PURPOSE This study investigated the neurophysiological and emotional impact of exercise in children and adolescents with cerebral palsy. METHODS Fourteen participants, aged 10–18 years, completed a 12-week rehabilitation program. The program consisted of 60-minute aquatic or land-based exercise sessions, conducted three times per week. RESULTS EEG analyses revealed that the aquatic exercise group experienced significant increases in theta, low-alpha, and high-alpha activity over time. Positive changes were also observed in several subscales of the Exercise-Emotion Scale, specifically fun, pride, vitality, catharsis, and achievement. These results suggest that the unique sensory characteristics of the aquatic environment—buoyancy, hydrostatic pressure, and temperature—may promote emotional stability and neural activation. However, frontal alpha asymmetry (FAS) did not differ significantly between the groups, indicating that neither intervention produced marked changes in motivational tendencies such as approach or withdrawal. CONCLUSIONS These findings support the potential of aquatic rehabilitation as an effective emotional intervention and emphasize the importance of incorporating long-term, neurophysiologically integrated approaches in future research.
Purpose The present study was set up to investigate the effect of self-regulated learning and selection of feedback on learning of the relative and absolute timing. Methods 48 university student volunteers participated in the experiment and were randomly assigned four groups (n=12 for each) depending on practice task and feedback, namely: 1) self-regulated practice task - self-controlled feedback (self-self), 2) self-regulated practice task - york-controlled feedback (self-york), 3) york-regulated practice task - self-controlled feedback (york-self), and 4) york-regulated practice task - york-controlled feedback (york-york). The task was to examine the temporal timing error and the task goal was to press a computer keyboard 'J' and 'K' alternatively corresponding to time set. Prior to the experiment, the participants had a pre-practice session and then practiced one of three timing tasks provided by an experimenter in the acquisition phase. There were two transfer test to assess adaptability aspects of performing changes related to learning after 24 hours of the acquisition phase. Serial practice was applied in the transfer 1 and an effector transfer was examined in the transfer 2. The dependent variables were a relative timing error that is susceptible to discrepancy between the participant’s key press and the goal patterns and an absolute timing error that is susceptible to discrepancy in the time required to perform the sequence compared to the goal absolute time. Results The results showed that in the pre-test there was no significant difference in both the relative and absolute timing error across four groups. However, in acquisition phase there was a significant difference in both the relative and absolute timing error across block. The relative timing error was different across the group in the transfer test 1, however it was different only between the self-self and york-york group. Lastly, the absolute timing error was not different across the groups in the transfer test 2. Conclusion The findings revealed that the self-regulated strategy is effective to learn the relative timing in the effector transfer.
The present study was conducted to determine the effect of contextual interference (CI) and motivational properties (MP) of Knowledge of Result (KR) in learning on relative and absolute timing. Participants (N=48) were randomly assigned to one of four practice groups, which differed in practice structure on CI (blocked, random) and KR on MP (good trial, poor trial). They performed temporal timing tasks in pre-exercise and acquisition phase and went through a retention test and 2 transfer tests after approximately 24 hours. The main findings showed that first, for the relative timing error there was no significant main effect of CI and MP in the acquisition phase, retention, transfer1, and 2 test. However, there was a significant interaction effect between CI and MP in the transfer 2 test. Second, for the absolute timing error there was no significant main effect of CI and MP in the acquisition phase, retention, and transfer test 2 while there was in the transfer test 1. Moreover, there was a significant main effect between CI and MP in the retention, transfer 1, and 2 test. The findings indicated that 1) there was a significant learning effect of absolute timing between KR_good group and KR_poor group on blocked practice in the retention test, 2) random practice schedule and KR_good condition resulted in enhanced absolute timing performance relative to blocked practice and KR_poor respectively at transfer test 1, 3) there was a significant learning effect of absolute timing between KR_good group and KR_poor group on blocked practice at transfer test, 4) KR_good condition could be an useful relative timing learning strategy relative to KR_poor on blocked practice schedule at transfer test 2, effector transfer test. KR-good condition resulted in learning superior to KR_poor group on blocked practice schedule as well. However, there was no significant difference between two conditions on random practice, and 5) there was no difference in the learning effect of absolute timing error between KR_good and KR-poor group in the blocked practice, while there was not in the random practice. It indicated that motivational properties would influence the learning effect of timing in the blocked practice.
