Motor recovery and synaptic preservation after ventral root avulsion and repair with a fibrin sealant derived from snake venom

Background: Ventral root avulsion is an experimental model of proximal axonal injury at the central/peripheral nervous system interface that results in paralysis and poor clinical outcome after restorative surgery. Root reimplantation may decrease neuronal degeneration in such cases. We describe the use of a snake venom-derived fibrin sealant during surgical reconnection of avulsed roots at the spinal cord surface. The present work investigates the effects of this fibrin sealant on functional recovery, neuronal survival, synaptic plasticity, and glial reaction in the spinal motoneuron microenvironment after ventral root reimplantation. Methodology/Principal Findings: Female Lewis rats (7 weeks old) were subjected to VRA and root replantation. The animals were divided into two groups: 1) avulsion only and 2) replanted roots with fibrin sealant derived from snake venom. Post-surgical motor performance was evaluated using the CatWalk system twice a week for 12 weeks. The rats were sacrificed 12 weeks after surgery, and their lumbar intumescences were processed for motoneuron counting and immunohistochemistry (GFAP, Iba-1 and synaptophysin antisera). Array based qRT-PCR was used to evaluate gene regulation of several neurotrophic factors and receptors as well as inflammatory related molecules. The results indicated that the root reimplantation with fibrin sealant enhanced motor recovery, preserved the synaptic covering of the motoneurons and improved neuronal survival. The replanted group did not show significant changes in microglial response compared to VRA-only. However, the astroglial reaction was significantly reduced in this group. Conclusions/Significance: In conclusion, the present data suggest that the repair of avulsed roots with snake venom fibrin glue at the exact point of detachment results in neuroprotection and preservation of the synaptic network at the microenvironment of the lesioned motoneurons. Also such procedure reduced the astroglial reaction and increased mRNA levels to neurotrophins and anti-inflammatory cytokines that may in turn, contribute to improving recovery of motor function.

Chest associated to motor physiotherapy improves cardiovascular variables in newborns with respiratory distress syndrome

Background We aimed to evaluate the effects of chest and motor physiotherapy treatment on hemodynamic variables in preterm newborns with respiratory distress syndrome. Methods We evaluated heart rate (HR), respiratory rate (RR), systolic (SAP), mean (MAP) and diastolic arterial pressure (DAP), temperature and oxygen saturation (SO2%) in 44 newborns with respiratory distress syndrome. We compared all variables between before physiotherapy treatment vs. after the last physiotherapy treatment. Newborns were treated during 11 days. Variables were measured 2 minutes before and 5 minutes after each physiotherapy treatment. We applied paired Student t test to compare variables between the two periods. Results HR (148.5 ± 8.5 bpm vs. 137.1 ± 6.8 bpm - p < 0.001), SAP (72.3 ± 11.3 mmHg vs. 63.6 ± 6.7 mmHg - p = 0.001) and MAP (57.5 ± 12 mmHg vs. 47.7 ± 5.8 mmHg - p = 0.001) were significantly reduced after 11 days of physiotherapy treatment compared to before the first session. There were no significant changes regarding RR, temperature, DAP and SO2%. Conclusions Chest and motor physiotherapy improved cardiovascular parameters in respiratory distress syndrome newborns.

O ensino do esporte para crianças e jovens: considerações sobre uma fase do processo de desenvolvimento motor esquecida

O processo ensino-aprendizagem pode ser visto como um sistema constituído pela interação de três componentes - professor, aluno e matéria - que tem por meta promover mudanças efetivas nos comportamentos, capacidades e competências do aluno. Como numa visão sistêmica do processo ensino-aprendizagem, a função de um determinado componente implica sempre o estabelecimento de relação entre os dois componentes que restam, o papel principal do professor é estabelecer relação entre o aluno e a matéria. Neste contexto, a questão central é saber em que se basear para estabelecer essa relação. O presente ensaio parte da assunção de que o conhecimento sobre o desenvolvimento motor constitui um elemento fundamental quando a matéria de ensino é o esporte, discute uma fase desse processo que tem sido sistematicamente esquecida procurando identificar as suas possíveis causas e consequências e apresenta algumas sugestões para trabalhar com essa fase.

Frequency and precision of feedback and the adaptive process of learning a dual motor task

This work investigated the effects of frequency and precision of feedback on the learning of a dual-motor task. One hundred and twenty adults were randomly assigned to six groups of different knowledge of results (KR), frequency (100%, 66% or 33%) and precision (specific or general) levels. In the stabilization phase, participants performed the dual task (combination of linear positioning and manual force control) with the provision of KR. Ten non-KR adaptation trials were performed for the same task, but with the introduction of an electromagnetic opposite traction force. The analysis showed a significant main effect for frequency of KR. The participants who received KR in 66% of the stabilization trials showed superior adaptation performance than those who received 100% or 33%. This finding reinforces that there is an optimal level of information, neither too high nor too low, for motor learning to be effective.

A percepção do autoconceito e sua influência no desempenho motor em crianças e adolescentes

O objetivo do estudo foi analisar a percepção do autoconceito e sua relação com o desempenho motor de adolescentes analisados por gênero e faixa etária. Foram avaliados 144 adolescentes entre 10 e 14 anos (65 meninos). A mensuração do autoconceito foi realizada por meio de um inventário (PIERS; HARRIS; HERZBERG, 2002) e os testes motores utilizados para a avaliação do desempenho motor seguiram as padronizações da American Alliance for Health, Physical Education and Recreation and Dance (1988) - agilidade e impulsão vertical, a dinamometria (SOARES; SESSA, 2001) e o teste de resistência aeróbia (LÉGER et al., 1988). Para a equivalência dos resultados produzidos pelos testes motores foi utilizado o escore Z. Para a distribuição da amostra em grupos etários e por gênero foi utilizada a estatística descritiva. A comparação intragrupos do desempenho motor (baixo DB, médio DM, alto DA) e do autoconceito foi realizada por procedimentos não paramétricos Wilcoxon e Kruskal-Wallis Anova (p<0,05). Os achados finais mostraram que a idade influenciou negativamente a percepção do autoconceito e que os alunos com melhor desempenho motor apresentaram também valores superiores na percepção do autoconceito em relação aos seus pares.