Transcranial Direct Current Stimulation of Primary Motor Cortex over Multiple Days Improves Motor Learning of a Complex Overhand Throwing Task.

Transcranial direct current stimulation (tDCS) applied to the primary motor cortex (M1) improves motor learning in relatively simple motor tasks performed with the hand and arm. However, it is unknown if tDCS can improve motor learning in complex motor tasks involving whole-body coordination with significant endpoint accuracy requirements. The primary purpose was to determine the influence of tDCS on motor learning over multiple days in a complex over-hand throwing task.

Cerebellar Transcranial Direct Current Stimulation Enhances Motor Learning in a Complex Overhand Throwing Task.

Cerebellar transcranial direct current stimulation (c-tDCS) enhances motor adaptation, skill acquisition, and learning in relatively simple motor tasks. The purpose was to examine the influence of c-tDCS on motor learning in a complex overhand throwing task. Forty-two young adults were randomized to a c-tDCS group or a SHAM group and completed a practice session and a retention session.

An acute application of transcranial random noise stimulation does not enhance motor skill acquisition or retention in a golf putting task.

Transcranial random noise stimulation (tRNS) is a brain stimulation technique that has been shown to increase motor performance in simple motor tasks. The purpose was to determine the influence of tRNS on motor skill acquisition and retention in a complex golf putting task. Thirty-four young adults were randomly assigned to a tRNS group or a SHAM stimulation group.

A novel mechanical mitral valve replacement using Sapien XT.

Patient Presentation: We report the case of a 66 year old female who presented to our institution fourteen years after receiving a St. Jude Mechanical Mitral Valve Replacement. She presented in refractory NYHA class IV congestive heart failure with comorbidities of acute renal failure, liver failure, and mental status changes.

The application of the challenge point framework in medical education.

Objectives: The current paper describes a model of learning that has been used to produce efficient learning, thus yielding greater retention of information and superior performance under stress. In this paper, the model is applied to the learning of technical skills.

Structure: After a brief review of the learning-performance paradox and other relevant literature from the field of movement science, the benefits of challenge and adversity for learning are discussed in the context of a framework for learning known as the challenge point framework (CPF).

The magnitude of tissue cooling during cryotherapy with varied types of compression.

Context: Certified athletic trainers can choose different types of external compression (none, Flex-i-Wrap, and elastic wrap) when applying an ice bag to the body. However, which type facilitates the greatest magnitude of tissue cooling is unclear.

Objective: To compare the effects of 2 common types of external compression on the magnitude of surface and intramuscular cooling during an ice-bag treatment.

Acute effects of static and ballistic stretching on measures of strength and power.

Preactivity stretching is commonly performed by athletes as part of their warm-up routine. However, the most recent literature questions the effectiveness of preactivity stretching. One limitation of this research is that the stretching duration is not realistic for most athletes.

The acute effects of mechanical vibration on power output in the bench press.

This study was designed to investigate the effect of mechanical vibration on acute power output in the bench press exercise. Ten male subjects who were experienced in resistance training participated in this study. Each subject performed 3 sets of 3 repetitions in the bench press exercise using a load equal to 70% of 1 repetition maximum in each of 2 sessions separated by 3 days.

Effect of hamstring-emphasized resistance training on hamstring:quadriceps strength ratios.

A decreased hamstring:quadriceps (H:Q) ratio may put the hamstrings and anterior cruciate ligament (ACL) at increased risk of injury. Therefore, the purpose of this study was to evaluate H:Q ratios of 12 female National Collegiate Athletic Association soccer players, and to test the effects of a 6-week strength training program on these ratios. Each subject completed 2 practice sessions before a pretest.

Effects of information processing load in abstinent and nonabstinent smokers' psychomotor task performance.

Recent evidence has indicated that nicotine, the active agent in tobacco, may affect mental abilities of smokers. To better understand the effects of nicotine on central processing, we used a basic chronometric approach to studying information processing. This chronometric approach allowed for the independent examination of nicotine's effects on two theoretically nonoverlapping information-processing stages, stimulus identification and response programming.

Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning.

The authors describe the effects of practice conditions in motor learning (e.g., contextual interference, knowledge of results) within the constraints of 2 experimental variables: skill level and task difficulty.

Reciprocal influences of attentional focus on postural and suprapostural task performance.

The authors examined the influence that attentional focus on either a postural or a suprapostural task had on the performance of each task. Participants (N = 32) stood on an inflated rubber disk and held a pole horizontally. All participants performed under 4 attentional focus conditions: external (disk) or internal (feet) focus on the postural task, and external (pole) or internal (hands) focus on the suprapostural task.

The relationship between knowledge of results and motor learning in Parkinsonian patients.

A simple timing movement was used to investigate augmented feedback on motor learning in Parkinson's disease (PD) patients and controls. During acquisition, participants received knowledge of results (KR) about their errors after every trial (100%) or every fifth trial (20%). Participants then performed a retention test without KR.