Background:Virtual reality (VR) experiences (through games and virtual environments) are increasingly being used in physical, cognitive, and psychological interventions. However, the impact of VR as an approach to rehabilitation is not fully understood, and its advantages over traditional rehabilitation techniques are yet to be established.Method:We present a systematic review which was conducted according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). During February and March of 2018, we conducted searches on PubMed (Medline), Virtual Health Library Search Portal databases (BVS), Web of Science (WOS), and Embase for all VR-related publications in the past 4 years (2015, 2016, 2017, and 2018). The keywords used in the search were “neurorehabilitation” AND “Virtual Reality” AND “devices.”Results:We summarize the literature which highlights that a range of effective VR approaches are available. Studies identified were conducted with poststroke patients, patients with cerebral palsy, spinal cord injuries, and other pathologies. Healthy populations have been used in the development and testing of VR approaches meant to be used in the future by people with neurological disorders. A range of benefits were associated with VR interventions, including improvement in motor functions, greater community participation, and improved psychological and cognitive function.Conclusions:The results from this review provide support for the use of VR as part of a neurorehabilitation program in maximizing recovery.

Family members are the caregivers' primary source of social support and caregivers reported being satisfied with the support they received.

Purpose: To evaluate the performance improvement of individuals with hemiparesis cerebral palsy (CP) using a virtual task. Participants and methods: Twenty individuals were selected and distributed into two groups. The experimental group (CP group) comprised ten individuals with a medical diagnosis of CP, and ten individuals with typical development (sex-and age-matched) composed the control group (TD group). Both groups followed the same intervention protocol, which included a virtual coincident timing task: the participants performed upper limb movements in front of a computer's webcam and interacted with the task with the aim of virtually intercepting spheres that fell in four rows following the rhythm of a pre-selected song during an 8-minute period. To verify the influence on a real task, pre-and posttests were performed in a similar task, but with physical contact (using the spacebar on the keyboard of a computer). To analyze the data, we evaluated the variable, constant, and absolute errors during the task and in the pre-and posttests. Results: The results showed that there was an improvement in performance between the pre-and posttests; that is, after practicing the task in an environment without physical contact, there was a performance improvement in posttests in the real task, but only for the CP group. Moreover, there were significant differences in precision and accuracy between the two groups, with worse performance in the CP group. Conclusion: Individuals with CP presented better performance in the real task after practice in a virtual reality task, albeit with worse performance compared with individuals with TD. This is an interesting result that supports the possible use of virtual tasks for the rehabilitation of individuals with CP.

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Este trabalho objetiva apresentar possibilidades da Ginástica Para Todos (GPT) nas ações do PIBID Interdisciplinar Ler e Ser da UFVJM, projeto aprovado pela Capes e iniciado em 2014, no sentido de contribuir para a formação de leitores de literatura por prazer na Educação Básica. Para tanto, realizamos uma revisão bibliográfica atrelada à proposta do projeto, partindo do pressuposto que a formação do leitor literário é compromisso de todas as áreas. Dessa forma, as licenciaturas em Pedagogia, Letras Português/Espanhol, Letras Português/Inglês e Educação Física da UFVJM iniciam um trabalho interdisciplinar, por meio das ações do PIBID Ler e Ser, visando integrar literatura e corpo por meio da GPT. Apresentamos, ao longo deste texto, conceitos teóricos relacionados aos estudos literários, à GPT e suas articulações, bem como algumas propostas de ação deste PIBID: estímulo aos graduandos e professores da educação básica para participação em grupos de estudos; discussão da importância da utilização do maior número de modalidades de expressão corporal nas propostas de incentivo à leitura; estímulo dos envolvidos para a composição de produções artísticas que dialoguem com as obras ou textos literários lidos, dentre outras. As considerações são ainda iniciais, mas possibilitadoras de ousadas ações e resultados, tanto teóricos como práticos.