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. Copyright © 2007 Heldref Publications

Best practice for motor imagery: a systematic literature review on motor imagery training elements in five different disciplines

<p>Abstract</p> <p>Background</p> <p>The literature suggests a beneficial effect of motor imagery (MI) if combined with physical practice, but detailed descriptions of MI training session (MITS) elements and temporal parameters are lacking. The aim of this review was to identify the characteristics of a successful MITS and compare these for different disciplines, MI session types, task focus, age, gender and MI modification during intervention.</p> <p>Methods</p> <p>An extended systematic literature search using 24 databases was performed for five disciplines: Education, Medicine, Music, Psychology and Sports. References that described an MI intervention that focused on motor skills, performance or strength improvement were included. Information describing 17 MITS elements was extracted based on the PETTLEP (physical, environment, timing, task, learning, emotion, perspective) approach. Seven elements describing the MITS temporal parameters were calculated: study duration, intervention duration, MITS duration, total MITS count, MITS per week, MI trials per MITS and total MI training time.</p> <p>Results</p> <p>Both independent reviewers found 96% congruity, which was tested on a random sample of 20% of all references. After selection, 133 studies reporting 141 MI interventions were included. The locations of the MITS and position of the participants during MI were task-specific. Participants received acoustic detailed MI instructions, which were mostly standardised and live. During MI practice, participants kept their eyes closed. MI training was performed from an internal perspective with a kinaesthetic mode. Changes in MI content, duration and dosage were reported in 31 MI interventions. Familiarisation sessions before the start of the MI intervention were mentioned in 17 reports. MI interventions focused with decreasing relevance on motor-, cognitive- and strength-focused tasks. Average study intervention lasted 34 days, with participants practicing MI on average three times per week for 17 minutes, with 34 MI trials. Average total MI time was 178 minutes including 13 MITS. Reporting rate varied between 25.5% and 95.5%.</p> <p>Conclusions</p> <p>MITS elements of successful interventions were individual, supervised and non-directed sessions, added after physical practice. Successful design characteristics were dominant in the Psychology literature, in interventions focusing on motor and strength-related tasks, in interventions with participants aged 20 to 29 years old, and in MI interventions including participants of both genders. Systematic searching of the MI literature was constrained by the lack of a defined MeSH term.</p

Effects of calcium and training on the development of bone density in children with Down syndrome

In this study we examined the effects of physical training and calcium intake on the development of bone mineral density (BMD) in children with Down syndrome (DS). A total of 48 children with DS (age 7-12 years old) matched for age and BMD were assigned to four groups exercise and calcium intake (Ex+Ca+), calcium intake-no-exercise (Ex-Ca+), exercise no-calcium intake (Ex+Ca-) and non-exercise-no-calcium intake (Ex-Ca-). The training protocol included 45min of weight bearing exercise performed 3 sessions per week in addition to dietary calcium rich food intake of enriched cow milk with vitamin D containing 200mg calcium per serving or no enriched dietary supplement for a duration of 4 months. Data analysis was performed on data by using t-test, one-way ANOVA analysis and Tukey post hoc tests to determine the main and combined effects of training and calcium regiment on BMD. All groups showed greater femoral neck BMD after 4 months. The increase in femoral neck BMD in the Ex+Ca+ group was 5.96 greater than the Ex+Ca- group (p&lt;0.01). The effect of training was greater than calcium intake alone. The Ex+Ca- group achieved 3.52 greater BMD than Ex-Ca+ group (p&lt;0.01). In this study, all the experimental groups had greater BMD than the no-calcium-no-exercise group that served as the control group (p&lt;0.01). It was concluded that additional weight bearing exercise and calcium supplementation resulted in a greater increase in BMD in children with DS. © 2013 Elsevier Ltd

Effects of Physical and Mental Practice on Motor Learning in Individuals with Cerebral Palsy

In this study we investigated the effects of physical and mental practice in acquisition, retention, and transfer of a motor skill in individuals with cerebral palsy (CP). For this reason, 29 males diagnosed with CP type I (18.51 ± 5.03 years of age) were chosen and, according to a pretest, were assigned to three homogenous groups; physical practice (n = 10), mental practice (n = 10), and control (n = 9). The experimental groups practiced for 5 sessions (6 blocks of 5 trials in each session). The acquisition test was run immediately at the end of each practice session and the retention and transfer tests were run approximately 48 h following the acquisition phase. Analyses of variance with repeated measures and post hoc tests suggest individuals with CP have the ability to acquire and retain a new motor skill with either physical or mental practice. This finding replicates studies involving typically developing individuals and extends previous research by demonstrating the benefits of mental practice for people with CP. Implications for clinical practice and directions for future research are discussed. © 2015, Springer Science+Business Media New York

Epidemiology of sports injuries referring to Kashan University of Medical Sciences Trauma Research Center from 2005 to 2011

Objective Among the injury types, sports ones constitute a considerable proportion of patients who refer to the medical centers. This research was conducted to examine the frequency of sports-related injuries referring to Kashan University of Medical Sciences Trauma Research Center from 2005 to 2011. Methods This was a retrospective research in which existing data from the data bank of Kashan University of Medical Sciences Trauma Research Center were employed. The data were extracted from the main source by SPSS version 16.0. Variables such as age, education, occupation and gender were analyzed. Results The highest proportion of injuries was observed in students (59.4) followed by workers (11.8). Upper and lower extremities were most commonly injured. The most frequent injury was strain (35.4), followed by sprain (27.7). Conclusion The results of this research showed that the majority of the sports trauma occurrs in students; therefore, they need more attention in regard to sports injuries. Preventive measures such as informing the coaches and teachers as well as increasing the students' awareness about the injury risk can decrease the incidences of sports injuries. © 2014 Daping hospital and the Research Institute of Surgery of the Third Military Medical University

Applications of VR technologies for childhood disability

This chapter explores how changing patterns of childhood participation and engagement provide opportunities for using VR technologies for children with disabilities. The International Classification of Functioning, Disability and Health—Children and Youth version is used as a framework to consider the role of VR technologies in evaluation and intervention across body structures and body function, activity performance and participation within different contexts. Benefits of VR are viewed through the lens of current theory and research to consider broader aspects of the potential impact on brain–behaviour relationships