The comparison of the effects of physical activity and neurofeedback training on postural stability and risk of fall in elderly women: A single-blind randomized controlled trial.

Study Design: This was a single-blind randomized controlled trial. Background: Fall and postural instability are common undesirable consequences of the elderly. Although the benefits of exercise for fall prevention have been demonstrated, the majority of the elderly are physically inactive due to several physical and mental limitations they may face. Another alternative treatment such as neurofeedback with providing additional sensory information may enhance movement performance and so decrease the risk of fall. Objectives: To compare the effects of physical activity and neurofeedback training on postural stability and risk of fall in elderly women. Methods: Forty-five physically independent women who were older than 65 years old, living in the Fereshtegan Elderly Care Center in Shiraz, were recruited and randomly divided into three groups including control, physical activity, and neurofeedback training (15 people in each group). Participants in experimental groups trained for 12 weeks (3 days per week/30 minutes per session). Fall risk and postural stability of participants in all three groups were evaluated before and after intervention using the Biodex Balance System. Results: A mixed model design ANOVA comparing neurofeedback training and physical activity exhibited a significantly greater improvement in both risk of fall and postural stability compared to control (P < .05). Results of post-hoc analysis further indicated that neurofeedback training compared to physical activity can be superior beneficial in reducing risk of fall (P = .005) and improving postural stability (P = .005). There were also significant interactions between group and time of fall risk (P = .0005, ηp2 = 0.97) and postural stability (P = .001, ηp2 = 0.79). Conclusion: Both neurofeedback and physical activity could be considered as useful alternative for postural stability and balance improvement in elderly women; however, neurofeedback training was more effective than physical activity.

Use of virtual reality intervention to improve reaction time in children with cerebral palsy: A randomized controlled trial.

PURPOSE: The purpose of this study was to investigate the training effects of Virtual Reality (VR) intervention program on reaction time in children with cerebral palsy. METHODS: Thirty boys ranging from 7 to 12 years (mean = 11.20; SD = .76) were selected by available sampling method and randomly divided into the experimental and control groups. Simple Reaction Time (SRT) and Discriminative Reaction Time (DRT) were measured at baseline and 1 day after completion of VR intervention. Multivariate analysis of variance (MANOVA) and paired sample t-test were performed to analyze the results. RESULTS: MANOVA test revealed significant effects for group in posttest phase, with lower reaction time in both measures for the experimental group. Based on paired sample t-test results, both RT measures significantly improved in experimental group following the VR intervention program. CONCLUSIONS: This paper proposes VR as a promising tool into the rehabilitation process for improving reaction time in children with cerebral palsy.

Effects of self-control and instructor-control feedback on motor learning in individuals with cerebral palsy.

In this study we investigated the effects of "self-control and instructor-control feedback" on motor learning in individuals with cerebral palsy (CP). For this reason 22 boy students with CP type I (12.26±3.11 years of age) were chosen. They were put into self-control feedback, instructor-control feedback and control groups. All participants practiced dart throwing skill for 5 sessions (4 blocks of 5 trails each session). The self-control group received knowledge of results (KR) feedback for half of their trials whenever they wanted. The instructor-control group received KR feedback after half of both their good and bad trails. The control group received no feedback for any trails. The acquisition test was run immediately at the end of each practice session (the last block) and the retention and transfer tests were run 24h following the acquisition phase. Analyses of variance with repeated measures and Post hoc tests were used to analyze the data. According to the results of this study, individuals with CP have the ability of acquiring and retaining a new motor skill. Also, it was found that self-control feedback is effective than instructor-control feedback on learning of a motor task in individuals with CP as in the average population. These findings show that rules regarding feedback also apply to people afflicted with CP.

Effects of self-controlled feedback on learning of a throwing task in children with spastic hemiplegic cerebral palsy.

The purpose of this study was to examine the effect of self-controlled feedback on learning a throwing task in children with spastic hemiplegic cerebral palsy (SHCP). In order to achieve the research objectives, using a semi-experimental method, 20 children with SHCP (7-12 years old) were selected from special schools in Tehran, Iran. After showing the participants how to do the throwing task, a pre-test with 10 trials was conducted to homogenize the participants. Then, they were randomly assigned to two groups (self-control group and yoked group) to be examined in acquisition, retention, and transfer phases. Children in self-control group requested feedback when necessary during the acquisition phase. In contrast, participants in yoked-group replicated the feedback schedules of their counterparts in self-control group without any choice. A multivariate analysis of variance (MANOVA) was performed to analyze the data. Based on the results, a significant difference was not found between the self-control and yoked-group in acquisition phase (F=.538, p<.473). However, there was a significant difference between the two groups in retention (F=11.72, p<.003) and transfer (F=6.74, p<.018) phases. Thus, based on the better results obtained in the self-control condition, this type of feedback can be used in physiotherapy programs related to children with CP to improve their motor skills and independence movements.

Bone mineral density changes after physical training and calcium intake in students with attention deficit and hyper activity disorders.

In this study we investigate the effects of weight bearing exercise and calcium intake on bone mineral density (BMD) of students with attention deficit and hyper activity (ADHD) disorder. For this reason 54 male students with ADHD (age 8-12 years old) were assigned to four groups with no differences in age, BMD, calcium intake, and physical activity: exercise groups with or without calcium supplementation (Ex+Ca+ and Ex+Ca-) and non-exercise groups with or without calcium supplementation (Ex-Ca+ and Ex-Ca-). The intervention involved 50 min of weight bearing exercise performed 3 sessions a week and/or the addition of dietary calcium rich food using enriched cow milk with vitamin D containing 250 mg calcium per serving, over 9 months. Paired-samples t-test, one way ANOVA analysis, and Tukey tests were used to determine the main and combined effects of training and calcium on BMD. All groups showed greater femoral neck BMD after 9 months. The increase in femoral neck BMD was significantly different between all groups (p < 0.05). Ex+Ca+ group has greater increase in BMD than other groups. Apparently, the effect of training was greater than calcium intake (p < 0.05). These results help to provide more evidence for public health organizations to deal with both exercise and nutrition issues in children with ADHD disorder for the achievement of peak BMD.

Effects of physical training and calcium intake on bone mineral density of students with mental retardation.

The purpose of this study was to investigate the effects of physical training and calcium intake on bone mineral density (BMD) of students with mental retardation. Forty mentally retarded boys (age 7-10 years old) were randomly assigned to four groups (no differences in age, BMD, calcium intake and physical activity): training groups with or without calcium supplementation (Tr+Ca+ and Tr+Ca-) and nontraining groups with or without calcium supplementation (Tr-Ca+ and Tr-Ca-). The intervention involved 45 min of physical training performed 3 sessions a week and/or the addition of dietary calcium-rich food using enriched cow milk with vitamin D containing 230 mg calcium per serving, over 6 months. Paired-samples t-test and ANOVA analysis was used to determine the main and combined effects of training and calcium on BMD. All groups showed greater femoral neck BMD after 6 months. The increase in femoral neck BMD in the Tr+Ca+ group was 10% greater than increase in the Tr+Ca- group (not significant). Apparently, the effect of training was greater than calcium intake because the Tr+Ca- group achieved 4% greater BMD than Tr-Ca+ group (not significant). In this study, both training groups had greater BMD than the control group (Tr-Ca-) (P<0.05). In these participants with inadequate calcium intakes, additional exercise and calcium supplementation resulted in a 6-20% greater increase in BMD than controls at the loaded site (femoral neck). These results help to provide more evidence for public health organizations to deal with both exercise and nutrition issues in children for the achievement of peak BMD.

Effects of frequency of feedback on the learning of motor skill in individuals with cerebral palsy.

The purpose of this study was to investigate the effect of frequency of knowledge of results (KR) on the learning of dart in individuals with cerebral palsy type I. Twenty-four individuals with cerebral palsy (CP) between the ages of 5 and 17 were chosen for this study. They were put into 3 homogenous groups according to their records after 20 throws and practiced for 8 sessions. The first group (0% KR) received no KR for any trials, the second group (50% KR) received KR for half of their trials (50%), and the third group (100% KR) received KR for all their trials (100%). The acquisition test was run immediately after the last session and the retention test was run 3 days later. Paired sample t-test and one-way ANOVA were used to analyze the data from the acquisition and retention tests. According to the results of this study, those with cerebral palsy have the ability of acquiring and retaining a new motor skill under the condition of feedback provision. Interestingly it was found that too much feedback interferes with learning of tasks in individuals with CP as in the average population. This finding shows that rules regarding feedback also apply to people afflicted with CP.

Effects of different variations of mental and physical practice on sport skill learning in adolescents with mental retardation.

The purpose of this study was to investigate the effect of five variations of imagery and physical practice on learning of Basketball free throws in adolescents with mental retardation (AWMR). Forty AWMR were randomly assigned to five groups and performed a variation of practice: physical practice, mental practice, physical practice followed by mental practice, mental practice followed by physical practice, and no practice. The groups exercised the task for 24 sessions. Following training, posttest and retention test were taken. All variations of practice resulted in performance improvement, yet the mental practice followed by physical practice resulted in better improvement. The results suggest that mental practice associated with physical practice results in an outstanding performance improvement in AWMR.

A practice-specificity-based model of arousal for achieving peak performance.

The authors propose a practice-specificity-based model of arousal for achieving peak performance. The study included 37 healthy male physical education students whom they randomly assigned to a high-arousal (n = 19) or low-arousal group (n = 18). To manipulate participants' level of arousal, the authors used motivational techniques. They used heart rate and the Sport Competition Anxiety Test (R. Martens, 1977) to measure the level of arousal that participants achieved. At the determined and given arousal state, the 2 groups performed the task (basketball free throws) for 18 sessions. Both groups performed a retention test at the 2 arousal levels immediately after the last exercise session, in the posttest, and after 10 days. Results showed that both groups learned the task similarly and achieved their peak performance at their experienced arousal level. When tested at an arousal level that differed from the one that they experienced throughout practice sessions, participants' performance had deteriorated significantly. Performance of the task seemed to have integrated with the arousal level of the participants during the task learning. The findings of this study suggest a practice-specificity-based explanation for achieving peak performance.