Acute exercise suppresses relative energy intake; however, it remains unclear whether this occurs in both men and women exposed to the same relative exercise treatment. Eleven healthy men (22 ± 2 years; 16% ± 6% body fat (BF); 26 ± 4 body mass index (BMI); 42.9 ± 6.5 mL·kg(-1)·min(-1) peak oxygen consumption ([Formula: see text]O(2peak))) and 10 healthy women (21 ± 2 years; 24 ± 2 BMI; 23% ± 3% BF; 39.9 ± 5.5 mL·kg(-1)·min(-1) [Formula: see text]O(2peak)) rested for 60 min or exercised on a cycle ergometer at 70% [Formula: see text]O(2peak) until 30% of total daily energy expenditure was expended (men, expenditure = 975 ± 195 kcal in 82 ± 13 min; women, expenditure = 713 ± 86 kcal in 84 ± 17 min) in a counterbalanced, crossover fashion. Appetite hormones and appetite ratings were assessed in response to each condition. Forty minutes after both conditions, ad libitum total and relative energy intake (energy intake minus energy cost of exercise) were assessed at a buffet meal. There was no significant sex or condition effect in appetite hormones (PYY(3-36), acylated ghrelin, insulin) and appetite ratings (hunger, satisfaction, fullness). Total energy intake in men was significantly higher (P < 0.05) in exercise and rest conditions (1648 ± 950, 1216 ± 633 kcal, respectively) compared with women (591 ± 183, 590 ± 231 kcal, respectively). Relative energy intake was significantly lower (P < 0.05) after exercise compared with rest in men (672 ± 827, 1133 ± 619 kcal, respectively) and women (-121 ± 243, 530 ± 233 kcal, respectively). These data highlight the effectiveness of acute exercise to suppress relative energy intake regardless of sex.

Advancements in virtual reality (VR) technology now allow for the creation of highly immersive virtual environments and for systems to be commercially available at an affordable price. Despite increased availability, this access does not ensure that VR is appropriate for training for all motor skills. Before the implementation of VR for training sport-related skills takes place, it must first be established whether VR utilization is appropriate. To this end, it is crucial to better understand the mechanisms that drive learning in these new environments which will allow for optimization of VR to best facilitate transfer of learned skills to the real world. In this study we sought to examine how a skill acquired in VR compares to one acquired in the real world (RW), utilizing training to complete a dart-throwing task in either a virtual or real environment. We adopted a perceptual-motor approach in this study, employing measures of task performance (i.e., accuracy), as well as of perception (i.e., visual symptoms and oculomotor behavior) and motor behaviors (i.e., throwing kinematics and coordination). Critically, the VR-trained group performed significantly worse in terms of throwing accuracy compared to both the RW-trained group and their own baseline performance. In terms of perception, the VR-trained group reported greater acute visual symptoms compared to the RW-trained group, though oculomotor behaviors were largely the same across groups. In terms of motor behaviors, the VR-trained group exhibited different dart-throwing kinematics during training, but in the follow-up test adapted their throwing pattern to one similar to the RW-trained group. In total, VR training impaired real-world task performance, suggesting that virtual environments may offer different learning constraints compared to the real world. These results thus emphasize the need to better understand how some elements of virtual learning environments detract from transfer of an acquired sport skill to the real world. Additional work is warranted to further understand how perceptual-motor behaviors are acquired differently in virtual spaces.

Very little is known about the effects of specific practice on motor learning of predictive balance control during novel bipedal gait. This information could provide an insight into how the direction and magnitude of predictive errors during acquisition of a novel gait task influence transfer of balance control, as well as yield a practice protocol for the restoration of balance for those with locomotor impairments. This study examined the effect of a variable practice paradigm on transfer of a novel asymmetric gait pattern in able-bodied individuals. Using a split-belt treadmill, one limb was driven at a constant velocity (constant limb) and the other underwent specific changes in velocity (variable limb) during practice according to one of three prescribed practice paradigms: serial, where the variable limb velocity increased linearly; random blocked, where variable limb underwent random belt velocity changes every 20 strides; and random practice, where the variable limb underwent random step-to-step changes in velocity. Random practice showed the highest balance control variability during acquisition compared to serial and random blocked practice which demonstrated the best transfer of balance control on one transfer test. Both random and random blocked practices showed significantly less balance control variability during a second transfer test compared to serial practice. These results indicate that random blocked practice may be best for generalizability of balance control while learning a novel gait, perhaps, indicating that individuals who underwent this practice paradigm were able to find the most optimal balance control solution during practice.

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When humans make errors in stepping during walking due to a perturbation, they may adapt their gait as a way to correct for discrepancies between predicted and actual sensory feedback. This study sought to determine if increased contextual interference during acquisition of a novel asymmetric gait pattern would change lower-limb mechanical strategies generalized to different walking contexts. Such knowledge could help to clarify the role of contextual interference in locomotor adaptation, and demonstrate potential use in future gait rehabilitation paradigms. One belt on a split-belt treadmill was driven at a constant velocity while the other was driven at changing velocities according to one of three practice paradigms: serial, random blocked, or random training. Subjects returned to complete one of two different transfer tests. Results indicate that during acquisition, random practice requires unique gait mechanics to adapt to a challenging walking environment. Also, results from one transfer test close to that of the acquisition experience did not seem to demonstrate any contextual interference effect. Finally, random blocked practice resulted in highly unique changes in step length symmetry on a second, more challenging, transfer test. This perhaps indicates that a moderate level of contextual interference causes unique locomotor generalization strategies.