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International Journal of Occupational... Jan 2016Previous studies have demonstrated that acute poisoning from exposure to organophosphate (OP) pesticides in agricultural workers causes adverse health effects. However,... (Review)
Review
BACKGROUND
Previous studies have demonstrated that acute poisoning from exposure to organophosphate (OP) pesticides in agricultural workers causes adverse health effects. However, neuropsychological and cognitive effects of chronic occupational exposure to OP pesticides remain controversial.
OBJECTIVE
To identify, evaluate, and systematize existing evidence regarding chronic exposure to OP pesticides and neuropsychological effects in farmworkers.
METHODS
Using the PubMed search engine, a systematic review process was implemented and replicated according to the PRISMA statement. Eligibility criteria included workers over 18 years of age exposed to OP pesticides as well as assessment of neuropsychological and cognitive functioning. Search terms were in English and Spanish languages and included organophosphate and workers.
RESULTS
Of the search results, 33 of 1,256 articles meet eligibility criteria. Twenty-four studies found an association between chronic occupational exposure to OP pesticides and low neuropsychological performance in workers. We classified nine of the studies to have study design limitations. Studies indicated occupational exposure to OP pesticides is linked to difficulties in executive functions, psychomotor speed, verbal, memory, attention, processing speed, visual-spatial functioning, and coordination. Nine studies find no relationship between OP pesticides exposure and neuropsychological performance.
CONCLUSIONS
Overall, evidence suggests an association between chronic occupational exposure to OP pesticides and neuropsychological effects. However, there is no consensus about the specific cognitive skills affected.
Topics: Agricultural Workers' Diseases; Cognition; Farmers; Humans; Memory; Motor Skills; Neurotoxicity Syndromes; Occupational Exposure; Organophosphates; Pesticides
PubMed: 27128815
DOI: 10.1080/10773525.2015.1123848 -
International Journal of Environmental... Mar 2022Individuals with Down syndrome (DS) have numerous comorbidities due to trisomy 21. However, virtual reality-based therapy (VRT) has been used nowadays as a learning and... (Review)
Review
Individuals with Down syndrome (DS) have numerous comorbidities due to trisomy 21. However, virtual reality-based therapy (VRT) has been used nowadays as a learning and visual motor tool in order to facilitate the development and learning process of this group. The aim of this article was to carry out an integrative review of the literature on the use of virtual and computational technologies in the stimulation of children with DS. A search was carried out according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) through single key words or their combinations using AND or OR operators: "Down syndrome" AND ("development" OR "cognition" OR "visomotor" OR "digital game" OR "virtual reality"). Eventually, 18 articles were included in our review. The games used in the research were able to stimulate, through the visual field, global motor skills, balance, body scheme and spatial organization, in addition to the learning of mathematical concepts, in order to directly influence the autonomous life activities, language skills, social skills and educational aspects of people with DS. Electronic games contribute to the teaching-learning relationship and stimulate neuropsychomotor and cognitive functions and development in children with DS.
Topics: Child; Cognition; Down Syndrome; Humans; Learning; Motor Skills; Virtual Reality
PubMed: 35270648
DOI: 10.3390/ijerph19052955 -
BMC Geriatrics Jul 2016Numerous daily activities require simultaneous application of motor and cognitive skills (dual-tasking). The execution of such tasks is especially difficult for the... (Review)
Review
BACKGROUND
Numerous daily activities require simultaneous application of motor and cognitive skills (dual-tasking). The execution of such tasks is especially difficult for the elderly and for people with (neuro-) degenerative disorders. Training of physical and cognitive abilities helps prevent or slow down the age-related decline of cognition. The aim of this review is to summarise and assess the role of combined physical-and-cognitive-training characteristics in improving cognitive performance and to propose an effective training scheme within the frame of a suitable experimental design.
METHODS
A systematic electronic literature search was conducted in selected databases. The following criteria were compulsory for inclusion in the study: 1. A (Randomized) Controlled Trial (RCT or CT) design; 2. Implementation of combined physical and cognitive training, either simultaneously (dual task) or subsequently - at least one hour per weekly over four weeks or more; 3. Cognitive outcomes as a study's endpoint.
RESULTS
Twenty articles met the inclusion criteria. It appears that either simultaneous or subsequently combined physical and cognitive training is more successful compared to single physical or single cognitive exercise. Training characteristics like length, frequency, duration, intensity and level of task difficulty seem to determine cognitive performance. However, the articles show that cognitive improvement seems to remain somewhat confined to trained cognitive functions rather than generalising to other cognitive or daily-living skills.
CONCLUSION
Due to methodological heterogeneity among studies, results need to be treated with caution. We critically discuss the role of training characteristics and propose a potentially effective training intervention within an appropriate experimental design.
Topics: Aged; Cognition; Cognition Disorders; Exercise; Humans; Task Performance and Analysis
PubMed: 27431673
DOI: 10.1186/s12877-016-0315-1 -
PloS One 2021Air-rifle and small-bore shooting are fascinating Olympic sports due to their unique performance requirements for accuracy and precision.
BACKGROUND
Air-rifle and small-bore shooting are fascinating Olympic sports due to their unique performance requirements for accuracy and precision.
OBJECTIVE
The purpose of our study was to systematically research the literature to determine and summarize performance determinants in both air-rifle and small-bore shooting. Since some athletes participate internationally in both disciplines in competition, the disciplines must have some similarity in the performance structure. Therefore, we further investigated whether performance in air-rifle and small-bore shooting can be explained by the same performance determinants.
METHODS
We systematically searched in four databases using combined keywords relevant to performance in air-rifle and small-bore shooting. The articles included had undergone peer-review and had a) a direct relation to shooting performance, b) an indirect relation by comparing the performance of shooters of different skill levels, and c) a practical relevance (directly controllable through training). After the quality of each article was assessed, the key data were extracted and summarized.
RESULTS
The fourteen articles included achieved an average of 60 ± 14% (range 30-80%) in quality assessment. Altogether, articles covered 268 subjects (32% female), of which 19% were elite- and 28% were national-level athletes. Sixteen performance determinants were investigated, which were divided into anthropometric, technical-coordinative, physiological and psychological categories. Both in air-rifle and small-bore shooting, rifle stability and body sway were found to differ between elite- and national-level athletes. In both disciplines, body sway seemed to have no influence on shot score in elite- and national-level athletes. Similarly, heart rate did not correlate with shot score at nearly all performance levels in both disciplines. In national-level air-rifle athletes, horizontal rifle stability, aiming accuracy and aiming time were found to affect shot score.
CONCLUSIONS
To be competitive at a national-level in air-rifle shooting, a highly developed aiming process is needed to achieve a high shot score. Lack of data prevented us from drawing evidence-based conclusions in elite-level air-rifle athletes and in small-bore shooting. Future research should investigate possible performance determinants both in air-rifle and in small-bore shooting, especially with elite-level athletes, to confirm or disprove existing findings. Further research should use more complex analyses to investigate the multifaceted processes associated with different performance determinants.
Topics: Adult; Athletes; Athletic Performance; Female; Firearms; Heart Rate; Humans; Male; Postural Balance; Psychomotor Performance; Sports
PubMed: 33788853
DOI: 10.1371/journal.pone.0247353 -
Acta Ophthalmologica Nov 2022The aim of this study was to review the available scientific literature on the possible relationship between the visual system and motor development in children. (Review)
Review
PURPOSE
The aim of this study was to review the available scientific literature on the possible relationship between the visual system and motor development in children.
METHODS
This study was performed according to the Preferred Reporting Items for Systematic Reviews (PRISMA) statement recommendations. The review protocol is available in PROSPERO (CRD42021245341). Four different databases, namely Scopus, PubMed, CINAHL and Web of Science, were assessed from April 2005 to February 2021. To determine the quality of the articles, we used the Critical Appraisal Skills Programme (CASP) Quality Appraisal Scale, and a protocol was followed to define the levels of evidence on the basis of the Centre for Evidence-Based Medicine Levels of Evidence. The search strategy included terms describing motor development in children and adolescents with visual disorders.
RESULTS
Among the identified studies, 23 were included in the study. All selected articles examined the relationship between the visual system and development in children. The quality of most of the studies was moderate-high, and they were between evidence levels 2 and 4.
CONCLUSIONS
Our systematic review revealed that all included studies established a relationship between the visual system and development in children. However, the methods for measuring the visual system and motor skills lacked uniformity.
Topics: Adolescent; Child; Child Development; Humans; Motor Skills; Vision, Ocular
PubMed: 35118800
DOI: 10.1111/aos.15111 -
Preventive Medicine Feb 2022The present systematic review aimed to investigate the methodological quality and the effects of fundamental motor skills and physical activity interventions on... (Review)
Review
The present systematic review aimed to investigate the methodological quality and the effects of fundamental motor skills and physical activity interventions on cognitive and academic skills in typically developing 3 to 7-year-old children. The review was conducted and reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. A literature search was carried out in April 2020 using seven electronic databases. The methodological quality of the studies was assessed with the Effective Public Health Practice Project (EPHPP) Quality Assessment Tool. Cohen's d effect size calculations and post hoc power analyses were conducted for the included studies. A total of 35 studies, representing 2472 children met the inclusion criteria. Two of the studies demonstrated a strong methodological quality, while 24 were considered as methodologically weak. The majority (71%) of the included studies demonstrated the beneficial effects of the intervention on cognitive and academic skills. The most evidence was found for executive functions, language, and numeracy, and the effects were largest in enhancing memory. The effects were larger on cognitive and academic skills in the combined interventions compared to only fundamental motor skill and physical activity interventions, while fundamental motor skill interventions had larger effects than physical activity interventions. These findings indicate that it may be possible to support typically developing preschoolers' cognitive and academic learning with fundamental motor skill and physical activity interventions. However, most of the studies in this field have a weak methodological quality and thus, the presented evidence was considered weak in nature.
Topics: Child; Child, Preschool; Cognition; Executive Function; Exercise; Frailty; Humans; Motor Skills
PubMed: 34974071
DOI: 10.1016/j.ypmed.2021.106948 -
Acta Psychologica Apr 2022Simultaneous dual- or multitasking training has been used in manifold ways to improve cognitive-motor performance in different age groups. Dual task (DT) training is... (Review)
Review
UNLABELLED
Simultaneous dual- or multitasking training has been used in manifold ways to improve cognitive-motor performance in different age groups. Dual task (DT) training is assumed to improve both, single task (ST) motor and cognitive performance, but particularly, performance under dual tasking conditions. Further, DT interventions have been shown to be beneficial for motor skill learning and cognitive performance as well as academic achievements in children and adolescents. The aim of this scoping review was to summarize current evidence on different cognitive-motor interventions that practice motor and cognitive performance simultaneously in children and adolescents and to identify training regimes that are most effective to improve cognitive or motor performance in this target group.
METHODS
Four electronic databases were searched (Pubmed, MEDLINE, Web of Science and APA Psycinfo) until May 2021. Following the PRISMA guidelines, title, abstract, and full-text screening as well as quality assessment was done by two independent reviewers. Studies were eligible if they (1) were published in English or German language, (2) accessible as a full-text version, (3) included at least one group of children or adolescents with a mean age of 4 to 21 years, (4) used dual-tasks as part of the intervention, (5) conducted one or more training sessions, and (6) reported at least one cognitive or motor outcome. The main outcome measures were cognitive and motor as well as cognitive-motor DT performance. Due to the heterogeneity in the characteristics of the included studies, we designed this review as a scoping review.
RESULTS
Seven studies met the inclusion criteria (n = 543, age four to 14 years, 47.1% female). One study reported two intervention experiments. Studies differed in sample size (20-189) as well as in type of training (specific or general DT training) and dose (frequency: one session/week to 110 sessions within 22 weeks). Overall, task-specific improvements in physical and cognitive functions were found, but not consistently across all interventions. Two interventions out of five interventions that measured motor performance demonstrated improvement in that domain, especially in balance. Three out of five interventions that measured cognitive functions found improved cognition. Only one study examined DT performance post training but failed to gain significant improvements in comparison to a control group. Studies only occasionally integrated training principles like individualization or progression in the design of their intervention.
DISCUSSION
The results indicate that DT training interventions may improve physical and/or cognitive functions in children and adolescents. Best practice recommendations for training regimes cannot be derived as outcomes differed a lot and were not systematically assessed across studies. Future studies should integrate more principles of training monitoring and aspects like individualization and progression to provide ideal training control and achieve better DT training results. Further, more high-quality trials are needed that adhere to the previous concepts.
PSYCINFO CLASSIFICATION
2340 Cognitive Processes 2820 Cognitive & Perceptual Development. 3720 Sports.
Topics: Adolescent; Adult; Child; Child, Preschool; Cognition; Female; Humans; Male; Physical Functional Performance; Sports; Task Performance and Analysis; Young Adult
PubMed: 35091209
DOI: 10.1016/j.actpsy.2022.103498 -
Gait & Posture Jul 2023There is increasing speculation whether Attention-Deficit/Hyperactivity Disorder (ADHD) has phenotypic or secondary motor symptoms. Some evidence suggests even... (Review)
Review
BACKGROUND
There is increasing speculation whether Attention-Deficit/Hyperactivity Disorder (ADHD) has phenotypic or secondary motor symptoms. Some evidence suggests even fundamental motor skills such as walking can differ in ADHD, however, the evidence is limited and has not been reviewed. Therefore, we conducted a systematic review to summarize the findings regarding gait in ADHD compared to typically developing children in (1) normal (i.e., self-paced), (2) paced or complex (i.e., walking backwards), and (3) dual-task contexts.
METHOD
Following a thorough literature search and application of stringent exclusion criteria, a total of 12 studies were included in this review. All studies examined normal walking with a variety of gait parameters in children (age range: 5-18), however, selected parameters and group differences were often inconsistent.
RESULTS
In self-paced walking, studies reporting gait with coefficients of variance (CVs) indicated several between-group differences, whereas averages of gait variables were the same for those with ADHD and typically developing children. Paced or complex walking contexts often differed between ADHD and typically developing groups, favoring the ADHD group in some cases, but primarily the typically developing participants. Finally, walking contexts with dual-tasks showed more frequent performance losses in the ADHD group.
DISCUSSION
Children with ADHD seem to have specific patterns of gait variability compared to typically developing children, particularly in complex walking contexts and at faster paces. The influence of age, medication, and method of gait normalization may have influenced the results of studies. Overall, this review highlights the potential for a unique gait profile in children with ADHD.
Topics: Humans; Child; Child, Preschool; Adolescent; Attention Deficit Disorder with Hyperactivity; Gait; Walking; Motor Skills
PubMed: 37307762
DOI: 10.1016/j.gaitpost.2023.06.003 -
Developmental Medicine and Child... Oct 2018To identify and critically appraise standardized measures of power mobility skill used with children (18y or younger) with mobility limitations and explore the measures'... (Review)
Review
AIM
To identify and critically appraise standardized measures of power mobility skill used with children (18y or younger) with mobility limitations and explore the measures' application for 'exploratory', 'operational', and 'functional' learners.
METHOD
Five electronic databases were searched along with hand-searching for peer-reviewed articles published in English to July 2017 (updated 31st August 2017). Key terms included power(ed) mobility, power(ed) wheelchair, and database-specific terms. Studies included at least one child with a disability, and a detailed description of the measure of power mobility skill. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was followed with inclusion criteria set a priori. Two reviewers independently screened titles, abstracts, and full-text articles.
RESULTS
Of 96 titles, 24 articles met inclusion criteria, describing nine measures of power mobility skill. The Wheelchair Skills Checklist, the Powered Mobility Program (PMP), and the Power Mobility Training Tool were augmented by three adaptations of the PMP. Two additional measures were further developed to create a third, the Assessment of Learning Powered mobility use. Validity evidence related primarily to content development while reliability evidence was reported on only two measures.
INTERPRETATION
All measures are in the initial stages of development and testing. Research investigating the measures' appropriateness for different types of learners and environments is warranted.
WHAT THIS PAPER ADDS
There are four distinct measures of paediatric power mobility skill: three task-based, one process-based. Power mobility learners may be divided into three groups: exploratory, operational, and functional. Application of measures of power mobility skill differs for these three groups.
Topics: Adolescent; Child; Disabled Children; Humans; Learning; Mobility Limitation; Motor Skills; Wheelchairs
PubMed: 29542110
DOI: 10.1111/dmcn.13709 -
BMC Medical Education Sep 2023It is necessary to improve medical students' legal cognitive, affective, and psychomotor skills to prevent further legal issues in the medical profession. Choosing the...
BACKGROUND
It is necessary to improve medical students' legal cognitive, affective, and psychomotor skills to prevent further legal issues in the medical profession. Choosing the proper teaching and assessment methods is crucial in this matter. This study aimed to investigate the impact of teaching, learning, and assessment of medical law on the cognitive, affective, and psychomotor skills of medical students.
METHODS
A systematic review was conducted in PubMed, Embass, and Web of Science databases, and Google Scholar search engine using MECIR and PRISMA, AMEE Guide 94 for 1980 to 2022.12.30. Nineteen articles met the inclusion criteria. MERSQI checklist was used to assess the quality of the articles, and URSEC (theoretical underpinning of the development, resources required, setting, educational methods employed, and content) used to assess the risk of educational bias.
RESULTS
Internship courses called Medical Education Humanities and Society (MESH), clinical scenario design, seminars and small group discussions, web-based interactive training, legal training courses, PBL, and mind maps have been used to improve the medico-legal knowledge of medical students. MESH clerkship, simulation of a legal event, medico-legal advocacy program based on interdisciplinary education, group discussion, integration, and court-based learning used to improve student attitudes. Multidisciplinary training, small group discussions after the seminar, mock trial competition, and interdisciplinary education are used to teach psychomotor skills. All studies, except one on knowledge, reported positive effects of legal education on students' knowledge, attitudes, and legal performance. Written assessments were used for cognitive and affective domains, while performance was assessed by OSCE, simulated court, and evaluation of patient referrals.
CONCLUSION
There are few studies to examine the cognitive, affective, and legal psychomotor skills of medical students. The texts have not yet fully explored the high level of affective and psychomotor domains, which is evidence of a gap in this sector. Recognizing that medico-legal problems are prevented through proper education and assessment, it is recommended that this area be considered a research priority and that effective educational policies are adopted.
Topics: Humans; Students, Medical; Learning; Educational Status; Humanities; Cognition
PubMed: 37752500
DOI: 10.1186/s12909-023-04695-2