یادگیری حرکتی تعادل پویای دشوار
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یادگیری حرکتی تعادل پویای دشوار

عنوان فارسی مقاله: یادگیری حرکتی تعادل پویای دشوار: تاثیر قدرت اندام تحتانی و تمرین های قبلی تعادل
عنوان انگلیسی مقاله: Motor learning of a dynamic balance task: Influence of lower limb power and prior balance practice
مجله/کنفرانس: مجله علوم و پزشکی در ورزش – Journal of Science and Medicine in Sport
رشته های تحصیلی مرتبط: پزشکي، تربيت بدني
گرایش های تحصیلی مرتبط: مغز و اعصاب، رفتار حرکتی، یادگیری و کنترل حرکتی
کلمات کلیدی فارسی: آموزش تعادل، ویژگی، قدرت پا، پیشگیری از افت، یادگیری تا آموزش
کلمات کلیدی انگلیسی: Balance training, Specificity, Leg strength, Fall prevention, Learning to learn
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus – Master journals – MedLine
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.jsams.2018.05.029
دانشگاه: Sensorimotor Performance Lab – University of Konstanz – Germany
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2019
ایمپکت فاکتور: 3.929 در سال 2017
شاخص H_index: 78 در سال 2019
شاخص SJR: 1.714 در سال 2017
شناسه ISSN: 1440-2440
شاخص Quartile (چارک): Q1 در سال 2017
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 5
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: بله
کد محصول: E9056
فهرست انگلیسی مطالب

Abstract


1. Introduction


2. Methods


3. Results


4. Discussion


5. Conclusion


Practical implications


Acknowledgements


References

نمونه متن انگلیسی مقاله

Abstract


Objectives: We wanted to verify if the “learning to learn” effect observed in the learning of visuomotor tasks is also present when learning a balance task, i.e., whether the learning rate of a balance task is improved by prior practice of similar balance tasks. Design: Single centre, parallel group, controlled training study. Methods: 32 young healthy participants were divided into a control and a training group. The training group’s practice consisted of 90 trials of three balance tasks. Forty-eight hours after the training, we recorded performance during the acquisition (90 trials) of a novel balance task in both groups, and 24 h thereafter we measured its retention (10 trials). Results: Mixed models statistical analysis showed that the learning rate of both the acquisition and the retention phase was not influenced by the 90 prior practice trials performed by the training group. However, participants with high lower limb power had a higher balance performance than participants with low power, which can be partly explained by the higher learning rate observed during the acquisition phase for participants with high power. Conclusions: Contrary to visuomotor or perceptual tasks, we did not find a “learning to learn” effect for balance tasks. The correlation between learning rate and lower limb power suggests that motor learning of dynamic balance tasks may depend on the physical capability to execute the correct movement. Thus, a prior strength and conditioning program with emphasis on lower limb power should be considered when designing a balance training, especially in fall prevention.


Introduction


Short-term balance training induces task-specific performance improvement,1–3 and consequently balance should be seen more as a sum of task-specific skills than a general ability.2 Therefore, in regard to fall prevention, which is a major health and resource issue,4,5 patients should learn as many balance tasks as possible, and as close as possible to real-life fall contexts.2 The implementation of this recommendation requires optimization of balance task learning, especially in the setting of clinical rehabilitation where there is limited time to practice. The learning rate of a novel motor task can be improved with previous learning experience of relatively similar tasks.6 This phenomenon has been termed “learning to learn”.7 One of the several possible mechanisms driving this Abbreviations: Pmaxrel, maximal power relative to bodyweight measured during a counter movement jump. ∗ Corresponding author. E-mail address: louis-solal.giboin@uni-konstanz.de (L.-S. Giboin). effect is called structural learning, where invariants of several tasks sharing the same structure are extracted and facilitate the learning of a new task also sharing the same structure.8 The “learning to learn” effect has been demonstrated for cognitive9–11 and visuomotor tasks,6,12 including a locomotion task relying on distorted visual feedback.13 To our knowledge, this “learning to learn” effect has never been specifically tested for complex full-body tasks such as balance tasks. This learning facilitation would be of interest to reduce the time to learn many different balance tasks. We hypothesized that prior practice of similar balance tasks improves the learning rate of a novel balance task.

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