Background: Although the effects of mental fatigue on cognitive–motor function and psychological state in young adults are well-documented, its effects in the elderly are not completely understood. The aim of this study was to estimate the effect of prolonged cognitive load on the indicators of psychological, cognitive, and motor functions.Methods: Fifteen young and 15 elderly men were asked to perform a 2 h “Go/NoGo” task. Psychological state (mood and motivation), cognitive (prefrontal cortex activity and cognitive performance), and motor (motor cortex excitability and grip strength) functions were measured before and after the task. During the 2 h task, both groups had a significantly similar increase in the number of “Incorrect NoGo” errors. Only in young men reaction time (RT) of “Incorrect NoGo” and intraindividual variability of RT of “Incorrect NoGo” significantly increased during task. After the task, handgrip strength decreased for the young men, whereas latency of motor evoked potentials prolonged both groups. Nevertheless, both groups indicated that they felt fatigue after the 2 h task; we observed that mental demand increased, whereas intrinsic motivation and mood decreased only in young men. Prolonged task decreased the switching/rest ratio of oxygenated hemoglobin for the young and the elderly men; however, greater for elderly than young men. Interestingly, the more the prefrontal cortex was activated before the 2 h task during the switching task, the fewer of “Incorrect NoGo” errors made by the young men and the greater the number of errors made by the elderly men.Conclusion: Because of the greater mental load and (possibly) greater activation of prefrontal cortex during the 2 h “Go/NoGo” task, there was greater mental and neuromuscular performance fatigue in young men than in elderly men.
Objective. The aim of the present study was to establish the changes in psychosocial adjustment of adolescent girls in the modified lessons of physical education. Material and Methods. An experimental design was used in the study. The experimental group included 14- to 15-year-old adolescent girls (n=128), and the control group comprised adolescent girls of the same school and the same age (n=137). The girls of the experimental group participated in modified physical education lessons. Once a month, they had a theory class where they received knowledge on communication disorders among adolescents and ways of preventing them by means of physical activities. In practical classes, the girls of the experimental group had sports games (basketball, volleyball, and football), enhancing physical abilities, and Pilates exercises. For the estimation of the level of adolescents’ psychosocial adjustment and its components (self-esteem and domination), an adapted questionnaire developed by Rogers and Dymond was applied. An adapted questionnaire developed by Huebner was administered to measure students’ satisfaction with life. Results. The analysis of the data demonstrated that when comparing the psychosocial adjustment of the adolescent girls in the experimental group before and after the experiment, a significant differences in the score of the psychosocial adjustment scale was established (53.81±8.34 vs. 59.41±7.66, P<0.05). After the experiment, high life satisfaction was reported by 42.19% of the girls (P<0.05). Conclusions. After the educational experiment, the index of the psychosocial adjustment scale in the experimental group improved statistically significantly.
Dominant (right) and nondominant (left) hand differences in motor performance variables were investigated during targeted rapid aiming unimanual and bimanual (to two separate targets) speed-accuracy tasks. The performance of the dominant and nondominant hands were compared during rapid targeted unimanual and bimanual reaching tasks (50 repetitions) in adult, neurologically intact, right-handed men (n = 20). As task difficulty increased from unimanual to bimanual tasks, reaction time increased and velocity (average and maximal) of performance decreased significantly. The effect of hand was significant only on average movement velocity and on intraindividual variability of accuracy (in both cases performance in the left hand was worse). Variability of movement path (accuracy) was less in the right hand during both unimanual and bimanual tasks.
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