Effects of Attentional Control on Gait and Inter-Joint Coordination During Dual-Task Walking

Body-related shame disrupts attentional focus over time in adolescence

INTRODUCTION

Body-related shame is a negative self-conscious emotion that is heightened during adolescence and is associated with several adverse outcomes. Of particular interest, and informed by Objectification Theory, body-related shame may impact attentional focus because the experience of this intense emotion may limit cognitive resources required to effectively engage in tasks. The purpose of the present study was to examine the association between body-related shame and attentional focus over time during adolescence.

METHODS

Adolescents (n = 160; Mage  ± SD = 16.05 ± 0.98; 80% self-identifying girls) completed an online survey in 2022 at baseline (Time 1) and 3 months later (Time 2). Stepwise regression was used to test the association between body-related shame and attentional focus, with weight perception included as a covariate.

RESULTS

The regression model demonstrated that higher body-related shame predicted poorer attentional focus 3 months later (β = -0.44, p < .001), after controlling for weight perception (14% variance explained in attention).

CONCLUSIONS

Findings support and extend theoretical tenets by highlighting the potential importance of targeting body-related shame to reduce the negative impact on attentional focus among adolescents.

Test-retest reliability of kinematic and kinetic parameters during dual-task stair walking in the elderly

Objective: This study aims to evaluate the test-retest reliability of kinematics and kinetics during single and dual-task stair walking in the elderly. Methods: Fifteen healthy elderly adults were recruited. Kinematic and kinetic parameters were measured using an infrared motion analysis system (Vicon, Oxford Metrics Ltd., Oxford, United Kingdom) and force platforms (Switzerland, Kistler 9287BA and 9281CA). Participants were tested under single-task and dual-task (serial 3 subtractions or carrying a cup of water) conditions. Each participant completed two sessions on two separate days with a 1-week interval. Intraclass correlation coefficients (ICC), Pearson correlation coefficient (r), and Bland-Altman plot were used to assess the reliability of stair walking. Results: When ascending stairs, the ICC of kinematics and kinetics ranged from fair to excellent (ICC = 0.500-0.979) in the single and dual tasks, except for step length (ICC = 0.394) in the single task. The r value of kinematics and kinetics ranged from 0.704 to 0.999. When descending stairs, the ICC of kinematics and kinetics ranged from good to excellent (ICC = 0.661-0.963), except for min hip moment (ICC = 0.133) and min ankle moment (ICC = 0.057) in the manual task. The r value of kinematics and kinetics ranged from 0.773 to 0.960 in the single and dual tasks. In the Bland-Altman plots, all the zero values and most of the dots fell in the 95% confidence interval, and the mean difference was found to be close to zero for all the parameters during stair walking. Conclusion: These results obtained from this study show the good test-retest reliability of step cadence, step speed, and step width during single- and dual-task stair walking in the elderly, and the poor reliability of step length during ascending stairs. All the kinetic parameters, including min hip moment, max knee moment, and min ankle moment, had good test-retest reliability during single- and dual-task stair walking, but min hip moment and min ankle moment had poor reliability during manual-task descending stair. These results may help researchers in the assessment of biomechanics of dual-task stair walking in the elderly and to interpret the effect of interventions in this population.

Impacts of Adiposity on the Attentional Cost of Sensory-Motor Performance Associated with Mobility in a Dual-Task Paradigm

(1) Background: Obesity is one of the most prevalent health problems worldwide. Studies have evidenced that the increase in body weight affects the normal neuromusculoskeletal function, which leads to abnormal gait patterns and impaired balance. (2) Objective: The aim of this study was to examine the influence of dual-task activity (cognitive-motor task) on gait parameters and balance among obese students. (3) Material and methods: A cross-sectional study was conducted among students (18-28 years old), including 120 obese and 120 age-matched normal-weight control subjects, selected at random using simple random sampling, from the Majmaah, Riyadh, Dammam, and Jizan regions of Saudi Arabia. The gait speed was measured in seconds while the controls and the obese subjects performed a dual-task activity of walking down a level, well-lit, narrow lane at their own speed, counting backwards from 100 by 4 s. (4) Results: The results of our study suggest a significant difference in the effect of the dual-task paradigm on the gait speed (t = 21.05, p = 000) of obese participants when compared to their age-matched counterparts. A significant correlation was found between BMI and gait speed and balance, irrespective of the gender of the obese student. A high degree of positive correlation (r = 0.705, p < 0.001) was found between BMI and gait speed, and a high degree of inverse correlation (r = -0.648, p < 0.001) was found between BMI and balance among obese students A multiple regression model explained 60% of the variance in gait speed and was statistically significant (R² = 0.60, F (4, 235) = 90.65, p = 0.000) with BMI (β = 0.018, p = 0.000) and balance (β = 0.015, p = 0.000) significantly predicting gait speed. (5) Conclusion: The results of the current study provide evidence that obesity significantly influences gait speed and balance due to the inclusion of a contemporaneous cognitive task. The results also suggest that the dual-task paradigm affects both genders equally.

Effects of perceptual-cognitive tasks on inter-joint coordination of soccer players and ordinary college students

Perceptual-cognitive tasks play a pivotal role in performing voluntary movements, which is crucial for good performances among soccer players. This study explored the effect of perceptual-cognitive tasks on the inter-joint coordination of soccer players and college students during landing. The classic multiple objective tracking (MOT) task was used to simulate the perceptual-cognitive task under a sports environment. Fifteen soccer players (age: 20.1 ± 1.5 year, height: 181.4 ± 7.4 cm, weight: 75.4 ± 10.7 kg) and twenty ordinary college students (age: 20.0 ± 2.3 years, height: 177.9 ± 4.9 cm, weight: 71.6 ± 9.9 kg) were enrolled to the study. Participants in the two groups were subjected to a single task (landing task) and dual-task (MOT task and landing task). Coordination and variability indicators were recorded using a Vicon infrared motion capture system and a force measuring platform. The results showed that the mean absolute relative phase of hip and knee joint (MARP_hip-knee), deviation phase of hip and knee joint (DP_hip-knee), and deviation phase of knee and ankle joint (DP_knee-ankle) of the two groups under the dual-task were significantly different compared with the parameters when participants were subjected to the single task. The dual-task had higher effect size on DP_hip-Knee and MARP_hip-knee, indicating that dual-task had a greater impact on coordination of the hip and knee joints. DP_hip-knee and DP_knee-ankle of ordinary students were more extensive relative to those of the soccer players, and hip joint stiffness (K_hip) for ordinary students was lower than that of the soccer players under the different tasks. These findings implied that the perceptual-cognitive task markedly affected the inter-joint coordination of soccer players and college students, mainly by impairing the hip and knee coordination. Although there is less variability in lower extremity coordination patterns of soccer players compared to college students, the MOT task still affects their coordination ability.

Perceptual-Cognitive Tasks Affect Landing Performance of Soccer Players at Different Levels of Fatigue

Background

There is a possible interaction between the underlying mechanisms of perceptual-cognitive tasks and motor control. For example, landing biomechanics changed during perceptual-cognitive tasks undertaken at different levels of fatigue of the athlete. Thus, this study explored the effect of perception-cognitive tasks interventions on male soccer players' landing mechanisms at different levels of fatigue.

Methods

Perceptual-cognitive tasks during games were simulated using classic multiple object tracking (MOT) paradigms, and 15 male soccer players completed MOT tasks under nonfatigue (NF), moderate fatigue (MF), and severe fatigue (SF). Landing-associated indicators were collected and calculated using a Vicon and force measuring platform.

Results

Level of fatigue and MOT task significantly affected hip and knee flexion angles, hip and knee extension moments, and vertical ground reaction force. Specifically, hip and knee flexion angles were significantly higher in MOT than non-MOT tasks at all levels of fatigue. In NF state, hip and knee extension moments were significantly smaller during MOT than non-MOT tasks. In SF state, the hip extension moment was larger during MOT than non-MOT tasks. In both MF and SF states, vertical ground reaction force was significantly higher in MOT than non-MOT tasks.

Conclusion

Although soccer players landed cautiously when not fatigued, they were significantly less able to do this and handle challenging perceptual-cognitive task movements when fatigued. Thus, landing performance is affected by perceptual-cognitive task interference in fatigue conditions.

The Effect of Teacher Caring Behavior and Teacher Praise on Students' Engagement in EFL Classrooms

The emergent respect for the prominence of engagement in the present education has made it one of the most widespread inquiry issues that it has been regarded as the ultimate target of learning. In the language teaching field, the idea of student activities for learning is intensely rooted in the prevailing standards of effective language learning, which considers language communication and interaction as analytical for language improvement. Moreover, teachers as center of learning process is the most prominent research attention, and teachers play a key role in regulating the education process as well as students’ learning achievement. However, there is an absence of research which have considered teachers’ care and praise among all positive interpersonal behavior and its significant effect on students’ engagement. So, the present review attempts to focus on teacher care and praise, and their effects on student engagement in EFL classrooms. Subsequently, some implications are presented to clarify the practice of teachers, students, teacher educators, and materials developers.