motor Coordination Test (LEMOCOT) and submitted to gait evaluation through the Timed Up and Go (TUG), Stress Test (ST), and the 10-Meter Walk Test (10MWT). Results: The analysis of the LEMOCOT results showed a mean of 26.87 ± 9.76 target hits for the non-paretic side and 15.40 ± 8.46 for the paretic side. In the TUG, the average speed of 0.37 ± 0.14 m/s was found and in the 10MWT, 0.63 ± 0.23 m/s. In the ST the average speed was 0.60 ± 0.25 m/s. There was strong and significant correlation between the TUG, 10MWT, and ST values. Conclusion: The ST and 10MWT are suitable tests to be used as eligibility criteria for the initial speed of aerobic trainings, however the ST is able to reveal the time for which the patient is able to maintain the gait. The TUG did not prove to be a good instrument to establish the initial training speed

Motor intervention in children with school learning difficulties

This study sought to evaluate motor development in children aged 6 to 11 years with learning difficulties and school characteristics of delayed motor development, before and after application of a motor intervention program. The sample consisted of 28 children with a mean age of 107.21 ± 16.56 months, who were evaluated by the Motor Development Scale and received motor intervention for 6 months, followed by reassessment. We observed a statistically significant difference between the average of the motor activity ratios in all areas of the evaluation and reevaluation. Also verified in the evaluation were the concentration ratios of children with motor activity greater than or equal to 80 and there was a revaluation increase in this concentration on re-evaluation, the areas with the greatest increase in concentration and significant differences being: Body Schema, Space and temporal Organization. In the overall evaluation of MDS, most children presented the classification of “low normal”. However, in the reassessment most have evolved into the “average normal”, only 4 of themremaining in the same classification. Therefore, in this study, children with learning disabilities also showed motor deficits and the intervention applied contributed to an increase in the motor ratios with consequent improvement in motor development. Besides psychopedagogical asistance, it is essential to reassess them and if necessary apply the intervention in the motor development of children with learning difficulties.

A reeducação psicomotora na criança com baixa visão associada à diparesia espástica / Psychomotor reeducation in low vision associated with spastic diparesia

A deficiência visual é caracterizada por alterações das funções do órgão visual, podendo levar à perda de habilidades individuais, como a leitura, mobilidade e atividades de vida diária, além da perda da independência. Em virtude da baixa atividade motora, proprioceptiva e vestibular decorrente da ausência da visão, as crianças com deficiência visual têm pouca oportunidade de prolongar as experiências táteis-cinestésicas, o que prejudica a organização e o planejamento do ato motor e a vivência do corpo no espaço, que são responsáveis pelo desenvolvimento do mecanismo de adaptação ao meio e de organização interna do sujeito. Relata-se, então, o caso de um sujeito do gênero masculino, com idade de 4 anos, avaliado pelo Inventário Portage Operacionalizado, guia comportamental que lista 580 comportamentos nas áreas de socialização, linguagem, autocuidados, cognição e desenvolvimento motor. O programa de reeducação psicomotora foi aplicado em 30 sessões realizadas duas vezes por semana, e foi elaborado conforme as necessidades e os déficits de desenvolvimento da criança, de acordo com a primeira avaliação, na qual a criança apresentou déficits em todas as áreas, especialmente na área de cognição e desenvolvimento motor. Após a avaliação, todas as áreas apresentaram avanços significativos. Os atrasos de desenvolvimento em criança com baixa visão puderam ser estimulados através da fisioterapia com base nos principios da psicomotricidade, garantindo efetividade em prevenção e diminuindo déficits de desenvolvimento.

Visual impairment is characterized by changes in visual functions and can lead to loss of individual skills such as reading, mobility and activities of daily living, as well to the loss of independence. Because of the low motor, proprioceptive and vestibular activity due to the absence of vision, children with visual impairments have little chance of prolonging the tactile and cinestesic experiences, what affects the organization and planning of the motor act and the experience of the body in space, which are responsible for developing the mechanism of adpatation to their environment and the internal organization of the subject. This is the report of a male child, 4-year-old evaluated by the application of the Inventário Portage Operacionalizado, a behavioral guide that lists 580 behaviors in the areas pf socialization, language, self-care, cognition and motor development was used. The program of reeducation psychomotor was applied twice weekly, covering 30 sessions, and was drafted according to the needs and deficits of the child's development revealed in the first evaluation, in which the child presented deficits in all areas, with emphasis on the area of cognitive and motor development. After intervention, all areas showed significant progresses. Delays in the development of this child with low vision could be stimulated by physical therapy based on the principles of psychomotricity, ensuring its effectiveness in preventing and reducing deficits in his development.