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Western Washington University

Department of Physical Education, Health and Recreation KIN 507 Motor Control

Fall 2018 Instructor: Gordon Chalmers, Ph.D.

Office: ET 275 Phone: 650-3113 Email: [email protected] Course Web Page: http://myweb.facstaff.wwu.edu/chalmers

Office hours: Mon 1:30-2:30, Wed 1:30-2:30, Fri 1:30-4.

Note: If my office hours are booked but you need to discuss class topics with me, email me and request a meeting and we will set a time to meet outside of office hours.

Course Time: Tues & Thurs 3:00 – 4:15 Location: CV 264 Credits: 3

COURSE DESCRIPTION: If I were rename this course I would call it “Neuroscience of Human Movement and Performance”. The scope of neuroscience related topics related to kinesiology and human performance has expanded greatly beyond motor control and proprioceptive systems. The objective of this course is to help students develop an understanding of Human Movement and Performance Neuroscience so that research projects and literature involving variables such as muscle force, muscle power, EMG, mental practice, proprioception, and inter muscle coordination, producing movement or static posture, and topics such as the role of exercise in maximizing human cognition, and performance enhancement may be critically analyzed. To do this, the course will examine human kinesiology and performance related neuroscience by examining several current issues in the basic research and applied human performance literature.

Research papers related to each of these issues will be examined and discussed so that students develop and practice the skill of critical reading of scientific literature. These discussions will allow us to draw conclusions regarding each of the issues examined. These discussions are not considered to be exhaustive reviews of the topic, due to limited time within the class. Rather, they are intended to introduce you to, and educate you about some pertinent kinesiology and human performance neuroscience topics, and allow you to explore these, and related topics further as literature in the field progresses in the future. Students will also examine one kinesiology and human performance neuroscience topic of personal interest through a research paper assignment.

GOALS: Students will:

1. Develop the skills to research, critically evaluate, and draw conclusions regarding motor control topics.

2. Become knowledgeable on the topics discussed.

3. Be able to apply knowledge gained in (1) and (2), when applicable, in their work with people.

Course Units: Note: we will not have the time to cover all these topics, and may not cover them in the order listed. New topics may be added based on class interest areas.

 Introduction

 discuss research asst.

 KIN 506 grad school/student intro

 Assigning readings for next day

TOPIC: Student topics, and/or articles, of interest? e.g., health, clinical, training regular people, training athletes, basic science.

1. ? 2. ? etc.

TOPIC: Can you change your fiber types? * = all students read

1. BEFORE STUDENTS READ: Brief intro lecture from KIN 410: differences in AB vs AX classification systems.

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2. *Steve Magness, The Science of Running: How to find your limit and train to maximize your performance. Origin Press. One paragraph pgs 100-101.

3. Rusko HK. Development of aerobic power in relation to age and training in cross-country skiers. Medicine and Science in Sports and Exercise [1992, 24(9):1040-1047]

4. Gehlert S, Weber S, Weidmann B, Gutsche K, Platen P, Graf C, Kappes-Horn K, Bloch W. Cycling exercise-induced myofiber transitions in skeletal muscle depend on basal fiber type distribution. Eur J Appl Physiol. 2011 Oct 29.

5. Wilson JM, Loenneke JP, Jo E, Wilson GJ, Zourdos MC, Kim JS, The effects of endurance, strength, and power training on muscle fiber type shifting. Journal of Strength and Conditioning Research, 2012, 26(6):1724-1729.

6. Adam R. Konopka, Todd A. Trappe, Bozena Jemiolo, Scott W. Trappe, and Matthew P. Harber. Myosin Heavy Chain Plasticity in Aging Skeletal Muscle With Aerobic Exercise Training. J Gerontol A Biol Sci Med Sci (2011) 66A(8): 835-841 first published online June 9, 2011 doi:10.1093/gerona/glr088

7. Scott Trappe, Matthew Harber, Andrew Creer, Philip Gallagher, Dustin Slivka, Kiril Minchev, and David Whitsett.

Single muscle fiber adaptations with marathon training. J Appl Physiol September 2006 101:(3) 721-727;

published ahead of print April 13, 2006, doi:10.1152/japplphysiol.01595.2005

8. Andersen JL, Aagaard P. Myosin heavy chain IIX overshoot in human skeletal muscle. Muscle Nerve. 2000 Jul;23(7):1095-104.

Additional paper(s) on above topic suggested by students Related topic(s) students would like to explore:

 ?

 any papers to suggest?

Summary: what are meanings, implications, how to use this info for applications such as: health, clinical, training regular people, training athletes. What comes next in this topic?

TOPIC: Recruitment. Can you voluntarily activate all of your muscle mass? Central Governor Model. * = all students read

1. *Steve Magness, The Science of Running: How to find your limit and train to maximize your performance.

Origin Press. One paragraph pg 21, 47, 102.

2. *Frans Bosch, Strength Training and Coordination: An Integrative Approach, 2010 Uitgevers. ISBN: 978-94- 90951-27-6. pp 95-97, 134, 182-183 (pdf)

3. *Alan (Zig) St Clair Gibson, (2015) The Capacity for Maximum Physical Performance In Humans – Do We Ever Really Go ‘All Out’, https://ziggibson.wordpress.com/2015/08/16/the-capacity-for-maximum-physical- performance-in-humans-do-we-ever-really-go-all-out/

4. *Noakes TD. The central governor model of exercise regulation applied to the marathon. Sports Med.

2007;37(4-5):374-7.

5. Noakes, Timothy D., Peltonen, Juha E., Rusko, Heikki K. Evidence that a central governor regulates exercise performance during acute hypoxia and hyperoxia. J. Exp. Biol.2001 Sep 15; 204, 3225--3234

6. Will G Hopkins, The Improbable Central Governor of Maximal Endurance Performance, http://www.sportsci.orgwww.sportsci.org/2009/wghgov.htm

7. Weir JP, Beck TW, Cramer JT, Housh TJ. Is fatigue all in your head? A critical review of the central governor model. Br J Sports Med. 2006 Jul;40(7):573-86

8. Jihong Park, J. Ty Hopkins . Quadriceps activation normative values and the affect of subcutaneous tissue thickness. Journal of Electromyography and Kinesiology, Volume 21, Issue 1, February 2011, Pages 136-140 (Reading goal: determine CAR)

9. Jihong Park, J. Ty Hopkins, Within- and Between-Session Reliability of the Maximal Voluntary Knee Extension Torque and Activation. International Journal of Neuroscience, January 2013, Vol. 123, No. 1 : Pages 55-59 doi:

10.3109/00207454.2012.725117 (Reading goal: determine CAR)

10. Hart JM, Pietrosimone B, Hertel J, Ingersoll CD. Quadriceps activation following knee injuries: a systematic review. J Athl Train. 2010. Jan-Feb;45(1):87-97. doi: 10.4085/1062-6050-45.1.87. (Reading goal: determine control CAR) Focus on available CAR data for normal subjects

11. Roberts, Devin ; Kuenze, Christopher ; Saliba, Susan ; Hart, Joseph M. Accessory muscle activation during the

superimposed burst technique. Journal of Electromyography and Kinesiology, 2012, Vol.22(4), pp.540-545.

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12. Newham DJ, McCarthy T, Turner J. Voluntary activation of human quadriceps during and after isokinetic exercise. J Appl Physiol. 1991 Dec;71(6):2122-6. (Reading goal: determine CAR and what this article adds quite different from others)

13. Grant E. Norte , Christopher Kuenze, Joseph M. Hart. Closed chain assessment of quadriceps activation using the superimposed burst technique. Journal of Electromyography and Kinesiology. Volume 24, Issue 3, June 2014. (Reading goal: determine CAR and what this article adds quite different from others)

14. *Shield A, Zhou S. Assessing voluntary muscle activation with the twitch interpolation technique. Sports Med.

2004;34(4):253-67. (Reading goal: focus on sections 3.1 & 3.3) Additional paper(s) on above topic suggested by students

Related topic(s) students would like to explore:

 ?

 any papers to suggest?

Summary: what are meanings, implications, how to use this info for applications such as: health, clinical, training regular people, training athletes. What comes next in this topic?

TOPIC: Higher centers control of movement 1. Lecture notes material

2. Meghan Rosen, Mind to Motion. Science News, Nov 1 2013.

3. Video: HumanRoboticArm.avi

4. Chip, Implanted in Brain, Helps Paralyzed Man Regain Control of Hand- NYT 2016.docx 5. Video: for above article: The nerve bypass how to move a paralyzed hand.mp4

Additional paper(s) on above topic suggested by students Related topic(s) students would like to explore:

 ?

 any papers to suggest?

Summary: what are meanings, implications, how to use this info for applications such as: health, clinical, training regular people, training athletes. What comes next in this topic?

TOPIC: Locomotion, Central Pattern Generators

1. Grey MJ (2010) Locomotion. In: Encyclopedia of Life Sciences 2010, John Wiley & Sons, Ltd: Chichester http://www.els.net/ doi: 10.1002/9780470015902.a0000163.pub2, PAGE 3-6

2. Iglesias C, Lourenco G, Marchand-Pauvert V. Weak motor cortex contribution to the quadriceps activity during human walking.Gait Posture. 2012 Mar;35(3):360-6. doi: 10.1016/j.gaitpost.2011.10.006. Epub 2011 Nov 23.

3. Behrman AL, et al., Locomotor training restores walking in a nonambulatory child with chronic, severe,

incomplete cervical spinal cord injury. Phys Ther. 2008 May;88(5):580-90. doi: 10.2522/ptj.20070315. Epub 2008 Mar 6. Video Only: Video_Behrman_etal_CHILD_CPG_TRAINING.mpg. Two Year post video:

supp_90_5_793__Ongoing_Walking_Recovery_Video.mpg Additional paper(s) on above topic suggested by students Related topic(s) students would like to explore:

 ?

 any papers to suggest?

Summary: what are meanings, implications, how to use this info for applications such as: health, clinical, training regular people, training athletes. What comes next in this topic?

TOPIC: Exercise & Brain Health * = all students read

* Introductory newspaper article: Walk, Jog or Dance: It’s All Good for the Aging Brain http://nyti.ms/1S4rQsF Discussion Goals: We have “prescriptions” for training of the cardiovascular, muscular and skeletal systems for health goals (freq, intensity, types, time, FITT). What do you think should be the “prescription” for training for brain health? What benefits of this exercise do you predict?

Reading guidelines: Focus primarily on the paper contents that will allow you to contribute to the “Discussion

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Goals” stated above. This means focus primarily on what exercise was done (and it’s parameters and the population involved) and its effect on cognitive function, brain health, or brain anatomy. Secondarily note any other aspects of interest in the paper that are interesting. Finally, the mechanism(s) by which exercise has an effect on the brain is not of primary importance (except for the paper that examines the effect of exercise on BDNF, the BDNF is the outcome measure of brain health, but it is also a mechanism of brain health). Note also that for some articles I provide additional guidelines for the reading after the citation, “WHEN YOU READ THIS ARTICLE, FOCUS ON…”.

1. Katrin Weigmann. Why exercise is good for your brain. DOI 10.15252/embr.201439051 |Published online 18.06.2014. EMBO reports(2014)embr.201439051

2. J. Eric Ahlskog, Yonas E. Geda, Neill R. Graff-Radford, Ronald C. Petersen, Physical Exercise as a Preventive or Disease-Modifying Treatment of Dementia and Brain Aging. Mayo Clin Proc. 2011 September; 86(9): 876–884.

doi: 10.4065/mcp.2011.0252

3. Robert F. Zoeller, Jr. Exercise and Cognitive Function: Can Working Out Train the Brain, Too? American Journal of Lifestyle Medicine. published 30 June 2010, 10.1177/1559827610374413

4. Na Zhu et al., Cardiorespiratory fitness and cognitive function in middle age: The CARDIA Study April 15, 2014 82:1339-1346; published ahead of print April 2, 2014

5. Berchicci M, Lucci G, Di Russo F. Benefits of physical exercise on the aging brain: the role of the prefrontal cortex. J Gerontol A Biol Sci Med Sci. 2013 Nov;68(11):1337-41. doi:10.1093/gerona/glt094.

6. Miriam S. Nokia, Sanna Lensu, Juha P. Ahtiainen, Petra P. Johansson, Lauren G. Koch, Steven L. Britton, Heikki Kainulainen. Physical exercise increases adult hippocampal neurogenesis in male rats provided it is aerobic and sustained. The Journal of Physiology, February, 2016. 10.1113/JP271552 WHEN YOU READ THIS ARTICLE, FOCUS ON THE EFFECTIVENESS OF DIFFERENT MODES OF EXERCISE, DON’T GET BOGGED DOWN IN THE MANY DETAILED MEASURES.

7. Tian Q, Studenski SA, Resnick SM, Davatzikos C, Ferrucci L. Midlife and Late-Life Cardiorespiratory Fitness and Brain Volume Changes in Late Adulthood: Results From the Baltimore Longitudinal Study of Aging. J Gerontol A Biol Sci Med Sci. 2015 Apr 19. pii: glv041. [Epub ahead of print] PubMed PMID: 25896993. WHEN YOU READ THIS ARTICLE, FOCUS ON PATTERNS OF MAJOR RESULTS, NOT RESULTS FOR EVERY BRAIN REGION

8. Rottensteiner M et al., Physical activity, fitness, glucose homeostasis, and brain morphology in twins. Med Sci Sports Exerc. 2015 Mar;47(3):509-18. doi: 10.1249/MSS.0000000000000437. WHEN YOU READ THIS ARTICLE, FOCUS ON BRAIN VOLUME RESULTS FOR THIS CLASS, AND PHYSICAL ACTIVITY GROUPINGS.

9. Belinda M. Brown et al., Influence of BDNF Val66Met on the relationship between physical activity and brain volume. Neurology. October 7, 2014 83:1345-1352; published ahead of print September 3, 2014 1526-632X

a. Russell H. Swerdlow, Comment: BDNF, fitness, and the brain. Neurology. October 7, 2014 83:1351;

published ahead of print September 3, 2014 1526-632X (this brief comment is included within the above file)

10. Mark P. Mattson, Lifelong brain health is a lifelong challenge: From evolutionary principles to empirical evidence, Ageing Research Reviews, Volume 20, March 2015, Pages 37-45, ISSN 1568-1637,

http://dx.doi.org/10.1016/j.arr.2014.12.011

11. Steves CJ, Mehta MM, Jackson SH, Spector TD. Kicking Back Cognitive Ageing: Leg Power Predicts Cognitive Ageing after Ten Years in Older Female Twins. Gerontology. 2015 Nov 10. [Epub ahead of print] PubMed PMID:

26551663.

12. Vidoni ED, Johnson DK, Morris JK, Van Sciver A, Greer CS, et al. (2015) Dose-Response of Aerobic Exercise on Cognition: A Community-Based, Pilot Randomized Controlled Trial. PLoS ONE 10(7): e0131647. doi:

10.1371/journal.pone.0131647

13. Cinthia Maria Saucedo Marquez, Bart Vanaudenaerde, Thierry Troosters, and Nicole Wenderoth, High-intensity interval training evokes larger serum BDNF levels compared with intense continuous exercise. J Appl Physiol.

2015; 119:1363-1373.

14. Cassandra Szoeke, Philippe Lehert, Victor W Henderson, Lorraine Dennerstein, Patricia Desmond, Stephen

Campbell. Predictive Factors for Verbal Memory Performance Over Decades of Ageing: Data From the Women's

Healthy Ageing Project. The American Journal of Geriatric Psychiatry. In press 2016. DOI:

Page 5 of 10 http://dx.doi.org/10.1016/j.jagp.2016.05.008

15. Phillips C, Baktir MA, Srivatsan M, Salehi A. Neuroprotective effects of physical activity on the brain: a closer look at trophic factor signaling. Front Cell Neurosci. 2014 Jun 20;8:170. doi: 10.3389/fncel.2014.00170. WHEN YOU READ THIS ARTICLE, DON’T WORRY ABOUT ALL THE DETAILS OF THE MECHANISMS DISCUSSED. BE ABLE TO KNOW THE SYSTEMS THAT ARE DISCUSSED AS BEING EFFECTED BY EXERCISE (BUT THE DETAILS OF THE MECHANISM OF THAT EFFECT IS NOT REQUIRED). ALSO, PAY ATTENTION TO THE SECTION ON EFFECT OF TOO MUCH EXERCISE. I SPECIFICALLY INCLUDED THIS PAPER BECAUSE IT IS THE ONLY ONE TO DISCUSS IF THERE CAN BE TOO MUCH EXERCISE EFFECT ON THE BRAIN.

16. Extreme exercise examples KIN 507.doc . Document with two abstracts, giving examples of "extreme" exercise in human studies.

17. Hsu CL et al., Aerobic exercise promotes executive functions and impacts functional neural activity among older adults with vascular cognitive impairment. Br J Sports Med. 2017 Apr 21. pii: bjsports-2016-096846.

doi:10.1136/bjsports-2016-096846.

18. Burzynska Agnieszka Z., Jiao Yuqin, Knecht Anya M., Fanning Jason, Awick Elizabeth A., Chen Tammy, Gothe Neha, Voss Michelle W., McAuley Edward, Kramer Arthur F., White Matter Integrity Declined Over 6-Months, but Dance Intervention Improved Integrity of the Fornix of Older Adults, Frontiers in Aging Neuroscience, VOLUME=9, 2017, PAGES=59, URL=https://www.frontiersin.org/article/10.3389/fnagi.2017.00059, DOI=10.3389/fnagi.2017.00059

19. Rehfeld Kathrin et al., Dancing or Fitness Sport? The Effects of Two Training Programs on Hippocampal Plasticity and Balance Abilities in Healthy Seniors, Frontiers in Human Neuroscience, 11, 2017, pp. 305+, URL=https://www.frontiersin.org/article/10.3389/fnhum.2017.00305, DOI=10.3389/fnhum.2017.00305 Additional paper(s) on above topic suggested by students

Related topic(s) students would like to explore:

 ?

 any papers to suggest?

Summary: what are meanings, implications, how to use this info for applications such as: health, clinical, training regular people, training athletes. Discussion: We have “prescriptions” for training of the cardiovascular, muscular and skeletal systems for health (freq, intensity, types, time, FITT). What do you think should be the “prescription”

for training for brain health? What benefits of this exercise do you predict?

TOPIC: Brain Stimulation to enhance physical performance * = all students read

1. Discussion Goals: Would you use brain stimulation to enhance the athletic performance of a client you are working with? Would you use brain stimulation to enhance your athletic performance? SHOW HALO WEB SITE https://www.haloneuro.com/

Introductory magazine articles:

a) * US Olympic track star out to prove Halo Sport headphones make him faster, stronger - CNET 2016.pdf b) * Matrix'-Style Skill Transfer Is Possible With Electrical Brain Stimulation.pdf

(http://www.huffingtonpost.com/inverse/matrix-style-skill-transf_b_10822106.html ) (Article Source:

Choe Jaehoon, Coffman Brian A, Bergstedt Dylan T, Ziegler Matthias, Phillips Matthew E, Transcranial direct current stimulation modulates neuronal activity and learning in pilot training. Frontiers in Human

Neuroscience. 10, 2016, 00034. http://journal.frontiersin.org/article/10.3389/fnhum.2016.00034/full) c) * Jemima Kiss. Do not try this at home: hacking your brain with electronics, The Guardian, Saturday 12 March 2016, http://www.theguardian.com/culture/2016/mar/12/sxsw-neuroscientists-home-hacking- your-brain-with-electronics?CMP=share_btn_link

2. * Sara Reardon. Performance boost paves way for ‘Brain doping’. Nature 531, 283–284 (17 March 2016) doi:10.1038/nature.2016.19534 (Related is previously read article: Noakes TD. The central governor model of exercise regulation applied to the marathon. Sports Med. 2007;37(4-5):374-7.)

3. * How to Plug in Your Brain Smithsonian May 2016: Noonan, D,. How to plug in your brain, Smithsonian, May 2016, pp. 62-71, 98, 100.

4. Brief overview of use of brain stimulation to facilitate motor recovery following stroke(.docx) THE ABSTRACTS

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a) Hummel FC, Cohen LG. Non-invasive brain stimulation: a new strategy to improve neurorehabilitation after stroke? Lancet Neurol. 2006 Aug;5(8):708-12. Review.

b) Kang N, Summers JJ, Cauraugh JH. Transcranial direct current stimulation facilitates motor learning post- stroke: a systematic review and meta-analysis. J Neurol Neurosurg Psychiatry. 2016 Apr;87(4):345-55. doi:

10.1136/jnnp-2015-311242. Epub 2015 Aug 28. Review.

c) Marquez J, van Vliet P, McElduff P, Lagopoulos J, Parsons M. Transcranial direct current stimulation (tDCS): does it have merit in stroke rehabilitation? A systematic review. Int J Stroke. 2015 Apr;10(3):306- 16. doi: 10.1111/ijs.12169. Epub 2013 Oct 22. Review.

d) Tedesco Triccas L, Burridge JH, Hughes AM, Pickering RM, Desikan M, Rothwell JC, Verheyden G. Multiple sessions of transcranial direct current stimulation and upper extremity rehabilitation in stroke: A review and meta-analysis. Clin Neurophysiol. 2016 Jan;127(1):946-55. doi: 10.1016/j.clinph.2015.04.067. Epub 2015 May 4. Review.

e) Ayache SS, Farhat WH, Zouari HG, Hosseini H, Mylius V, Lefaucheur JP. Stroke rehabilitation using noninvasive cortical stimulation: motor deficit. Expert Rev Neurother. 2012 Aug;12(8):949-72. Review.

5. Brain Stim on Healthy Subjects(.docx)

a) Does anodal transcranial direct current stimulation enhance excitability of the motor cortex and motor function in healthy individuals and subjects with stroke: a systematic review and meta-analysis., Bastani A, Jaberzadeh S., Clin Neurophysiol. 2012 Apr;123(4):644-57. doi: 10.1016/j.clinph.2011.08.029. Epub 2011 Oct 5. Review.

b) Dual-hemisphere tDCS facilitates greater improvements for healthy subjects' non-dominant hand compared to uni-hemisphere stimulation., Vines BW, Cerruti C, Schlaug G., BMC Neurosci. 2008 Oct 28;9:103. doi: 10.1186/1471-2202-9-103.

c) Anodal tDCS applied during strength training enhances motor cortical plasticity., Hendy AM, Kidgell DJ., Med Sci Sports Exerc. 2013 Sep;45(9):1721-9. doi: 10.1249/MSS.0b013e31828d2923.

d) Vitor-Costa M, Okuno NM, Bortolotti H, Bertollo M, Boggio PS, Fregni F, Altimari LR. Improving Cycling Performance: Transcranial Direct Current Stimulation Increases Time to Exhaustion in Cycling. PLoS One.

2015 Dec 16;10(12):e0144916. doi: 10.1371/journal.pone.0144916.

e) Giboin LS, Thumm P, Bertschinger R, Gruber M. Intermittent Theta Burst Over M1 May Increase Peak Power of a Wingate Anaerobic Test and Prevent the Reduction of Voluntary Activation Measured with Transcranial Magnetic Stimulation. Front Behav Neurosci. 2016 Jul 19;10:150. doi:

10.3389/fnbeh.2016.00150.

f) Improved isometric force endurance after transcranial direct current stimulation over the human motor cortical areas., Cogiamanian F, Marceglia S, Ardolino G, Barbieri S, Priori A., Eur J Neurosci. 2007

Jul;26(1):242-9.

g) Enhancement of non-dominant hand motor function by anodal transcranial direct current stimulation., Boggio PS, Castro LO, Savagim EA, Braite R, Cruz VC, Rocha RR, Rigonatti SP, Silva MT, Fregni F., Neurosci Lett. 2006 Aug 14;404(1-2):232-6. Epub 2006 Jun 30.

h) Enhancement of pinch force in the lower leg by anodal transcranial direct current stimulation., Tanaka S, Hanakawa T, Honda M, Watanabe K., Exp Brain Res. 2009 Jul;196(3):459-65. doi: 10.1007/s00221-009- 1863-9. Epub 2009 May 29.

i) Preliminary evidence that anodal transcranial direct current stimulation enhances time to task failure of a sustained submaximal contraction., Williams PS, Hoffman RL, Clark BC., PLoS One. 2013 Dec

9;8(12):e81418. doi: 10.1371/journal.pone.0081418. eCollection 2013.

j) Hendy AM, Kidgell DJ. Anodal tDCS applied during strength training enhances motor cortical plasticity.

Med Sci Sports Exerc. 2013 Sep;45(9):1721-9. doi:10.1249/MSS.0b013e31828d2923.

k) Anodal Transcranial Direct Current Stimulation Prolongs the Cross-education of Strength and

Corticomotor Plasticity., Hendy AM, Teo WP, Kidgell DJ., Med Sci Sports Exerc. 2015 Sep;47(9):1788-97.

doi: 10.1249/MSS.0000000000000600.

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l) Kidgell DJ, Goodwill AM, Frazer AK, Daly RM. Induction of cortical plasticity and improved motor

performance following unilateral and bilateral transcranial direct current stimulation of the primary motor cortex. BMC Neurosci. 2013 Jul 1;14:64. doi: 10.1186/1471-2202-14-64.

m) The effect of anodal transcranial direct current stimulation on motor sequence learning in healthy individuals: A systematic review and meta-analysis., Hashemirad F, Zoghi M, Fitzgerald PB, Jaberzadeh S., Brain Cogn. 2016 Feb;102:1-12. doi: 10.1016/j.bandc.2015.11.005. Epub 2015 Dec 9.

n) Early optimization in finger dexterity of skilled pianists: implication of transcranial stimulation., Furuya S, Nitsche MA, Paulus W, Altenmüller E., BMC Neurosci. 2013 Mar 16;14:35. doi: 10.1186/1471-2202-14-35.

o) Task-specific effect of transcranial direct current stimulation on motor learning., Saucedo Marquez CM, Zhang X, Swinnen SP, Meesen R, Wenderoth N., Front Hum Neurosci. 2013 Jul 1;7:333. doi:

10.3389/fnhum.2013.00333. eCollection 2013.

p) Bihemispheric anodal corticomotor stimulation using transcranial direct current stimulation improves bimanual typing task performance., Gomes-Osman J, Field-Fote EC., J Mot Behav. 2013;45(4):361-7. doi:

10.1080/00222895.2013.808604. Epub 2013 Jun 24.

q) Consensus: "Can tDCS and TMS enhance motor learning and memory formation?", Reis J, Robertson E, Krakauer JW, Rothwell J, Marshall L, Gerloff C, Wassermann E, Pascual-Leone A, Hummel F, Celnik PA, Classen J, Floel A, Ziemann U, Paulus W, Siebner HR, Born J, Cohen LG., Brain Stimul. 2008 Oct;1(4):363- 369. READING GUIDELINES: DO NOT ATTEMPT TO GIVE THE CLASS A REVIEW OF MOTOR LEARNING AS THE AUTHORS DO AT THE START OF THE PAPER. Although you may need to read this to understand the terminology used later in the paper (e.g., consolidation versus adaptation). THE SECTIONS “Role of M1 in encoding of an elementary motor memory”, “Role of M1 in motor skill learning” and “Attempts to facilitate motor learning by noninvasive cortical stimulation” HAVE USEFUL INFORMATION FOR OUR DISCUSSION.

r) Angius, L; Hopker, J; Mauger, AR. The ergogenic effects of transcranial direct current stimulation on exercise performance. Frontiers In Physiology 2017;8:.

http://dx.doi.org/10.3389/fphys.2017.00090

6. Safety and experimental design

a) * Transcranial direct current stimulation: five important issues we aren't discussing (but probably should be)., Horvath JC, Carter O, Forte JD., Front Syst Neurosci. 2014 Jan 24;8:2. doi:

10.3389/fnsys.2014.00002. eCollection 2014. Review.

b) * Sehm, B., & Ragert, P. (2013). Why non-invasive brain stimulation should not be used in military and security services. Frontiers in Human Neuroscience, 7, 553. http://doi.org/10.3389/fnhum.2013.00553 7. https://www.haloneuro.com/

For these articles, focus only on their methods, their data analysis, and their results. You don't need to discuss the intro, that is their version of a lit review, and we have already done our own version of that. Don't focus on their discussion, that is their interpretation of results, we want to make our own. Make your own conclusion of results that you can make (and that can be compared to their conclusion briefly listed in the abstract or start of the discussion).

a) A Real- World Investigation into the Benefits of Transcranial Direct Current Stimulation to the Primary Motor Cortex on Muscular Performance in Elite Athletes

b) Bihemispheric Transcranial Direct Current Stimulation with Halo Neurostimulation System Over Primary Motor Cortex Enhances Rate of Force Development in an Isometric Lateral Pinch Force Task

c) Bihemispheric Transcranial Direct Current Stimulation with Halo Neurostimulation System Over Primary Motor Cortex Enhances Fine Motor Skills Learning in a Complex Hand Configuration Task

Additional paper(s) on above topic suggested by students Related topic(s) students would like to explore:

 ?

 any papers to suggest?

Page 8 of 10

Summary: what are meanings, implications, how to use this info for applications such as: health, clinical, training regular people, training athletes. What comes next in this topic?

Discussion Goals: Would you use brain stimulation to enhance the athletic performance of a client you are working with? Would you use brain stimulation to enhance your athletic performance?

TOPIC: Mirror Training

1. Ramachandran & Altschuler, The use of visual feedback, in particular mirror visual feedback, in restoring brain function, Brain July 1, 2009 132: 1693-1710

2. Ezendam, Bongers, Jannink, Systematic review of the effectiveness of mirror therapy in upper extremity function, Disability and Rehabilitation, 2009,Vol.31(26),p.2135-2149

3. H Flor et al., Sensorimotor training and cortical reorganization. NeuroRehabilitation, 2009, Vol.25(1),p.19.

4. Rothgangel AS, Braun SM, Beurskens AJ, Seitz RJ, Wade DT. The clinical aspects of mirror therapy in rehabilitation: a systematic review of the literature. Int J Rehabil Res. 2011 Mar;34(1):1-13. doi:

10.1097/MRR.0b013e3283441e98

Additional paper(s) on above topic suggested by students Related topic(s) students would like to explore:

 ?

 any papers to suggest?

Summary: what are meanings, implications, how to use this info for applications such as: health, clinical, training regular people, training athletes. What comes next in this topic?

EVALUATION: % OF

FINAL GRADE

DUE DATES: EVALUATION ITEM CONTRIBUTES TO

THESE SLOs ^@ Research Assignment Topic Contract ^* 0 Oct 9

Midterm (open book) 20 Oct 30 ^‡ 1, 2, 3, 7, 9, 10

Research Assignment 40 Dec 4 ^## 1, 2, 3, 4, 7, 8, 9, 10

Research presentation (12-15 min each) 10 Dec 4 & Dec 6 1, 2, 3, 6, 7, 8, 9, 10 Class attendance, discussion participation &

contribution ^#

10 All Term 1, 2, 3, 5, 6, 7, 9, 10

Final (open book) 20 Wednesday,

December 12 1:00 - 3:00 PM

^ The description of the research paper assignment and the grading sheet for the assignment can be downloaded from the course web site (http://myweb.facstaff.wwu.edu/chalmers, not a Canvas page).

* When the Research Assignment Topic Contract is submitted it is the FINAL version. This means you should have been meeting with Dr. Chalmers between when the assignment was distributed and the due date to discuss and define your topic. These discussions should take place in person.

‡ Date of midterm may be switched, based on progress of class through the course content. Students will get at least 1 week notification before midterm.

# Grading key for class attendance, discussion participation & contribution grade: There are up to 16 class days when there may be discussions. Part of some of these days will be some lecture, but will be counted as discussion days if lecture is less than 50% of the time. Accordingly, on each discussion day you will have the potential to score 2 points according to the following scale.

0= lack of preparation and/or participation, and/or contribution

1 = some, but not complete preparation, some participation and/or contribution

Page 9 of 10 2 = great preparation, participation and contribution

Some discussion days are ones in which you are presenting a paper, others are when others are presenting papers. You will be rigorously graded for participation on days you are presenting (Hint: coming to class and it is clear you have not read the paper and understood its details when you are responsible for presenting will be frowned up). On days you are not presenting, lesser participation can yield full points.

## Reports are due in class, at the start of class, on the due date announced in class. Reports submitted after this deadline will lose 10% of the maximum potential score per day, including weekends. Reports must be typed, include page numbers, and be stapled. You are required to participate in, and submit, all of the tests and assignments in this class. If any are omitted, you will receive a grade of F.

@ KINESIOLOGY GRADUATE PROGRAM STUDENT LEARNING OBJECTIVES:

Graduates of the program will be positioned to contribute to their profession and be life-long learners in a diverse society by demonstrating:

1. skilled written and oral communication 2. critical and creative thinking

3. effective information acquisition and utilization 4. content-specific technology use

5. collaboration and collegiality

6. professionalism and ethical behavior

7. the capability of synthesizing and applying information across the field of Kinesiology 8. the ability to apply appropriate methods to develop and investigate research questions 9. mastery of content knowledge in the core and applicable specialization areas of Kinesiology 10. mastery of content application in the core and applicable specialization areas of Kinesiology

This syllabus is subject to change. Changes, if any, will be announced in class. Students will be held responsible for all changes.

GRADING KEY:

Grade Percentage

A >92% B- 80- 82% D+ 67 -69%

A- 90 - 92% C+ 77-79% D 63 - 66%

B+ 87- 89% C 73 - 76% D- 60 - 62%

B 83 - 86% C- 70 - 72% F below 60%

Reasonable Accommodation Policy: Reasonable accommodation for persons with documented disabilities should be established within the first week of class and arranged through Disability Resources for Students:

telephone 650-3083; email [email protected]; and on the web at Disability Resources (http://www.wwu.edu/depts/drs/)

Test Make-Up Policy:

1. If a student misses a test, they cannot make up the exam unless prior approval has been granted, except under extenuating situations. If you have a medical excuse prior to the test, it must be given to the

instructor prior to the test.

2. If a student requests a change in the test date, arrangements must be made at least one week in advance. The student should expect to take the test earlier rather than later.

3. All test arrangements must be made by direct contact, not through a telephone message left for the instructor.

Paper extensions and course incomplete grades: Extensions on the paper due date and incomplete grades

for the course will be allowed only for documented medical reasons or very significant personal reasons.

Page 10 of 10 ACADEMIC INTEGRITY:

For students, academic integrity means challenging yourself, striving for excellence, taking risks and

learning from your mistakes, doing your own work, and giving credit whenever you use the work of others.

It boils down to caring about your schoolwork and always being honest in carrying it out.

I begin with the assumption that you come to Western and this class with integrity. However, academic integrity and honesty can be challenging due to such things as ignorance, confusion, stress, bad advice, and bad choices. So to help you keep your integrity and good reputation intact, I have resources for you

(meaning, by the way, that ignorance will not be an excuse):

 WWU's Integrity Website www.wwu.edu/integrity. It provides all the information you need,

including why integrity is important, how to promote it, as well as types of academic dishonesty and how to avoid them, particularly plagiarism. It also includes WWU's policy and procedures on

academic honesty (appendix D of the WWU Catalog).

 See me, see me, see me if you have any concerns or questions about academic integrity regarding yourself or your classmates. An ounce of prevention is worth a pound of cure, especially where penalties and one's reputation are at stake. I am here to help.

Student Services: Western encourages students to seek assistance and support at the onset of an illness, difficulty, or crisis.

 In the case of a medical concern or question, please contact the Health Center: 650-3400 or visit Student Health (http://www.wwu.edu/chw/student_health/).

 In the case of an emotional or psychological concern or question, please contact the Counseling Center: 650- 3400 or visit Counseling Center (http://www.wwu.edu/chw/).

 In the case of a health and safety concern, please contact the University Police: 650-3555 or visit University Police (http://www.wwu.edu/ps/police/index.shtml).

 In the case of a family or personal crisis or emergency, please contact the Dean of Students: 650-3450 or visit Dean of Students(http://wp.wwu.edu/students/).

 To seek confidential support related to sexual violence, please contact CASAS (360-650-3700), the Student Health Center, and/or the Counseling Center. To report sexual violence, please contact University Police, Bellingham Police, and/or the Title IX Coordinator in Western’s Equal Opportunity Office (360-650-3307). Faculty are responsible employees who are required to report sex discrimination, including sexual violence that they learn about to the Title IX Coordinator.

Equal Opportunity: Mutual respect for everyone is key to ensuring a safe environment that promotes learning for all students. Western is committed to an environment free of discrimination and harassment. Federal and State laws, as well as University policies, protect faculty, staff, and students against discrimination based on the following legally protected characteristics: Race, Color, Creed, Religion, National Origin, Sex, (including pregnancy and parenting status), Age, Disability, Marital Status, Sexual Orientation, Gender Identity and Expression, Genetic Information and Veteran Status (See Equal Opportunity and Western’s Policies on Providing Equal Opportunity and Nondiscrimination and Preventing Sexual Harassment). If you feel you have experienced inappropriate behavior based on one of the categories above, please contact the Equal Opportunity Office, (360) 650-3307 (http://www.wwu.edu/eoo/) Retention of student submitted work:

Dr. Chalmers occasionally saves a copy of work submitted by a student so it can be included in a collection

of course material that is viewed by other WWU faculty members for course review purposes, or by future

students to understand assignment requirements. In this case, the student’s name is removed from the

material. If you do not wish to have your submitted work possibly saved in this manner, please notify your

instructor by the end of the second week of classes.