Improvement of motor performance by observational training in elderly people

Tia, Banty; Mourey, France; Ballay, Yves; Sirandre, Cyril; Pozzo, Thierry; Païzis, Christos

doi:10.1016/j.neulet.2010.06.026

Cited by 40 publications

(43 citation statements)

References 33 publications

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“…Likewise, AO improved accomplishment of a ''sit-to-stan d/back-to-sit'' and walking performance (Tia et al, 2010). Recently, 4 weeks of both AO + MI and MI of balance tasks were shown to effectively improve performance of highly variable and unpredictable balance actions in the young (Taube et al, 2014a).…”

Section: Introductionmentioning

confidence: 96%

Task-dependent changes of corticospinal excitability during observation and motor imagery of balance tasks

Mouthon¹,

Ruffieux²,

Wälchli³

et al. 2015

Neuroscience

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Non-physical balance training has demonstrated to be efficient to improve postural control in young people. However, little is known about the potential to increase corticospinal excitability by mental simulation in lower leg muscles. Mental simulation of isolated, voluntary contractions of limb muscles increase corticospinal excitability but more automated tasks like walking seem to have no or only minor effects on motor-evoked potentials (MEPs) evoked by transcranial magnetic stimulation (TMS). This may be related to the way of performing the mental simulation or the task itself. Therefore, the present study aimed to clarify how corticospinal excitability is modulated during AO+MI, MI and action observation (AO) of balance tasks. For this purpose, MEPs and H-reflexes were elicited during three different mental simulations (a) AO+MI, (b) MI and (c) passive AO. For each condition, two balance tasks were evaluated: (1) quiet upright stance (static) and (2) compensating a medio-lateral perturbation while standing on a free-swinging platform (dynamic). AO+MI resulted in the largest facilitation of MEPs followed by MI and passive AO. MEP facilitation was significantly larger in the dynamic perturbation than in the static standing task. Interestingly, passive observation resulted in hardly any facilitation independent of the task. H-reflex amplitudes were not modulated. The current results demonstrate that corticospinal excitability during mental simulation of balance tasks is influenced by both the type of mental simulation and the task difficulty. As H-reflexes and background EMG were not modulated, it may be argued that changes in excitability of the primary motor cortex were responsible for the MEP modulation. From a functional point of view, our findings suggest best training/rehabilitation effects when combining MI with AO during challenging postural tasks.

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Section: Introductionmentioning

confidence: 96%

Task-dependent changes of corticospinal excitability during observation and motor imagery of balance tasks

Mouthon¹,

Ruffieux²,

Wälchli³

et al. 2015

Neuroscience

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show abstract

“…Motor imagery (MI) of balance tasks has been shown to improve static postural control in elderly people (Hamel & Lajoie, 2005). Similarly, action observation (AO) was shown to improve performance in a sitting-to-standing-to-sitting task and in walking (Tia et al, 2010). These findings provide evidence that both MI and AO can improve postural control, but the neural sites responsible for this improvement have not so far been identified.…”

Section: Introductionmentioning

confidence: 96%

Brain activity during observation and motor imagery of different balance tasks: An fMRI study

Taube

Mouthon

Leukel

et al. 2015

Cortex

211

156

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After immobilization, patients show impaired postural control and increased risk of falling. Therefore, loss of balance control should already be counteracted during immobilization. Previously, studies have demonstrated that both motor imagery (MI) and action observation (AO) can improve motor performance. The current study elaborated how the brain is activated during imagination and observation of different postural tasks to provide recommendations about the conception of non-physical balance training. For this purpose, participants were tested in a within-subject design in an fMRI-scanner in three different conditions: (a) AO + MI, (b) AO, and (c) MI. In (a) participants were instructed to imagine themselves as the person pictured in the video whereas in (b) they were instructed simply to watch the video. In (c) subjects closed their eyes and kinesthetically imagined the task displayed in the video. Two tasks were evaluated in each condition: (i) static standing balance and (ii) dynamic standing balance (medio-lateral perturbation). In all conditions the start of a new trial was indicated every 2 sec by a sound. During AO + MI of the dynamic task, participants activated motor centers including the putamen, cerebellum, supplementary motor area, premotor cortices (PMv/d) and primary motor cortex (M1). MI showed a similar pattern but no activity in M1 and PMv/d. In the SMA and cerebellum, activity was generally higher in the dynamic than in the static condition. AO did not significantly activate any of these brain areas. Our results showed that (I) mainly AO + MI, but also MI, activate brain regions important for balance control; (II) participants display higher levels of brain activation in the more demanding balance task; (III) there is a significant difference between AO + MI and AO. Consequently, best training effects should be expected when participants apply MI during AO (AO + MI) of challenging postural tasks.

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“…Findings from neurophysiological studies of human imagination that motivate InterPLAY suggest that (a) on-going emulations of cause and effect relationships mediate human behavior and decision-making (Colder, 2015); (b) imaging task performance enhances memory and our ability to complete the task (Borkin et al, 2013); and (c) if we can't imagine ourselves performing a task, our chances of engaging in and successfully completing the task are slim (Madan & Singhal, 2014;Tia et al, 2010). integration of story (characters, worlds, and events), play (stimulus, response, and consequences), and game (goals, rules and tools) with three principles of experiential learning described by Lindsey and Berger (2009) (i.e., framing, activating and reflecting on the experience) to enhance learner engagement, and the design of memorable and meaningful learning experiences.…”

Section: Question 1: How Were the Principles Of Experiential Learningmentioning

confidence: 99%

Advancing Virtual Patient Simulations and Experiential Learning with InterPLAY: Examining How Theory Informs Design and Design Informs Theory.

Hirumi¹,

Johnsen²,

Kleinsmith³

et al. 2017

JAID

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Abstract:Design-based research examines the role of theory in informing design, and the role of design in advancing theory. During the last year of a five-year NIH grant, a team of physicians, software engineers, and instructional designers at three public universities completed a series of iterative design studies to produce the first public release of NERVE-A virtual patient (VP) simulation created to give medical students standardized experiences in interviewing, examining, and diagnosing patients with cranial nerve disorders. The last year of the project, including the results of two cycles of expert reviews, one-to-one and small group evaluations, and a field test with 119 second-year medical students are reported by Hirumi et al. (2016aHirumi et al. ( , 2016b. This article augments the previous papers by examining the pedagogical foundations of NERVE in greater depth. Specifically, we detail how the InterPLAY instructional theory was applied to design NERVE, and how the development and testing of NERVE lead to advancements in InterPLAY during the last year of research and development.

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Improvement of motor performance by observational training in elderly people

Cited by 40 publications

References 33 publications

Task-dependent changes of corticospinal excitability during observation and motor imagery of balance tasks

Task-dependent changes of corticospinal excitability during observation and motor imagery of balance tasks

Brain activity during observation and motor imagery of different balance tasks: An fMRI study

Advancing Virtual Patient Simulations and Experiential Learning with InterPLAY: Examining How Theory Informs Design and Design Informs Theory.

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