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Learning, attention, and developmental coordination disorders
Published in Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize, Developmental and Adapted Physical Education, 2019
Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize
Kinesthetic perception may be enhanced by full or partial cues designed to increase awareness of proper body position. For example, spotting belts allow the child to “feel” the correct location of his or her body in space. Lighter equipment, or a variety of textures and sizes of implements, can supplement sensory input and ensure proper body position in the execution of motor skills (output). In each use, the child is directed to the appropriate task-specific information.
Discussions (D)
Published in Terence R. Anthoney, Neuroanatomy and the Neurologic Exam, 2017
Broader meanings, however, can also be found. Authors of several basic texts define “kinesthesia” to include not only the sense of movement but also the sense of position (e.g., Brod, p. 55, 80; B&K, p. 32, 40, 284; Noback and Demarest, 1986, p. 103); and other authors include even more modalities. For example, the author of a clinical text, DeJong, includes the senses of “motion, weight, and position” (1979, p. 64). As examples from basic texts, Afifi and Bergman include vibration (1986, p. 74, 493), and Noback and Demarest also include “the judging of weight, shape, and form; and the feeling of vibratory sense …, deep pain, and pressure” (1981, p. 167).3Probably because of the variable meaning of “kinesthesia” just documented, a few authors use the term inconsistently. As an example, Noback and Demarest in one place define “kinesthetic sense” as involving “the appreciation of movement and position of the body and limbs” (1981, p. 167); yet in Table 5–6 on the same page, they list as parallel modalities “position sense” and “kinesthesia,” as if the latter does not include the former.
The Central Nervous System Organization of Behavior
Published in Rolland S. Parker, Concussive Brain Trauma, 2016
Proprioception refers to the sense of one’s own body and limbs without using vision: (1) stationary position of the limbs and (2) sense of limb movement (kinesthesia). Information needed for motion is received from muscles, joints, and tendons, somatosensory receptors (touch, pressure, vibration, skin stretch, texture), the vestibular system, distance receptors (vision and hearing), and pain. Axons ascending in the dorsal column from the sacral region are placed at the midline and are placed more laterally at higher levels. These divide into the medial gracile and lateral cuneate fascicles, which terminate in the medullary gracile and cuneate nuclei. Second-order neurons decussate to form the medial lemniscus, shifting laterally to terminate in the ventral posterior lateral nucleus of the thalamus. The proprioceptive and touch neurons project to the primary sensory cortex of the postcentral gyrus (Gardner et al., 2000).
Neurorehabilitation for an individual with bilateral thalamic stroke and preexisting visual impairment presenting with impaired use of sensory cues: a case report
Published in Physiotherapy Theory and Practice, 2021
Christina Kelly, Jen Meyer, Valery Hanks, Christy Barefield
A referral to his neurologist was recommended to manage his shunt settings and to determine appropriate pain management. Due to limited tolerance of therapy, therapists recommended a frequency of maximum two times per week, with the intention to increase frequency should the patient demonstrate improved tolerance of services. Based on the initial evaluation, it was determined that the most appropriate initial interventions should include maximizing tolerance to upright sitting and perceptual awareness of midline by maximizing augmented feedback using predominantly auditory cues to compensate for the loss of proprioceptive and absent visual feedback (Harrison et al., 2019). In addition, core strengthening activities and increased weightbearing through upper and lower extremities were expected to maximize sensory input, so as to improve kinesthetic awareness (Weinberg et al., 1979).
A Comparison of the Efficacy of Acupuncture and Hypnotherapy in Patients With Migraine
Published in International Journal of Clinical and Experimental Hypnosis, 2018
Kenan Tastan, Ozlem Ozer Disci, Turan Set
To the patients who had a kinesthetic representation system: Feel yourself walking on the beach at the seashore … from the moment you closed your eyes. … Relax at each step you take … and get deeper as you relax. … You are not wearing shoes, socks, or slippers. … As you walk barefoot … on the sand, feel the heat of sand … and as the sea waves break at your feet now and then … feel the heat of the water. … It makes you relaxed and comfortable. … Relax … relax and get deeper … as the waves breaking at your feet take away the stress built up in your body. … As you feel the heat of the sand on your feet, relax … and as you relax, get comfortable. …As this comfort increases, you feel peaceful … and you experience even deeper relaxation. … Feel and go into deeper trance. … That’s okay … very nice.
The effects of mental practice combined with modified constraint-induced therapy on corticospinal excitability, movement quality, function, and activities of daily living in persons with stroke
Published in Disability and Rehabilitation, 2018
Hee Kim, Eun-Young Yoo, Min-Ye Jung, Jongbae Kim, Ji-Hyuk Park, Dae-Hyuk Kang
The mental practice video and audio materials were produced separately for patients with right or left hemiplegia. The video demonstrating the physical movement was created from the first-person perspective, allowing the participant to observe the video as if he/she is the actor performing the task. To perform kinesthetic mental practice, information such as the smoothness or feeling of movement and the degree to which the participants should move were included. In addition, three questions were asked of the participants to be answered during the audio directions in order to assure that they are actually performing the visualization task. The audio directions for mental practice were written by the first author and involved some modifications by two occupational therapy professors who had conducted a number of studies on mental practice.