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Background: Although an extensive body of literature is trying to verify the acute effects of exercise, findings are highly contradictory due to many different study protocols. The number of studies using an intermittent exercise (IE) protocol is limited, especially with regard to comparison across the life span. We examined whether the effects of a HIIE protocol on performance in a perceptual-cognitive task (NeuroTracker® (NT)) differed between children, young adults, and older adults to address this gap. Methods: A total of 36 participants participated in the present study: 12 children (CH, 6 females, 9.83 ± 1.19 years), 12 young adults (YA, 6 females, 23.5 ± 3.55 years), and 12 older adults (OA, 4 females, 66.92 ± 4.08 years). The IE treadmill protocol used in the present study consisted of eleven 30- second intervals at 90% VO2max, interspersed with 2-minute active recovery periods at 50% VO2max. Before and during this exercise protocol, three series of the NeuroTracker® task were performed after 5, 15, and 25 minutes. Results: We observed a significant main effect time and a significant main effect group regarding absolute NT scores and progression during IE. YA had significantly higher absolute NT scores than CH and OA. The normalized perceptual-cognitive task progression was observed in OA and YA but not in CH. YA, in particular, showed progression in the NT performance during IE. Conclusions: The present study confirmed previous findings on age-related differences in NT performance. Based on these findings, the effects of different exercise protocols (e.g., continuous vs. intermittent) seem to be a worthwhile subject for future investigations. Normalized speed thresholds should best capture improvement differences between groups to compare results across studies better, as pre-test values are taken as the baseline. [ABSTRACT FROM AUTHOR]

Background. On the assumption that motor actions result from the interaction between cognitive, perceptual, and neurological mechanisms, neuromotor dysfunction–such as in children with Down Syndrome (DS)–is expected to affect the central coordination processes required for dual-task (DT) performance. There are few dual-task (DT) studies in individuals with DS, so the current study examined the effects of dual-tasking (DT) on walking performance in children with DS. Method. In this study, a motor-cognitive DT was used in 12 children with DS (10.5 ± 1.08 years, 6 female), 12 typically developed (TD) children with the same mental age (TD-MA: 5.98 ± 1.21 years, 6 female), and 12 with the same chronological age (TD-CA: 10.5 ± 1.07 years, 6 female). Children were asked to enumerate animals for one minute while walking straight ahead. Results. All groups showed lower performances under the DT condition than the single-task (ST) condition. Children with DS appear to have the most difficulties in motor and cognitive tasks and ST- and DT-conditions. Concerning the DT costs (DTC), difficulties were mainly observed with the motor task, with motor DTC being greater than cognitive DTC. Conclusion. The interplay of different systems seems to play a crucial role in walking, especially in children with DS. DT walking paradigms with directional changes are recommended for future studies, as this is more appropriate for the everyday demands of children. [ABSTRACT FROM AUTHOR]

Background. Children with Down syndrome (DS) exhibit lower motor and cognitive performance than typically developing children (TD). Although there is a relationship between these two developmental domains, only a few studies have addressed this association in children with DS compared to groups of the same chronological age (CA) or mental age (MA) within one study. This study aimed to fill this research gap. Method and Procedures. The Movement Assessment Battery for Children-2 and the Trail-Making Test was used to assess motor and cognitive performances in 12 children (M = 10.5 ± 10.08) with DS, 12 CA-matched, and 12 MA-matched controls. Results. There are significant group differences in the motor dimension (total test score; p < 0.001, η2p = 0.734), for processing speed (p < 0.001, η2p = 0.396), and cognitive flexibility (p < 0.001, η2p = 0.498). Between TD-CA and both other groups, the differences in the magnitude of correlations for the motor dimension balance are also significant (compared to DS: z = −2.489; p = 0.006, and to TD-MA: z = −3.12; p < 0.001). Conclusions. Our results suggest that the relationships depend on the studied cognitive and motor skills. It seems crucial to select a wide range of tasks for both domains that are as isolated as possible for future studies, to better understand the relationships between cognitive and motor skills in children with DS. [ABSTRACT FROM AUTHOR]