Motor Experience Research Articles

Sensation transfer for immersive exoskeleton motor training: Implications of haptics and viewpoints

Exoskeletons are promising physical augmentation tools that have shown potential to transform civil engineering operations, but the training is inherently challenging due to the diverse exoskeleton designs, functions, and guidelines across different occupational sectors. Traditional hands-on exoskeleton training is time-consuming and resource-extensive, while virtual training, such as video demonstrations, is ineffective for motor skill learning needed for the exoskeleton. It is unknown if an enhanced virtual environment can facilitate motor skill gaining for exoskeleton training. This paper proposes a haptic-based sensation transfer approach that migrates the egocentric motor experience of an expert exoskeleton user to another novice user, via a passive haptic system in virtual reality. The result of a human-subjects experiment (n = 30) showed that the proposed haptic-based sensation transfer approach significantly improved the motor learning rate in exoskeleton training, and validated the effectiveness of virtual training for even motor-intensive tasks. The proposed haptic-based sensation transfer approach can enrich the embodied motor learning experience and thus can benefit broader applications of motor training at work. It is worth exploring optimal haptic configurations in the future, to enhance embodiment whilst avoiding potential over-reliance on feedback.

Analysis of creation of a tug-of-war team in the State University of Trade and Economics

Tug-of-war is one of the most accessible sports. Today, it is a sport for both, men and women and sometimes you can hold mixed competitions, where men and women are on the same team. Tug-of-war competitions are quite popular and considered as one of the most interesting sports. Nowadays, due to the high intensity of study in the main disciplines, students of higher education institutions have little free time and low participation in physical training and sports. One of the methods of involving higher education applicants in this type of activity is the spread of competitive practice and the development of team sports, sports like tug-of-war.
 The article presents the analysis of the creation of the university tug-of-war team, which reached the highest competitive level. Besides maintaining a good physical shape, activities of this kind help students develop their social skills, develop the ability to work in a team, interact effectively with other people, discipline and have other equally significant benefits. Physical education classes at the university are divided into sections. Higher education applicants are divided into sections with different sports specializations, taking into account the interest, previous motor experience and the availability of certain special trainings. Higher education applicants in strength sports were involved in the training of wrestlers and boxers; volleyball and basketball players were invited to select tall athletes. The task of the professors of the Department of Physical Culture and Sports was to interest student youth, to participate in sports activities and events, and as a consequence to the development of health and sufficient and excellent physical shape. In order to expand the competitive practice of the university athletes and to popularize this sport and sports in general, all the important conditions for the creation of a tug-of-war were provided.

MOVING GAMES AS A MEANS OF FORMING PHYSICAL QUALITIES IN PRESCHOOLERS

The subject of consideration in the article is agile game as a means of forming physical qualities in preschool children. Attention is drawn to the fact that it is in the period of preschool childhood that the foundations of health and longevity are laid in children, many motor skills are formed and physical qualities are developed. Development of physical qualities is an important task of physical education of preschool children. It is emphasized that the basis of the comprehensive development of preschoolers is physical education, which provides for the achievement of the best development of such physical qualities in preschoolers as: speed, dexterity, flexibility, endurance, strength. The meaning of the concepts: “game”, “preschool age” is outlined. The main purpose of the agile game is revealed, which consists in the formation of the physical activity of a preschool child and the development of motor qualities. It has been proven that the agile game is not only a means of physical education, but also a method of learning. It is emphasized that agile games, correctly selected by the teacher, will have a positive effect on the cardiovascular, respiratory, and central nervous systems, stimulate the appetite and promote sound sleep. The types of agile games (by complexity; by degree of physical exertion; by group composition) and their influence on the formation of physical qualities in preschool children were analyzed. It is indicated that it is in the process of agile play in preschool children that motor experience is enriched and motor skills and physical qualities are formed.
 Kewords: movinggame; preschoolers; physical qualities; physical education; childrenʼs movements; signs of the game; game types; physical development; comprehensive personality development; physical activity.

Effects of Mindfulness Yoga Versus Conventional Physical Exercises on Symptom Experiences and Health-related Quality of Life in People with Parkinson's Disease: The Potential Mediating Roles of Anxiety and Depression.

Although several studies have reported positive effects of mind-body exercises on symptom management and health-related quality of life (HRQOL) of people living with Parkinson's disease (PD), it is not known whether these effects are attributable to a change in anxiety and depression. To compare the effects of mindfulness yoga to conventional stretching exercises in a randomized controlled trial while examining potentially mediating effects of anxiety and depression. 138 adults with PD were randomized to eight weekly yoga (n = 71) or stretching (n = 67) sessions. Symptom experiences, anxiety and depression, and HRQOL outcomes were assessed at baseline, immediate post-intervention, and 3-month post-intervention. Generalized estimating equation analyses revealed that, compared to stretching, yoga significantly improved patients' nonmotor (time-by-group interaction, T1:β = -1.99, p = .008; T2:β = -2.86, p < .001) and motor (time-by-group interaction, T1:β = -1.77, p = .03) symptom experiences. The mediation analysis found that the changes in anxiety and depression were the mediators in the associations between non-motor experience and HRQOL; while only the changes in depression were found to be the mediator in the relationship between motor experience and HRQOL. Yoga is superior to conventional stretching exercises in improving nonmotor and motor symptoms in daily living. Reduced anxiety and depression play a role in mediating the positive effects of the mindfulness yoga intervention. To optimize HRQOL, rehabilitation should reinforce psychological care in addition to pharmacological treatments and physical relief of PD symptoms. Future studies are needed to identify strategies for facilitating the implementation and sustainability of mind-body rehabilitation to enhance the quality of care for PD.

Learning a new balance task: The influence of prior motor practice on training adaptations

ABSTRACT Prior motor experience is thought to aid in the acquisition of new skills. However, studies have shown that balance training does not promote learning of a subsequent balance task. These results stand in contrast to the learning-to-learn paradigm, which is well described for other tasks. We therefore tested if a coordinative affinity between tasks is needed to achieve a learning-to-learn for balance control. Three groups trained different motor tasks during training phase1 (coordination ladder (COOR); bipedal wobble board (2WB); single-leg wobble board (1WB)). During training phase2, all groups trained a tiltboard balance task. Task-specific and transfer effects were evaluated for phase1. A potential learning-to-learn effect was evaluated by comparing the acquisition rates from phase2 for the tiltboard task that was used for training and testing. The results indicate task-specific adaptations after phase1 for 1WB. In contrast, 2WB showed similar improvements than 1WB and COOR (effect sizes: −0.31 to −0.38) when tested on the wobble board with bipedal stance indicating no task-specific improvement for 2WB. For phase2, the linear regression analysis showed larger adaptations for 1WB and 2WB when compared to COOR. This effect implies some uncertainty due to overlapping confidence intervals. Task-specific adaptations after phase1 were found for 1WB but not 2WB. It is discussed that the difficulty of the training task could explain these contrasting results. During phase2, larger adaptations were found for both groups that trained balance tasks during phase1. Thus, despite some uncertainty, prior balance training appears to promote adaptations of a subsequently learned balance task. Highlights Prior balance training augments the learning of a new balance task if the two tasks share certain coordinative features. The concept of “learning to learn” can probably be applied to postural control, although further studies are needed. Balance training results (partly) in task-specific adaptations with no immediate transfer to other (but unrelated) balance tasks.

From Hemispheric Asymmetry through Sensorimotor Experiences to Cognitive Outcomes in Children with Cerebral Palsy

Recent neuroimaging studies allowed us to explore abnormal brain structures and interhemispheric connectivity in children with cerebral palsy (CP). Behavioral researchers have long reported that children with CP exhibit suboptimal performance in different cognitive domains (e.g., receptive and expressive language skills, reading, mental imagery, spatial processing, subitizing, math, and executive functions). However, there has been very limited cross-domain research involving these two areas of scientific inquiry. To stimulate such research, this perspective paper proposes some possible neurological mechanisms involved in the cognitive delays and impairments in children with CP. Additionally, the paper examines the ways motor and sensorimotor experience during the development of these neural substrates could enable more optimal development for children with CP. Understanding these developmental mechanisms could guide more effective interventions to promote the development of both sensorimotor and cognitive skills in children with CP.

What matters is the underlying experience: Similar motor responses during processing observed hand actions and hand-related verbs.

It is well-accepted that processing observed actions involves at some extent the same neural mechanisms responsible for action execution. More recently, it has been forwarded that also the processing of verbs expressing a specific motor content is subserved by the neural mechanisms allowing individuals to perform the content expressed by that linguistic material. This view is also known as embodiment and contrasts with a more classical approach to language processing that considers it as amodal. In the present study, we used a go/no-go paradigm, in which participants were requested to respond to real words and pictures and refrain from responding when presented stimuli were pseudowords and scrambled images. Real stimuli included pictures depicting hand- and foot-related actions and verbs expressing hand- and foot-related actions. We, therefore, directly compared the modulation of hand motor responses during the observation of actions and the presentation of verbs, expressing actions in the same category. The results have shown that participants gave slower hand motor responses during the observation of hand actions and the processing of hand-related verbs as than observed foot actions and related verbs. These findings support embodiment showing that whatever the modality of presentation (observed action or verb), the modulation of hand motor responses was similar, thus suggesting that processing seen actions and related verbs shares common mechanisms most likely involving the motor system and the underlying motor experience.

Sensitive Periods for Recovery from Early Brain Injury.

The developing brain is remarkably plastic as it changes in response to a wide range of experiences including sensory and motor experience, psychoactive drugs, peer relationships, parent-infant interactions, gonadal hormones, intestinal flora, diet, and injury. There are sensitive periods for many of these experiences, including cerebral injury. Comparisons across mammalian species (humans, monkeys, cats, rats, mice) show a sensitive period for good outcomes from cerebral injury around the time of intense synaptogenesis. This period is postnatal in humans, cats, and rats, but prenatal in monkeys, reflecting the differences in neuronal development at birth across species. In addition, there appears to be a sensitive period prenatally during the time of maximum cortical neurogenesis and possibly during adolescence as well, although these periods are not as well studied as the period related to synaptogenesis and to date only examined in rats. Here we review the evidence for sensitive periods related to brain injury across species and propose mechanisms that may underlie the plasticity during these periods.

ОБРАЗ-СХЕМА КАК ТИП КОНЦЕПТА (на примере концепта «круг» в русской языковой картине мира)

This article discusses the traditional image schema theory, which is J. Lakoff and M. Johnson’s conceptual. Although it was introduced several decades ago, certain clarifications and refinements must be made to its framework and key terms in response to the latest advance in cognitive science. In particular, questions have been raised about certain properties of an image schema, such as bringing together different types of perception, relying primarily on human motor experience, abstractness, and being able to morph into other image schemas. For a better understanding of these properties, the concept “circle” in the Russian linguistic worldview was analyzed, and the following properties of the image schema were singled out by the methods of analysis (component, definitional, contextual, logical-linguistic, and etymological), modeling, and cognitive interpretation: spatiality (the presence of a spatial image), visualization, generalization of the experience to a logical scheme, high ability to form meaning due to the cognitive and semantic types of variation, and combinatorial activity (the ability to combine with various image schemas as parts of a larger image or to become the center of association for other image schemas in a different situation). Of special interest are the means of representation characteristic of an image schema: unlike in concepts of other types, its verbalization is performed with the help of not only lexical and phraseological means but also word-building morphemes with spatial semantics (prefixes). A macro-image schema can consist of many micro-image schemas bounded together under the principle of “family resemblance”, wherein any image schema can be central, i.e., play the role of a unifying one. The results obtained here on the refinement of the traditional image schema theory should promote further development of linguocognitive research.

Preparedness of senior preschool children with mental retardation to learn ball games

Introduction. Ball games, being a unique motor activity, combine the opportunities for favourable psychomotor, social and personal development of children. According to World Health Organisation experts, the value of ball games as a means and form of physical activity lies in the fact that they improve cognitive abilities and physical fitness of children with intellectual disabilities and hyperkinetic behaviour / hyperactivity syndrome. However, in order to achieve effective results in teaching ball games to children with disabilities, their level of physical fitness and functional abilities needs to be taken into account. The aim of the study was to examine and assess the level of readiness of senior preschool children with mental retardation to learn ball games, with further comparison of the findings with survey results in respect of children without developmental disabilities. Materials and methods. The research involved two groups of senior preschool children attending preschool institutions of Belgorod (Russian Federation). The diagnostic ball game exercises recommended in the programme “Play to your heart’s content”, as well as the methods of mathematical statistics (Student’s t-test), were used. Results. Talking of preschool children’s readiness to master ball games, we mean a well-formed orientative framework of motor actions with a ball in the form of knowledge and ideas about the motor task, mastering the ways to effectuate these actions, motivation towards achieving the result. The obtained data confirmed that children with mental retardation have insufficient readiness to master ball games and exercises. The optimal and average level of readiness to master ball games and exercises is recorded in 54.83% of children with mental retardation and in 80.64% of children without developmental disabilities. A total of 45.16% of children with mental retardation and 19.35% of children without developmental disabilities have problems of visuomotor coordination, attention development, low control and regulation of own actions, low level of coordinating a motor act with external environment. The processing of the obtained results shows statistical reliability of differences (p<0.05) in average indicator values (score) in game exercise performance within the modules “Football” and “Basketball” between children with mental retardation and children without developmental disabilities. Conclusion. The data obtained on the level of readiness of preschool children with mental retardation to master ball games testify to the need to identify due goals and content of individual assignments towards overcoming existing problems, the feasibility of organising child-adult interaction aimed at conveying and mastering motor experience.

Dynamic games – an efficient method in handball training

The bodily experience of children who will be introduced to the handball game is reduced for many reasons whose enumeration does not find its place here. As a result, in order to increase their motor experience, it is necessary to use methods that, in addition to motor involvement, also determine an increased emotional involvement of children. Dynamic games, through their contents, forms and effects, have multiple formative and educational values, being recommended in sports training, especially during childhood. Starting from the child’s spontaneity and pleasure to act and think, the psychomotor activity promotes a harmonious psychophysical development. Through playful pleasure, the child’s motivation for movement, exploration and knowledge to pursue a significant and functional relationship with the environment (understood as space, object, movement, knowledge, relationship) is activated. In this paper, we want to show that the use of dynamic games, especially in the initial phase of handball training, has very good results in the learning of the main technical elements and particularly the increase of children’s ability to apply them during the game. To demonstrate this, we chose two groups of beginners who participated in a one-year training programme. In the training of one group, we mainly used dynamic games, and in the training of the other one, we used classic handball training exercises.

Psychoemotional motivation of motor act development (pilot study)

BACKGROUND: In clinical practice, video motion analysis is widely used. It is known that such a higher mental function as creative thinking manifests itself in the motor activity of the body, as a result of which the movement becomes expressive. Since the quality of the images presented affects the organization of movement, it is presumably possible to characterize this psychosomatic connection through an assessment of the expressiveness of movement.
 AIMS: fixation in graphic and digital format of expressive movement, as well as the identification of spatio-temporal criteria for the quantitative assessment of expressiveness.
 MATERIAL AND METHODS: The experiment involved 3 healthy volunteers with different levels of acting training. The structure of expressive movement was presented in a graphic and digital format, which made it possible to calculate spatio-temporal indicators and give an objective quantitative assessment of the quality of expressiveness of movements of the participants in the experiment.
 RESULTS: It has been established that expressive movements arise with the integration of the following components: motor abilities and motor experience, movement image, plastically expressive structure of movement construction. In addition, expressive movements affect deep psychological functions: imagination, creative thinking, emotional control, etc.
 CONCLUSION: The inclusion in the course of medical rehabilitation of patients with various pathologies of the direction of ergotherapy, based on the analysis and assessment of the expressiveness of movement, will contribute to the complex restoration of the connection between consciousness and movement, correction of psychosomatic deviations, the expansion of movement patterns, improvement of body feeling and movement control.

Practice schedule and testing per se affect children’s transfer abilities in a grapho-motor task

Children’s ability to transfer the gains of a motor experience, such as learning to write a letter, to novel conditions, such as cursive writing of the same letter, are affected by the way in which the learning experience is parsed. Parsing may have limitations because a short session may hamper the engagement of procedural memory consolidation processes. Here, we compared the effects of two practice schedules with the total amount of practice identical training provided in a single-session practice versus multi-session practice, wherein each session on its own was insufficient for generating long-term gains. A total of 40 7- and 8-year-old children practiced the production of a novel letter form by connecting dots, namely, the Invented Letter Task (ILT). Multiple ILT-related transfer tasks were assessed at 24 h post-training and again at 4–5 weeks post-training. Although by the end of training the single-session practice group outperformed the multi-session practice group in speed and accuracy, at 24 h post-training both groups showed comparable gains. However, after multi-session practice, children were as fast or faster and more accurate in the transfer tasks. By 4–5 weeks post-training, the multi-session practice group showed larger gains in the trained condition, a speed advantage in the transfer tasks, and a significant improvement on the transfer tasks. The results suggest that parsing training over several brief sessions may lead to long-term gains in children’s grapho-motor skills. Moreover, multi-session practice protocols may contribute to the potential for transfer and to more effective learning from experiences such as transfer tasks.

Do motor skills impact on language development between 18 and 30 months of age?

Despite recent evidence on the relation between motor development and language development in infancy, this relation is still little explored in the late second and third year. This study investigated whether gross and/or fine motor skills affect language outcomes in this age range and whether any such effects narrow over time to specific language categories related to motor experience, such as spatial vocabulary. Thirty-six Italian monolingual toddlers (58% girls) participated, divided into two groups based on their age. They were assessed twice: the younger group at 18 (Time-1) and 24 months (Time-2); the older group at 24 (Time-1) and 30 months (Time-2). At Time-1 motor and language abilities were measured using the Griffiths Mental Development Scales. At Time-2, only language outcomes (three vocabularies: nouns, predicates, and spatial terms) were assessed, using the Picture Naming Game-PiNG. Hierarchical linear regressions show that motor skills affect language abilities also in the late second and third year, but the impact varies according to the type of motor skills (gross vs. fine) and children’s age. At 18 months, controlling for linguistic abilities, a global score of gross motor skills predicted predicate production, and a specific gross-motor coordination skill: general dynamic coordination (GDC) predicted noun production at 24 months. At 24 months, controlling for linguistic abilities, GDC predicted predicate production, and a combination of fine- and gross-motor coordination skills (bilateral coordination and GDC) predicted spatial vocabulary comprehension at 30 months. Overall, results suggest that the relation between motor and language development is not simple or stable over time, but rather dynamic.

Effects of Limb Dominance on Postural Balance in Sportsmen Practicing Symmetric and Asymmetric Sports: A Pilot Study

The current literature shows no consensus regarding the difference between the dominant leg (D-Leg) and the non-dominant leg (ND-Leg) in terms of postural control. This lack of consensus could stem from motor experience (i.e., symmetric or asymmetric motricity) and/or the physiological state induced by physical exercise. This study aimed to investigate the acute effects of fatiguing exercise on postural control when standing on the D-Leg and the ND-Leg, in athletes practicing symmetric (SYM) and asymmetric (ASYM) sports. Thirty healthy male participants were recruited and divided into two groups, (SYM n = 15) and (ASYM n = 15, on the basis of the motricity induced by the sport they practice. Monopedal postural control was assessed for the D-Leg and the ND-Leg before and after the fatigue period (which consisted of repeating squats until exhaustion). A force platform was used to calculate the spatio-temporal characteristics of the displacements of the center of foot pressure (COP). A significant fatigue effect was observed in both groups on the D-Leg and the ND-Leg for all the COP parameters. There was a tendency (p = 0.06) between the ASYM and SYM groups on the D-Leg, concerning the relative increase in the COP velocity in the frontal plane after the fatigue period. The fatigue condition disturbed postural control in both the SYM and ASYM groups on the D-Leg and ND-Leg. This disturbing effect related to fatigue tends to be more marked in athletes practicing asymmetric sports than in athletes practicing symmetric sports on the D-Leg.

Ankle Proprioception in Male and Female Surfers and the Implications of Motor Experience and Lower-Body Strength.

Dowse, RA, Secomb, JL, Bruton, M, Parsonage, J, Ferrier, B, Waddington, G, and Nimphius, S. Ankle proprioception in male and female surfers and the implications of motor experience and lower-body strength. J Strength Cond Res 36(12): 3497-3504, 2022-The primary objectives were to evaluate if the active movement extent discrimination apparatus (AMEDA) condition (i.e., front foot and back foot plantarflexion, dorsiflexion, inversion, and eversion) and the level of competition explained ankle movement discrimination scores and, thereafter, examined the contribution of surf experience, physical capacity, and ability to proprioception. It was also considered important to re-evaluate the surf experience, anthropometric characteristics, physical capacities, and abilities of male and female surfers. Twenty-six male ( n = 12, surf experience = 18 ± 8 years) and female surfers ( n = 14, surf experience = 9 ± 6 years) completed a pre-exercise medical questionnaire, anthropometric assessment, 8 AMEDA assessments, countermovement jump, squat jump, and isometric midthigh pull assessment. The AMEDA condition and level of competition did not have a statistically significant main effect on ankle movement discrimination scores; however, the effect of the gender/sex was significant ( p = 0.044). Surf experience ( p = 0.029) and lower-body isometric strength ( p = 0.029) had a statistically significant but small main effect on ankle movement discrimination scores. The results also confirmed that there were significant differences in surf experience, anthropometric characteristics, physical capacity, and jumping ability between male and female surfers. As surf experience and physical capacity were only able to explain a small magnitude of ankle movement discrimination scores, it is suggested that ankle proprioception in surfers may be related to both the volume and quality of the motor experience attained, which may be augmented by environmental and sociocultural factors.

Assessment of the physical condition of senior handball players

The objective of the research was to obtain useful information on physical training for senior handball players, for this purpose we developed and applied a training plan designed to achieve a high level of physical training. Each test applied to athletes was relevant, in order to obtain useful information on physical training, for senior handball players. Specialization and differentiated treatment of players during training is a fundamental methodological orientation in modern sports training, required by the heterogeneous composition of groups of players in terms of somato-functional development and motor skills qualities. The research conclusions, obtained after applying the initial and final tests, indicate the need to apply training programs specific to the sport played, customized according to the specifics of the game, age and motor experience, to improve the physical training of senior handball players. A good physical condition and specific to the handball game is essential in the current handball game and offers the optimal conditions for obtaining sports performance. A contribution to the development of the training process has the training plan which establishes the objective, the share of specific training factors for each training stage. The means and methods exposed in the training program of the experiment group were successful, and its effect materialized through a real increase in motor skill indices. At the final test, the athletes included in the control group reported a relative and insignificant evolution of the specific physical condition, at the final tests for the evaluation of the specific physical condition obtaining a significant improvement of the results.

The theoretical-praxiological warm-up model (PPAT) for entertainer singers

The following article presents physical exercises and the theoretical-praxiological model for singers’ warm-up. The purpose of this paper is to streamline the warm-up for entertainer singers by using PPAT means. The development of technical and interpretive skills, implementation of PPAT relevant to the field and their improvement throughout the activity are some of the most important concerns of each entertainer singer. The complex method of physical and vocal training includes body gymnastics exercises, exercises of the muscular systems that participate in the emission of sound and vocal exercises. Complex exercises are recommended for maintaining mental and physical qualities, improving general motor skills and phono-articulatory movements. These are basic not just for the development of sound emission, but also for the prevention of the so-called professional diseases. The creative development of PPAT for future specialists has a benefic effect on intellectual, emotional-volitional and practical activity. The means, methods and forms of PAPT are aimed at optimally meeting the requirements of the educational, professional, social and daily life spheres of vocalists. PPAT, as a training factor for singers, includes the following: the greater the motor experience and perceptions of the vocalist are, the more perfect the coordination of movements determines a good physical training, the faster the new action is developed, because man can previously create a preliminary model of any motor act in his mind and reproduce it quickly. The essence of PPAT is the optimal use of resources, methods and forms of physical training, in order to achieve and maintain mental and physical qualities. The artistic activity of a vocalist has possibilities to integrate the influence on his spiritual growth and, in particular, on the improvement of his personality. It is important that the specialist in the field acts with interest, with a sufficient degree of independence, in other words creative, and the creative approach to actions is the basis of education.

Evidence of disease severity, cognitive and physical outcomes of dance interventions for persons with Parkinson\u2019s Disease: a systematic review and meta-analysis

BackgroundPatients with Parkinson’s Disease (PD) usually experience worsening of both motor and non-motor symptoms. Dancing has been postulated to help patients with Parkinson’s via several mechanisms that lead to improved physical, cognitive and social functions.MethodsThis systematic review was conducted following Cochrane methodology and reported following the PRISMA guideline. Four databases (up to June 2021) were searched for RCTs comparing dance to standard or other physical therapy for improvements in disease severity, quality of life, cognitive and physical outcomes as well as adverse events in patients with PD. We synthesised data using RevMan and included certainty-of-evidence rating (GRADE) for major outcomes.ResultsA total of 20 RCTs (N = 723) articles that evaluated Tango, Ballroom, Irish, Waltz-Foxtrot, Folk, Turo, mixed dances and a PD-tailored dance were included. Dancers (versus non-dancers) had better motor experience (MDS-UPDRS 3) (MD -6.01, 95 % CI -9.97 to -3.84; n = 148; 5 RCTs) and improved balance (MiniBest Test) (MD 4.47, 95 % CI 2.29 to 6.66; n = 95; 3 RCTs), with no consistent differences on gait, agility and cognitive outcomes. Small samples and methodological limitations resulted in low-certainty-evidence across outcomes.ConclusionsApart from a suggestion that dance intervention modestly reduced motor disease severity and improved certain aspects of balance, there is insufficient evidence on all other outcomes, such as agility and motor function, cognitive, mood and social outcomes, quality of life as well as adverse events including the risk of fall. As evidence is insufficient to inform practice, evidence of benefits on motor disease severity and balance needs to be considered in the context of user-perception of benefit versus harm and acceptability in the development of practice guideline recommendations.

The Flavors of Verbs: Implicit Communication in the Age of Masks

The situation whereby we meet either in person wearing a mask, or remotely on video, can give preeminence to speech over implicit expressivity and thus to abstract/conceptual discourse which risks remaining far removed from experience. This affects bodily experience, and consequently the manifestation of emotions, movement and their processing. It is therefore essential to reflect on language and to shape it so that it comes as close as possible to the bodily and motor experience. Verbs that designate a general function (such as “to see,” “to hear,” “to understand,” and many others) should be brought as close as possible to the way in which that function, from time to time, takes place, to the particular context, with its specific experiential and emotional tone. Three clinical vignettes are given to illustrate our therapeutic approach.