Cross-transfer of motor control in visuomotor tasks. Systematic review

Introduction: The term “cross-education” describes the perfomance improvement, both in motor control and strength, of a limb after training the opposite. Despite its current interest, there is no consensus on many concepts of the transfer of a visuomotor skill. The aim of the present research was to review the current literature on the phenomenon of cross-education in visuomotor skills in order to determine the magnitude of transference and its relationships with the context of the intervention. Results: A literature search was conducted during December 2019 in the databases Pubmed, CINAHL, MEDLINE, Web of Science, SPORTdiscus and Scopus. The descriptors “Motor ability” and “Motor skill” were used, in addition to the keywords “Motor control”, “skill”, “Task”, “cross over effect”, “cross exercise”, “contralateral learning”, “inter limb transfer “,” cross transfer “,” cross education “. After applying the inclusion and exclusion criteria, a total of 19 articles were obtained for analysis. Of these articles, 12 are RCTs, 4 crossover clinical trial, 2 are non-randomized trials and only 1 lacks a control group. Most of the articles consist of a short-term intervention. Only 5 studies are of a duration of between 4 and 6 weeks. Conclusion: the cross-education phenomenon occurs in visuomotor skills. However, the magnitude of transference and its relation to the amount of learning of the trained member seems to be very variable depending on the context of the intervention. Likewise, the scarce consensus and the methodological differences in the studies make it difficult to draw firm conclusions about the effects of the context on the transference.

Basil Anthony Moreau (1799-1873) and His Philosophy of Christian Education

This article examines Basil Anthony Moreau’s philosophy of education, and particularly his idea of Christian education. Moreau is the founder of the Congregation of Holy Cross that has been working on education and evangelization since 1853 in different countries of the world including Bangladesh. His philosophy of education plays a significant role in guiding and running Holy Cross educational institutions across the globe. Moreau’s educational philosophy envisioned three aims for all students in Holy Cross education: to develop the necessary skills and knowledge to function in the world and the hereafter; to nurture an appreciation for individual responsibility and social connectedness to advance social justice issues; to stimulate those critical dispositions of mind and heart essential to the sustenance of a peaceful society. He had the vision to educate both the hearts and minds of Christian students to grow in Christ’s love and make the world a better place. His views on education also have inspired Holy Cross education the pursuit of academic excellence within a family’s atmosphere that binds the student, faculty, staff, and alumni. Although Holy Cross educators did not implement the specific teaching methods of Moreau in all of their institutions, Moreau’s views laid the foundation of educational philosophy in Holy Cross education. Philosophy and Progress, Vol#63-64-; No#1-2; Jan-Dec 2018 P 65-80

Elbow Joint Angles in Elbow Flexor Unilateral Resistance Exercise Training Determine Its Effects on Muscle Strength and Thickness of Trained and Non-trained Arms

The present study compared two unilateral arm curl resistance exercise protocols with a different starting and finishing elbow joint angle in the same ROM for changes in elbow flexors strength and muscle thickness of the trained and non-trained arms. Thirty-two non-resistance trained young adults were randomly assigned to one of the three groups: extended joint training (0°–50°; EXT, n = 12); flexed joint training (80°–130°; FLE, n = 12); and non-training control (n = 8). The exercise training was performed by the dominant arms twice a week for 5 weeks with gradual increases in the training volume over 10 training sessions, and the non-dominant (non-trained) arms were investigated for the cross-education effect. Maximal voluntary contraction torque of isometric (MVC-ISO), concentric (MVC-CON), and eccentric contractions (MVC-ECC), and thickness (MT) of biceps brachii and brachialis of the trained and non-trained arms were assessed at baseline and 4–8 days after the last training session. The control group did not show significant changes in any variables. Significant (P < 0.05) increases in MVC-ISO torque (16.2 ± 12.6%), MVC-CON torque (21.1 ± 24.4%), and MVC-ECC torque (19.6 ± 17.5%) of the trained arm were observed for the EXT group only. The magnitude of the increase in MT of the trained arm was greater (P < 0.05) for EXT (8.9 ± 3.9%) than FLE (3.4 ± 2.7%). The cross-education effect was evident for MVC-ISO (15.9 ± 14.8%) and MVC-CON (16.7 ± 20.0%) torque of the EXT group only. These results suggest that resistance training at the extended elbow joint induces greater muscle adaptations and cross-education effects than that at flexed elbow joint.

Cross-education and detraining effects of eccentric vs. concentric resistance training of the elbow flexors

Background Unilateral resistance training increases the strength of the contralateral non-trained homologous muscles known as the cross-education effect. We tested the hypothesis that unilateral eccentric resistance training (ET) would induce greater and longer-lasting cross-education effect when compared with concentric resistance training (CT). Methods Young (20–23 y) participants were allocated to ET (5 males, 4 females) or CT (5 males, 4 females) group that performed unilateral progressive ET or CT of the elbow flexors, twice a week for 5 weeks (10 sessions) followed by a 5-week detraining, and control group (7 males, 6 females) that did not perform any training. Maximum voluntary isometric contraction torque of the elbow flexors (MVIC), one-repetition maximum of concentric dumbbell curl (1-RM), and biceps brachii and brachialis muscle thickness (MT) were measured from the trained and non-trained arms before, several days after the last training session, and 5 weeks later. A ratio between the trained and non-trained arms for the change in MVIC or 1-RM from pre- to post-training (cross-body transfer ratio) was compared between ET and CT groups. Results The control group did not show significant changes in any variables. Both ET and CT increased (P < 0.05) MVIC (22.5 ± 12.3 % vs. 26.0 ± 11.9 %) and 1-RM (28.8 ± 6.6 % vs. 35.4 ± 12.9 %) of the trained arm without a significant difference between groups. MVIC was maintained after detraining for ET but returned to the baseline for CT, and 1-RM was maintained after detraining for both ET and CT. For the non-trained arm, MVIC (22.7 ± 17.9 % vs. 12.2 ± 10.2 %) and 1-RM (19.9 ± 14.6 % vs. 24.0 ± 10.6 %) increased similarly (P > 0.05) after ET and CT, and MVIC returned to the baseline after detraining, but 1-RM was maintained for both groups. An increase (P < 0.05) in MT was found only after ET for the trained arm (7.1 ± 6.1 %). The cross-body transfer ratio for MVIC was greater (P < 0.05) for ET (90.9 ± 46.7 %) than CT (49.0 ± 30.0 %). Conclusions These results did not support the hypothesis and showed similar changes in the most of the variables between ET and CT for the trained and non-trained arms, and strong cross-education effects on MVIC and 1-RM, but less detraining effect after ET than CT on MVIC of the trained arm. Trial registration University Hospital Medical Information Network Clinical Trials Registry (UMIN000044477; Jun 09, 2021).

A single session of submaximal grip strength training with or without high-definition anodal-TDCS produces no cross-education of maximal force

BACKGROUND: Previous studies suggest that cross-education of strength may be modulated by increased corticospinal excitability of the ipsilateral primary motor cortex (M1) due to cross-activation. However, no study has examined the influence of bilateral TDCS of both M1 and how it affects corticospinal excitability, cross-activation and cross-education of muscle strength. METHOD: Twelve participants underwent three conditions in a randomized crossover design: (1) submaximal grip training and single-site unilateral-high definition-TDCS (2) submaximal grip training and bilateral anodal-high definition-TDCS, and (3) submaximal grip training and sham-high definition-TDCS. Submaximal gripping task involved a single-session of unilateral training which was squeezing the transducer at 70% of maximum voluntary isometric contraction (MVIC) grip force and performing four sets of 10 isometric contractions. Anodal-high definition-TDCS was applied for 15 min at 1.5 mA over right M1 or left and right M1s, and in a sham condition. Participants were pseudorandomized to receive either single-site or bilateral M1 stimulation with each session separated by one-week. Before and after each session, MVIC force of ipsilateral and contralateral gripping, ipsilateral stimulus-response curve, short-interval intracortical inhibition, cortical silent period, intracortical facilitation, long-interval intracortical inhibition, and cross-activation were measured. RESULTS: MVIC of the trained arm decreased by 43% (P=0.04) after training. We observed no changes in MVIC of the untrained hand and in any of the TMS measures (all P>0.05). CONCLUSION: A single session of submaximal grip training with or without anodal-high definition-TDCS produces no cross-education of maximal grip force nor does it affect the excitability of the ipsilateral M1.