The effect of matinal active walking on cognitive, fine motor coordination task performances and perceived difficulty in 12-13 young school boys

The current study examined the relationship between cognitive performances (executive function, selective attention and reaction time), fine motor coordination skills and perceived difficulty after active transport to school. Method: Fifteen right-handed children's underwent session, 15-min walking session at 30% (WS1) and 15-min walking session (WS2) at 50% of maximal aerobic speed. Subjects performed tests to evaluate executive function, reaction time and selective attention. After each trial, a questionnaire of perceived difficulty (PD) was completed. Results: Average time in TMT part A (F(2,22) = 4.44; p = 0.024; η2= 0.288) and TMT part B (F(2,22) = 4.54; p = 0.022; η2= 0.292), and committed errors (F(2,22) = 7.78; p = 0.003; η2= 0.414) was improved after walking sessions in comparison by CS. The mean scores were significantly higher after walking sessions for both long and short-distance throws (p < 0.05). Moreover, a significant negative correlation was found between committed errors (TMT part B) and both dart throwing consistency and accuracy (r = - 0.6; r = - 0.64; p < 0.05) (respectively). Post-hoc analysis showed that PD was better after walking sessions with low intensity for both short and long throwing distance. However, it seems that walking session with sustained intensity allows speed and accuracy improvement of cognitive processing. Conclusion: Thus, active walking to school with low intensity was sufficient to produce positives changes in psychomotor performance and decrease in perceived difficulty scores. By including individual differences in gross motor coordination as well as physical activity level, the exact nature of the link between psychomotor skills and cognitive performance could be more addressed.(AU)

Análise de uma intervenção dirigida ao desenvolvimento da coordenação motora fina, global e do equilíbrio / Analysis of an intervention directed to the development of balance and gross and fine motor coordination

Introdução: As aquisições motoras das crianças evoluem de acordo com a idade e com a influência contínua de fatores intrínsecos e extrínsecos, os quais provocam variações de uma criança para outra e tornam único o curso do desenvolvimento. Objetivo: Elaborar uma intervenção para uma criança com atraso na coordenação motora fina, global e no equilíbrio e analisar o impacto no desenvolvimento. Método: Design quase-experimental do tipo pré e pós-teste. O instrumento utilizado foi a Escala de Desenvolvimento Motor aplicada em uma criança de 4 anos. A partir dos resultados obtidos na avaliação foi elaborado um plano de intervenção composto por atividades dirigidas que estimulassem as aquisições acima citadas. A concretização do plano de intervenção teve duração de 2 meses, sendo a criança avaliada antes e ao término da intervenção para verificar se houve ganho nas aquisições estimuladas. O Método JT foi adotado para análise dos dados e verificação de ocorrência de mudanças positivas confiáveis e clinicamente relevantes. Resultados: Os resultados obtidos no presente estudo demonstram que ocorreram mudanças positivas confiáveis nos itens psicomotores que passaram por estimulação. Conclusão: Infere-se que a intervenção proposta teve um efeito positivo sobre o desenvolvimento da criança. Com isso, o estudo contribui para melhoria no cuidado oferecido a crianças com atrasos no desenvolvimento psicomotor, ilustrando possibilidades de estratégias e atividades. Também possibilita o reconhecimento da ação do terapeuta ocupacional como um dos profissionais que compõe a equipe multidisciplinar voltada à intervenção precoce.

Response inhibition and fine-motor coordination in male children with Tourette syndrome comorbid attention-deficit/hyperactivity disorder / 中国心理卫生杂志

Objective:To explore the differences and similarities of the neuropsychological functioning defi-cits in children between Tourette syndrome (TS)and attention-deficit/hyperactivity disorder (ADHD). Methods:Thirty boys with TS-only,36 with TS-plus-ADHD,36 with ADHD were selected from out-patient department,and 50 normal boys (NC)matched with gender,age and IQ were recruited as the controls. Patients'diagnosis was made according to the International Statistical Classification of Diseases and Related Health Problems,Tenth Revision (ICD-10). They were assessed with the Stroop Color-Word Interference Test (Stroop)and Purdue Pegboard Test (Purdue)to evaluate the response inhibition and fine-motor coordination respectively. Results:The Stroop scores were higher in children with ADHD than in other groups (P0. 05 ). All Purdue scores were higher in children with disease than in normal children (P<0. 05 ). Conclusion:The results indicate that the response inhibition deficit may be found in children with ADHD,but not in those with TS-only and TS-plus-ADHD. The neural compensatory mechanism may be re-sponsible for the response inhibition function in children with TS whilst the fine-motor coordination deficit was as-sociated with the disease groups.