Purpose: Whole-body dynamic balance is necessary for both athletic activities and activities of daily living. This study aimed to investigate the effect of acute dynamic balance training on neural networks. Methods: We evaluated resting-state functional connectivity (rs-FC), white matter fiber density, fiber-bundle cross-section, and gray matter volume in 28 healthy young adults (14 women) before and after 30 min of slackline training using a randomized, counterbalanced crossover design. Results: The rs-FC between the left lateral prefrontal cortex (PFC) and the foot area of the primary sensorimotor (SM1) cortex increased significantly after slackline training compared with that after a control condition involving ergometer-based aerobic exercise. In addition, changes in rs-FC between the left lateral PFC and the primary sensorimotor were correlated with performance changes after training (i.e., offline process) rather than online learning. We also observed a main effect of time between the hippocampus and the cingulate cortex, including the anterior areas, and between the bilateral lateral PFC. Although we observed no structural changes, fiber density in the commissural fiber pathway before the first balance assessment was correlated with initial balance capability. Conclusions: Our findings demonstrate that acute whole-body dynamic balance training alters specific rs-FC, and that this change is associated with performance changes after training. In addition, rs-FC changes in cognitive regions were modulated by both acute dynamic balance training and aerobic exercise. These findings have the potential to influence various fields (e.g., sports neuroscience, neurorehabilitation) and may aid in the development of methods that can improve motor and cognitive performance.

No abstract

Objective：The present study systematically reviewed the research trends of exercise interventions on motor coordination(MC)in school children. Methods：Studies published from January 2009 to January 2019 were identified by literature searches in multiple international databases. Terms for"motor coordination" , "koordination" , "motor skill" , "movement skill" , "motor competence" , "motor proficiency" , "neuromuscular" , "gross motor" , "fundamental" , "locomotor skill" , "object control" , fitness, "coordinative exercise" , "coordination exercise"were used. Studies were included if they were conducted among school children and measured MC, MC-related variables as primary or secondary outcomes, and published in a peer-reviewed journal. After examination and careful review of the included studies, the characteristics of the studies(study design, participant, measure of MC, intervention, and results)were extracted and summarized. Also, the methodological quality of the randomized controlled trials(RCT)included was assessed. Results：A total of 13 studies(RCT：n＝9, quasi-experimental design：n＝3, pre-post design：n＝1) met the inclusion criteria. All of the studies (n＝13) were conducted using school-based interventions. With the exception of one study, all other studies showed significant effects of the intervention. Conclusion：The present findings suggest that all eligible studies can improve MC in school children. However, some methodological limitations were also found. Thus, further high-quality intervention studies will be necessary. Key words：fundamental movement skill, effect of intervention, assessment test, randomized controlled trials, PRISMA statement 基礎的運動スキル，介入効果，評価テスト，ランダム化比較試験，PRISMA 声明 Records after duplicates removed: n＝53 Full-text articles excluded, with reasons: n＝16 ・Not MC intervention studies: n＝9 ・MC not measured: n＝2 ・Study sample not school children: n＝5 Studies included in qualitative synthesis: n＝13 Title and abstracts screened: n＝527 Records excluded: n＝498 Additional records identified through other sources: n＝1 Full-text articles assessed for eligibility: n＝29

No abstract

In school education, it is important to encourage students to improve their social skills. Umegaki et al. (2016b) have developed an instructional model known as the Acquisition of Social Knowledge in Sport (ASKS) Model for facilitating improvement in social skills in the context of physical education. They consider that the ASKS Model with heterogeneous team organization would improve social skills that would be applicable to daily life outside of physical education classes and help students to maintain these social skills. However, no previous study has examined whether the ASKS Model would be eŠective for homogeneously organized teams. Therefore, the present study was designed to examine the type of team organization that would be most eŠective for the ASKS Model by comparing physical education classes with the ASKS Model based on homogeneous teams and heterogeneous teams. The study focused on physical education classes for male students in the second year of junior high school. The classes included those without the ASKS Model, those with the ASKS Model based on homogeneous teams, and those with the ASKS Model based on heterogeneous teams. A formative evaluation of friendship-building and the KiSS-18 questionnaire on paper were administered before and after each class. The study conˆrmed two points: First, the ASKS Model appeared to be eŠective when heterogeneous teams were organized. Second, the eŠectiveness was suggested to be improved when heterogeneity of motor skill was maintained rather than heterogeneity of social skills.