Development of multisensory reweighting for posture control in children

Bair, Woei-Nan; Kiemel, Tim; Jeka, John J.; Clark, Jane E.

doi:10.1007/s00221-007-1057-2

Cited by 97 publications

(103 citation statements)

References 38 publications

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“…The larger improvements in stability skills, relative to the comparison children, might be due to the fact that stability skills are tightly coupled with the sensory system. Children of primary school age possess mature feedback process capabilities to maintain balance, but the feedforward mechanism, which allows them to integrate and downgrade certain sensory inputs during performance, is immature throughout childhood 21 . In line with previous findings 25 this study provides evidence that a gymnastics based PE curriculum can improve dynamic balance behaviour.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of a 16 week gymnastics curriculum at developing movement competence in children

Rudd

Barnett

Farrow

et al. 2017

Journal of Science and Medicine in Sport

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Objectives: Internationally, children's movement competence levels are low. This study's aim was to evaluate the effectiveness of a 16 week gymnastics curriculum on stability, locomotive and object control skills and general body coordination. It was hypothesised that the gymnastics intervention group would demonstrate significant improvements beyond a PE comparison group.Design: This study used a non-randomised control design. The intervention and comparison groups were drawn from three primary schools. The study followed the Transparent Reporting of Evaluations with Nonrandomized Designs (TREND) statement for reporting.Methods: A total of 333 children (51% girls, 41% intervention) with a mean age of 8.1 years (sd = 1.1) participated. Intervention children (16 weeks x 2hrs of gymnastics) were compared to children who received (16 x 2hrs) standard PE curriculum. Children's movement competence was assessed using the Test of Gross Motor Development -2, Stability Skills Assessment and the Körper-Koordinationstest für Kinder. Multilevel linear mixed models, accounting for variation at the class level and adjusted for age and sex, were used to assess intervention relative to comparison differences in all aspects of movement competence.Results: Stability and object control skills showed a significant (p < .05) intervention x time interaction effect. No difference was found in locomotor skills or general coordination. Conclusions:Gymnastics is effective at developing stability skills and object control skills without hindering the development of locomotor skills or general coordination. Accelerated learning of stability skills may support the development of more complex movement skills.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of a 16 week gymnastics curriculum at developing movement competence in children

Rudd

Barnett

Farrow

et al. 2017

Journal of Science and Medicine in Sport

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“…In a visuomotor adaptation task performed by 4-, 6-, and 8-yr-old children, only the 8-yr-olds successfully updated their spatial-tomotor transformations to be appropriate for the novel environment (Contreras-Vidal et al 2005). Moreover, recent research in postural control demonstrated that intermodality reweighting was evident in 10-yr-olds but not in 4-yr-olds (Bair et al 2007), providing further evidence for a change in sensory-motor development around 8 yr of age.…”

Section: Introductionmentioning

confidence: 86%

Evidence for Multisensory Spatial-to-Motor Transformations in Aiming Movements of Children

King

Kagerer

Contreras-Vidal

et al. 2009

Journal of Neurophysiology

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King BR, Kagerer FA, Contreras-Vidal JL, Clark JE. Evidence for multisensory spatial-to-motor transformations in aiming movements of children. J Neurophysiol 101: 315-322, 2009. First published November 5, 2008 doi:10.1152/jn.90781.2008. The extant developmental literature investigating age-related differences in the execution of aiming movements has predominantly focused on visuomotor coordination, despite the fact that additional sensory modalities, such as audition and somatosensation, may contribute to motor planning, execution, and learning. The current study investigated the execution of aiming movements toward both visual and acoustic stimuli. In addition, we examined the interaction between visuomotor and auditory-motor coordination as 5-to 10-yr-old participants executed aiming movements to visual and acoustic stimuli before and after exposure to a visuomotor rotation. Children in all age groups demonstrated significant improvement in performance under the visuomotor perturbation, as indicated by decreased initial directional and root mean squared errors. Moreover, children in all age groups demonstrated significant visual aftereffects during the postexposure phase, suggesting a successful update of their spatial-to-motor transformations. Interestingly, these updated spatial-to-motor transformations also influenced auditory-motor performance, as indicated by distorted movement trajectories during the auditory postexposure phase. The distorted trajectories were present during auditory postexposure even though the auditory-motor relationship was not manipulated. Results suggest that by the age of 5 yr, children have developed a multisensory spatial-to-motor transformation for the execution of aiming movements toward both visual and acoustic targets.

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“…When located on a firm base of support, healthy individuals rely mostly on somatosensory inputs but the dependence on these inputs decreases as the support surface becomes unstable (Peterka, 2002). This adaptive capacity of the central nervous system contributes to a more stable and flexible control of upright stance and already exists in children 4 to 10 years of age (Bair et al, 2007). As adolescents strongly rely on visual cues for body stabilization (Viel et al, 2009), they adapted to the degradation of proprioceptive information similarly to the adults.…”

Section: 3mentioning

confidence: 99%

Postural control and attentional demand during adolescence

2010

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In the present study we aimed to determine the attentional cost of postural control during adolescence by studying the influence of a cognitive task on concurrent postural control. 38 teenagers aged 12 to 17 years and 13 young adults (mean age = 26.1) stood barefoot on a force platform in a semi-tandem position. A dual-task paradigm consisted of performing a Stroop or a COUNTING BACKWARD task while simultaneously standing quietly on a firm or foam support surface. Different centre of pressure (CoP) measures were calculated (90% confidence ellipse area, mean velocity, root mean square on the antero-posterior (AP) and medio-lateral (ML) axes). The number and percentage of correct responses in the cognitive tasks were also recorded. Our results indicate (1) higher values of surface, ML mean velocity and ML RMS in the COUNTING BACKWARD task in adolescents aged 12 to 15 than in teenagers aged 16 to 17 and in adults, regardless of the complexity of the postural task and, (2) better cognitive performances in the Stroop than in the COUNTING BACKWARD task. The difference in the dual-task performance between the different age groups and particularly the existence of a turning point around 14-15 years of age might be due to 1) difficulties in properly allocating attentional resources to two simultaneous tasks and/or, 2) the inability to manage increased cognitive requests because of a limited information processing capacity in adolescents aged 14-15 years. IntroductionAlthough it has often been argued that undisturbed quiet standing is automatically regulated, several studies using dual-task paradigms demonstrated a clear link between the regulation of sway and higher-order processes (Lajoie et al., 1993). Even in young adults, a minimum amount of attention is required to stand upright. The more challenging the postural task (e.g., feet-together or unipedal stance), the greater the required attentional resources (Dault et al., 2001). Cognitive (e.g., reading, counting backward, and spelling words) and postural tasks (e.g., upright stance and one-leg balance) require common cognitive mechanisms that involve a conflicting relationship when both tasks are performed simultaneously (Kerr et al., 1985). Increasing the level of difficulty of the cognitive task involves either increased (Blanchard et al., 2005), decreased (Andersson et al., 2002) or unchanged (Kerr et al., 1985) centre of foot pressure (CoP) excursions. Conversely, the performance of the cognitive task (e.g., backward counting and reaction-time task) can be compromised by a simultaneous control of quiet stance in adults with calf vibration (Andersson et al., 2002), on a beam (Barra et al., 2006) or with suppression or perturbation of sensory information in the elderly . The

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Development of multisensory reweighting for posture control in children

Cited by 97 publications

References 38 publications

Effectiveness of a 16 week gymnastics curriculum at developing movement competence in children

Effectiveness of a 16 week gymnastics curriculum at developing movement competence in children

Evidence for Multisensory Spatial-to-Motor Transformations in Aiming Movements of Children

Postural control and attentional demand during adolescence

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