Theory and Practice of Physical Culture № 12 2016

Professor, Dr.Biol. V.F. Vorobyev¹
Professor, Dr.Sc.Tech. L.N. Vinogradova¹
Professor, Dr.Hab. O.L. Lekhanova¹
S.V. Pyzh^1
1Cherepovets State University, Cherepovets

Keywords: children with speech disorders, ball exercises, computer games, biofeedback. 

 Introduction. It was shown back in the 80s of the last century that there is no fixed standard of the maximal voluntary effort in the central nervous system (CNS), and the voluntary activity of the muscles is a variable. Therefore, it is important to form in children the ability to voluntarily regulate muscular activity. Ball games are an option for mastering purposive movements by preschoolers. At the same time biofeedback-based computer games are considered to be modern and promising means of child's personal and motor areas development. However, the efficiency of using computer games for motor skills development in children and adults may be different [6], [7].

Previously we found that intermuscular coordination is characterized by individual variability even when performing a simple motor task such as an arm bending with a dumbbell [2]. In addition, a low level of bioelectrical activity was found in children with medical issues [1]. It is important to detect intermuscular coordination changes in children with learning difficulties in case of various ways of mastering purposive movements. 

Objective of the study was to identify individual specific features of muscle work in children with learning difficulties in case of different types of play activity.    

Methods and structure of the study. Nine right-handed boys and seven girls aged 6 years old with speech disorders were examined at the ascertaining stage of the study in Municipal Budgetary Pre-school Educational Institution “Kindergarten № 46” in Cherepovets. The children’s parents gave informed consent for their participation. To develop intermuscular coordination 7 children played with a ball using conventional methods of physical education. Six 15-minute sessions with children were held together with adults. The children’s attention was focused on the work of biceps and triceps in a way understandable for senior preschoolers. Seven children played computer games developed and tested beforehand [5]. In spite of the initial interest of the children, a comparable amount of playing time was recorded only for one boy and two girls (children’s names are fictitious). Results of their examinations are presented in this article. Assessment of the total bioelectrical activity of m. biceps brachii and caput laterale m. triceps brachii of the right arm in various working modes of the muscles (see Table1) was carried out twice, before and after the play activity, by means of surface electromyography. Neuro-MEP-Micro (Neurosoft) was used in accordance with the conventional method [3], specific features of using surface electromyography in children were taken into consideration [4]. Speech pathologists, students K.S. Brahim and N.D. Zaykova took part in primary data collection.  

Results and discussion. The duration of arm bending without weights was 3.5 seconds. Of the 12 children, one boy and one girl performed the movement solely by using the biceps with the average EMG amplitude of 268.8 ±70.01 µV and 146.0±53.20 µV, respectively. The other children engaged triceps in the bending.

EMG average amplitude of the biceps was insignificantly different for girls and boys (U=822.0, z=1.021, р=0.31), while the bioelectrical activity of the triceps differed significantly (U=163.0, z=2.871, р=0.004). It changed from 76.6 µV to 387 µV in girls and from 89.6 µV to 316 µV in boys (medians amounted to 212 µV and 174 µV, respectively).

In 5 girls and 5 boys the triceps was not active when extending the arm. In case of two girls we did not record any total activity of the biceps that would be other than zero. The children just put their relaxed arms down. The rest of the girls had their biceps working in the inferior mode. The activity of the biceps ranged from 0.5 seconds to 0.75 seconds at the EMG amplitude of 76 µV to 300 µV. In 5 boys activity of the biceps ranged from 0.25 seconds to 1.5 seconds at the average amplitude from 85 µV to 224 µV. Canonical triceps activity when biceps is relaxed was recorded only in one boy.   

During arm bending with the dumbbells of 0.5 kg the triceps was inactive in three boys, in case of the other children it worked along with the biceps engaging in the work either simultaneously, or in 0.25-0.75 seconds. EMG average amplitude of the biceps was 243.5 µV in boys and 233.5 µV in girls. The differences are insignificant.  

Table 1. Change in the EMG average amplitude (EMG AA) of the triceps as a result of elbow extension after bending arm

Notes. Tasks: 1 –  extend the elbow without weights; 2 – extend the elbow with a 0.5 kg dumbbell; 3 – extend the elbow with a 1 kg dumbbell; 4 – slowly extend the elbow with a 0.5 kg dumbbell; 5 – quickly extend the elbow with a 0.5 dumbbell; 6 – extend the elbow without weights with maximal effort. 

* - EMG AA up to 100 µV, ** - EMG AA from 100 to 200 µV, etc.

When bending the arm with the dumbbells of 1 kg the triceps works together with the biceps both in boys and in girls. The antagonist muscles are activated in a similar way in case of quick arm bending. 

In contrast to the classical notions in case of arm extension with weights the triceps is active only in a few children (Table 1). Study of the bioelectrical activity of the muscles in children when bending the elbow with the dumbbells of 0.5 kg and 1 kg did not detect a linear increase of the spectrum power in response to increased load. When performing the tasks of bending the arm quickly, slowly and with maximal effort the detected individual variability was less than when extending the arm after the tasks completion. The triceps was inactive again in half of the children when extending the arm quickly and in the attempt to maximally flex shoulder muscles while extending the arm. The biceps performs inferior work.

Let us consider changes in the bioelectrical activity of the triceps after the play activity of various kinds (see Table 1). It should be noted that Vera played computer games. We did not detect any changes in the activity of her triceps. Tanya, Olga and Helena played with the ball. They have noticeable changes in the bioelectrical activity of the triceps. Olga has an especially pronounced increase of the bioelectrical activity of the triceps. Mark and Yura played computer games, the others played with the ball. The most notable changes in the ability to activate the triceps are noted in Lyosha and Borya.     

As seen from Figures A and B, no initial activity of the triceps ensuring acceleration of the forearm and the subsequent activity of the biceps ensuring its slowdown were detected in the girls at the stage of the ascertaining experiment. In contrast to the ascertaining experiment coordinated work of the studied muscles was detected during the repeated examination of the children.

Let us consider specific features of intermuscular coordination in Figure A. The best ones of Vera are presented in the top fragment. She played computer games.  

Ann (the second fragment from the top) did not play games. Nevertheless, we explained the essence of the research to every child at the ascertaining stage of the experiment. In our opinion, such feedback enabled a child to slightly improve the result while repeating the exercise.

During the examination of Olga a joint activity of the triceps and the biceps was recorded in three attempts (Figure A) with the adequate nature of the triceps tension at the stage of the control experiment when performing other tasks (see Table). This option can be considered a consequence of the paradigm of D.N. Uznadze. Non-differentiated nature of the muscles work may be the result of a formed stereotype, and lack of additional training can lead to its stabilization.  

Figure. А. Intermuscular coordination of 4 girls when performing the “throwing a ball” exercise at the stage of ascertaining (left) and control experiments (right). B. Intermuscular coordination during three attempts of Olga to throw a ball (EMG of the biceps on top in each picture, EMG of the triceps below).  

Conclusions. Success in solving everyday, communicative and educational tasks by children is largely determined by their ability to control movements and coordinate muscular work. It is believed that gaming actions in computer games are capable of developing child's motor abilities. While this statement can be agreed with in relation to healthy children (their motor repertoire is thus enriched), in respect of a child with learning difficulties this assertion is debatable. It is known that children with health issues often have their body scheme distorted, which leads to formation of incorrect movement patterns. Therefore, conventional ball games are preferable to improve intermuscular coordination as compared to computer games that are not supported in terms of methodology. However, less optimal motor stereotypes may be consolidated if there is no individual selection of methods for children with learning difficulties. It is necessary to avoid the situation of uncertainty when solving motor tasks, as it can be difficult for children to make the right choice due to special features of their physical and neuropsychic development.

The study was supported by the Russian Foundation for Humanities as part of research project 16-16-35001 "а(р)" “Rehabilitation of children with praxis and precise movements control disorders”

References

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Corresponding author: vovofo@mail.ru

Abstract. The study showed that a forearm movement made by 6-year-old children with speech disorders is to a greater extent achieved by the biceps work as opposed to textbook notions of the muscle work when bending his/her arm. However, children are able to learn to control their muscle tone and ensure intermuscular coordination when mastering purposive movements. Interference pattern electromyography reveals specific features of antagonist muscles work, providing individual assessment of the outcomes of children mastering purposive movements. Its use ensures realization of one of the feedback types. More precise control of the forearm movement and intermuscular coordination improvement are ensured by the joint functioning of the antagonist muscles when mastering ball skills. Computer games without methodical support do not provide the required intermuscular coordination due to the emerging uncertainty and may result in incorrect movement patterns in children with learning difficulties. The study produced fundamentally new data revealing the nature of the biceps and triceps work when mastering purposive movements in children with speech disorders. It can serve as a starting point for further research in the field of comparative analysis of the abilities of children with learning difficulties accounted for by various health statuses.