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The Department of Neurobiology & Behavior at Stony Brook University offers a large‐enrollment gateway undergraduate physiology course, BIO 203 ‐ Fundamentals of Biology: Cellular and Organ Physiology. BIO 203 is a required course in the biology and biochemistry majors and in the pre‐health curriculum, and undergraduates typically register for BIO 203 in their sophomore year. Since Fall 2015, BIO 203 has been offered in two formats, traditional PowerPoint‐based lectures presented twice per week (80 min / session) in a 570‐seat auditorium with individual fixed seats and a flipped, active‐learning format delivered once per week (113 min / session) in a 250‐seat auditorium with shared desks and rotating chairs. Students in both sections had equal access to prerecorded lectures and online activities (content quizzes, journal activities and thought questions). The focus of the lecture section was content delivery while the flipped section emphasized active group learning facilitated by instructors and experienced undergraduate teaching assistants. Student learning was evaluated by performance on common high‐stakes multiple choice exams. On average, students in the flipped section exhibited better performance on the common exams than students in the lecture section (Fall 2019 exam total, p < 0.05 in two sample t test and Wilcoxon rank sum test). As a result of the COVID‐19 pandemic, Stony Brook University required large‐enrollment courses to switch to online instruction starting in March 2020 and continuing through the Fall 2020 semester. The BIO 203 instructors implemented a synchronous online version of BIO 203 based on the active‐learning curriculum developed for the flipped section. In Fall 2020, this synchronous online version of BIO 203 was offered simultaneously to two sections. Students in both sections had access to the same online resources (recorded lectures, content quizzes and activities) and were evaluated using low‐stakes quizzes (administered during scheduled class time) and a common cumulative final exam (administered during a common final exam period). The primary difference between the two sections was the frequency and duration of the synchronous online meetings with instructors and teaching assistants. Section 01 (595 students) met twice a week for 80 min per session, whereas section 02 (257 students) met once a week for 130 min. A preliminary analysis of the scores on the common final exam indicates that students in section 01 (two meetings per week) performed better than students in section 02 (1 meeting per week) (p < 0.05 in two sample t test and Wilcoxon rank sum test). These preliminary findings are consistent with the hypothesis that student learning is enhanced by frequent engagement in active learning.

Humans can perform complex movements with speed and agility in the face of constantly changing task demands. To accomplish this, motor plans are adapted to account for errors in our movements because of changes in our body (e.g., growth or injury) or in the environment (e.g., walking on sand vs ice). It has been suggested that adaptation that occurs in response to changes in the state of our body will generalize across different movement contexts and environments, whereas adaptation that occurs with alterations in the external environment will be context-specific. Here, we asked whether the ability to form generalizable versus context-specific motor memories develops during childhood. We performed a cross-sectional study of context-specific locomotor adaptation in 35 children (3-18 years old) and 7 adults (19-31 years old). Subjects first adapted their gait and learned a new walking pattern on a split-belt treadmill, which has two belts that move each leg at a different speed. Then, subjects walked overground to assess the generalization of the adapted walking pattern across different environments. Our results show that the generalization of treadmill after-effects to overground walking decreases as subjects' age increases, indicating that age and experience are critical factors regulating the specificity of motor learning. Our results suggest that although basic locomotor patterns are established by two years of age, brain networks required for context-specific locomotor learning are still being developed throughout youth.

This paper introduces a new device for gait rehabilitation, the gait propulsion trainer (GPT). It consists of two main components (a stationary device and a wearable system) that work together to apply periodic stance-phase resistance as the user walks overground. The stationary device provides the resistance forces via a cable that tethers the user’s pelvis to a magnetic-particle brake. The wearable system detects gait events via foot switches to control the timing of the resistance forces. A hardware verification test confirmed that the GPT functions as intended. We conducted a pilot study in which one healthy adult and one stroke survivor walked with the GPT with increasing resistance levels. As hypothesized, the periodic stance-phase resistance caused the healthy participant to walk asymmetrically, with greatly reduced propulsion impulse symmetry, as GPT resistance increased, the walking speed also decreased, and the propulsion impulse appeared to increase for both legs. In contrast, the stroke participant responded to GPT resistance by walking faster and more symmetrically in terms of both propulsion impulse and step length. Thus, this paper shows promising results of short-term training with the GPT, and more studies will follow to explore its long-term effects on hemiparetic gait.

The cerebellum is thought to adapt movements to changes in the environment in order to update an implicit understanding of the association between our motor commands and their sensory consequences. This trial-by-trial motor recalibration in response to external perturbations is frequently impaired in people with cerebellar damage. In healthy people, adaptation to motor perturbations is also known to induce a form of sensory perceptual recalibration. For instance, hand-reaching adaptation tasks produce transient changes in the sense of hand position, and walking adaptation tasks can lead to changes in perceived leg speed. Though such motor adaptation tasks are heavily dependent on the cerebellum, it is not yet understood how the cerebellum is associated with these accompanying sensory recalibration processes. Here we asked if the cerebellum is required for the recalibration of leg-speed perception that normally occurs alongside locomotor adaptation, as well as how ataxia severity is related to sensorimotor recalibration deficits in patients with cerebellar damage. Cerebellar patients performed a speed-matching task to assess perception of leg speed before and after walking on a split-belt treadmill, which has two belts driving each leg at a different speed. Healthy participants update their perception of leg speed following split-belt walking such that the "fast" leg during adaptation feels slower afterwards, whereas cerebellar patients have significant deficits in this sensory perceptual recalibration. Furthermore, our analysis demonstrates that ataxia severity is a crucial factor for both the sensory and motor adaptation impairments that affect patients with cerebellar damage.

Background The use of virtual reality (VR) in clinical settings has increased with the introduction of affordable, easy-to-use head-mounted displays (HMDs). However, some have raised concerns about the effects that HMDs have on posture and locomotion, even without the projection of a virtual scene, which may be different across ages. Research question How does HMD wear impact the kinematic measures in younger and older adults? Methods Twelve healthy young and sixteen older adults participated in two testing conditions: 1) TUG with no HMD and 2) TUG with an HMD displaying a scene of the actual environment (TUGHMD). The dependent variables were the pitch, yaw, and roll peak trunk velocities (PTVs) in each TUG component, turning cadence, and the time to complete the TUG and its components – SIT-TO-STAND, TURN, WALK, and STAND-TO-SIT. Results Wearing the HMD decreased turning cadence and pitch and yaw PTVs in all TUG components, decreased roll PTV in SIT-TO-STAND and TURN, and increased the time taken to complete all TUG components in all participants. Wearing the HMD decreased the pitch PTV in SIT-TO-STAND in older relative to younger adults. Wearing an HMD affected TUG performance in younger and older adults, which should be considered when an HMD is used for VR applications in rehabilitation. Significance Our findings highlight the importance of considering the physical effect of HMD wear in clinical testing, which may not be present with non-wearable VR technologies.

Older adults show greater postural instabilities under misleading visual cues relative to younger adults. We investigated the effects of age-related visual dependence on motor performance under increased attention demands by adding a motor task and visual stimulus to the Timed Up and Go (TUG) test sub-components.We designed a cross-sectional quantitative study. Twenty-eight younger (n = 12) and older (n = 16) adults completed the TUG test while wearing a head-mounted display (HMD) that presented a visual stimulus and/or carrying a cup of water. Outcome measures were turning cadence; gait speed; pitch, yaw, and roll peak trunk velocities (PTVs); and acceleration ranges of sit-to-stand and stand-to-sit.Wearing the HMD caused significant performance differences in the TUG test tasks due to age and visual dependence, although performance was lower across all groups with the HMD (p0.01). Older adults showed lower roll PTV in turning compared to younger adults (p = 0.03). Visually dependent older adults showed smaller mediolateral and vertical acceleration ranges (p0.04) in sit-to-stand compared to visually independent older adults.The demand for orienting posture to a vertical position during sit-to-stand may differentiate older adults who are more visually dependent-and thus at greater fall risk- from those who are more visually independent. Age-related differences in turning behavior suggest a relationship with fall risk that warrants further investigation.

Movements learned in one set of conditions may not generalize to other conditions. For example, practicing walking on a split-belt treadmill subsequently changes coordination between the legs during normal ("tied-belt") treadmill walking; however, there is limited generalization of these aftereffects to natural walking over the ground. We hypothesized that generalization of split-belt treadmill adaptation to over-ground walking would be improved by maintaining consistency in other task variables, specifically gait speed. This hypothesis was based on our previous finding that treadmill aftereffect size was sensitive to gait speed: Aftereffects were largest when tested on tied-belts running at the same speed as the slower belt during split-belt adaptation. In the present study, healthy adults were assigned to a "slow" or "fast" over-ground walking group. Both groups adapted to split-belts (0.7:1.4 m/s), and treadmill aftereffects were tested on tied-belts at the slow (0.7 m/s) and fast (1.4 m/s) speeds. All participants were subsequently transferred to the over-ground environment. The slow and fast groups walked over-ground at 0.7 and 1.4 m/s, respectively. As in previous work, we found that the size of aftereffects during treadmill walking was speed-dependent, with larger aftereffects occurring at 0.7 m/s compared with 1.4 m/s. However, over-ground walking aftereffects were less sensitive to changes in gait speed. We also found that aftereffects in spatial coordination generalized more to over-ground walking than aftereffects in temporal coordination across all speeds of walking. This suggests that different factors influence aftereffect size in different walking environments and for different measures of coordination.

Understanding the mechanisms underlying locomotor learning helps researchers and clinicians optimize gait retraining as part of motor rehabilitation. However, studying human locomotor learning can be challenging. During infancy and childhood, the neuromuscular system is quite immature, and it is unlikely that locomotor learning during early stages of development is governed by the same mechanisms as in adulthood. By the time humans reach maturity, they are so proficient at walking that it is difficult to come up with a sufficiently novel task to study de novo locomotor learning. The split-belt treadmill, which has two belts that can drive each leg at a different speed, enables the study of both short- (i.e., immediate) and long-term (i.e., over minutes-days; a form of motor learning) gait modifications in response to a novel change in the walking environment. Individuals can easily be screened for previous exposure to the split-belt treadmill, thus ensuring that all experimental participants have no (or equivalent) prior experience. This paper describes a typical split-belt treadmill adaptation protocol that incorporates testing methods to quantify locomotor learning and generalization of this learning to other walking contexts. A discussion of important considerations for designing split-belt treadmill experiments follows, including factors like treadmill belt speeds, rest breaks, and distractors. Additionally, potential but understudied confounding variables (e.g., arm movements, prior experience) are considered in the discussion.

The Timed Up & Go (TUG) is one of the recommended tools in rehabilitation settings to assess the probability of falling in the elderly. However, the test does not incorporate any of the environmental or multitasking elements identified as increasing risk for falls. Older adults are more visually dependent than younger adults; thus, they are more likely to fall when visual or other distractions disrupt their multisensory integration. We have used virtual reality in a dual tasking paradigm that coupled a visual dynamic environment with a common motor task during the TUG test to gain insight into the sensorimotor integration in older adults. Our results suggest that negotiating a visual scene in a dual tasking paradigm can reveal kinematic difference in motor behavior in some of the activities of the TUG test more than the standard TUG test score, which is only time-based.

BACKGROUND AND PURPOSE:: Locomotor adaptation is a form of short-term learning that enables gait modifications and reduces movement errors when the environment changes. This adaptation is critical for community ambulation for example, when walking on different surfaces. While many individuals with traumatic brain injury (TBI) recover basic ambulation, less is known about recovery of more complex locomotor skills, like adaptation. The purpose of this study was to investigate how TBI affects locomotor adaptation. METHODS:: Fourteen adults with TBI and 11 nondisabled comparison participants walked for 15 minutes on a split-belt treadmill with 1 belt moving at 0.7 m/s, and the other at 1.4 m/s. Subsequently, aftereffects were assessed and de-adapted during 15 minutes of tied-belt walking (both belts at 0.7 m/s). RESULTS:: Participants with TBI showed greater asymmetry in interlimb coordination on split-belts than the comparison group. Those with TBI did not adapt back to baseline symmetry, and some individuals did not store significant aftereffects. Greater asymmetry on split-belts and smaller aftereffects were associated with greater ataxia. DISCUSSION:: Participants with TBI were more perturbed by walking on split-belts and showed some impairment in adaptation. This suggests a reduced ability to learn a new form of coordination to compensate for environmental changes. Multiple interacting factors, including cerebellar damage and impairments in higher-level cognitive processes, may influence adaptation post-TBI. CONCLUSIONS:: Gait adaptation to novel environment demands is impaired in persons with chronic TBI and may be an important skill to target in rehabilitation. VIDEO ABSTRACT AVAILABLE: (See Video, Supplemental Digital Content 1, http://links.lww.com/JNPT/A74) for more insights from the authors. Language: en

Hemiparesis is a frequent and disabling consequence of stroke and can lead to asymmetric and ineffcient walking patterns. Training on a split-belt treadmill, which has two separate treads driving each leg at a different speed, can correct such asymmetries post-stroke. However, the effects of split-belt treadmill training only partially transfer to everyday walking over ground and extended training sessions are required to achieve long-lasting effects. Our aim is to develop an alternative device, the Gait Enhancing Mobile Shoe (GEMS), that mimics the actions of the split-belt treadmill, but can be used during over-ground walking and in one’s own home, thus enabling long-term training. The GEMS does not require any external power and is completely passive; all necessary forces are redirected from the natural forces present during walking. Three healthy subjects walked on the shoes for twenty minutes during which one GEMS generated a backward motion and the other GEMS generated a forward motion. Our preliminary experiments suggest that wearing the GEMS did cause subjects to modify coordination between the legs and these changes persisted when subjects returned to normal over-ground walking. The largest effects were observed in measures of temporal coordination (e.g., duration of double-support). These results suggest that the GEMS is capable of altering overground walking coordination in healthy controls and could potentially be used to correct gait asymmetries post-stroke.

Children show precocious ability in the learning of languages; is this the case with motor learning? We used split-belt walking to probe motor adaptation (a form of motor learning) in children. Data from 27 children (ages 8–36 mo) were compared with those from 10 adults. Children walked with the treadmill belts at the same speed (tied belt), followed by walking with the belts moving at different speeds (split belt) for 8–10 min, followed again by tied-belt walking (postsplit). Initial asymmetries in temporal coordination (i.e., double support time) induced by split-belt walking were slowly reduced, with most children showing an aftereffect (i.e., asymmetry in the opposite direction to the initial) in the early postsplit period, indicative of learning. In contrast, asymmetries in spatial coordination (i.e., center of oscillation) persisted during split-belt walking and no aftereffect was seen. Step length, a measure of both spatial and temporal coordination, showed intermediate effects. The time course of learning in double support and step length was slower in children than in adults. Moreover, there was a significant negative correlation between the size of the initial asymmetry during early split-belt walking (called error) and the aftereffect for step length. Hence, children may have more difficulty learning when the errors are large. The findings further suggest that the mechanisms controlling temporal and spatial adaptation are different and mature at different times.

Upright stance has allowed for substantial flexibility in how the upper limbs interact with each other: the arms can be coordinated in alternating, synchronous, or asymmetric patterns. While synchronization is thought to be the default mode of coordination during bimanual movement, there is little evidence for any bilateral coupling during locomotor-like arm cycling movements. Multi-frequency tasks have been used to reveal bilateral coupling during bimanual movements, thus here we used a multi-frequency task to determine whether the arms are coupled during arm cycling. It was hypothesized that bilateral coupling would be revealed as changes in background EMG and cutaneous reflexes when temporal coordination was altered. Twelve subjects performed arm cycling at 1 and 2 Hz with one arm while the contralateral arm was either at rest, cycling at the same frequency, or cycling at a different frequency (i.e., multi-frequency cycling with one arm at 1 Hz and the other at 2 Hz). To evoke reflexes, the superficial radial nerve was stimulated at the wrist. EMG was collected continuously from muscles of both arms. Results showed that background EMG in the lower frequency arm was amplified while reflex amplitudes were unaltered during multi-frequency cycling. We propose that neural coupling between the arms aids in equalizing muscle activity during asymmetric tasks to permit stable movement. Conversely, such interactions between the arms would likely be unnecessary in determining a reflexive response to a perturbation of one arm. Therefore, bilateral coupling was expressed when it was relevant to symmetry.

New walking patterns can be learned over short timescales (i.e., adapted in minutes) using a split-belt treadmill that controls the speed of each leg independently. This leads to storage of a modified spatial and temporal motor pattern that is expressed as an aftereffect in regular walking conditions. Because split-belt walking is a novel task for adults and children alike, we used it to investigate how motor adaptation matures during human development. We also asked whether the immature pattern resembles that of people with cerebellar dysfunction, because we know that this adaptation depends on cerebellar integrity. Healthy children (3–18 years old) and adults, and individuals with cerebellar damage were adapted while walking on split belts (1:2 speed ratio). Adaptation and de-adaptation rates were quantified separately for temporal and spatial parameters. All healthy children and adults tested could learn the new timing at the same rate and showed significant aftereffects. However, children younger than 6 years old were unable to learn the new spatial coordination. Furthermore, children as old as age 11 years old showed slower rates of adaptation and de-adaptation of spatial parameters of walking. Young children showed patterns similar to cerebellar patients, with greater deficits in spatial versus temporal adaptation. Thus, although walking is a well-practiced, refined motor skill by late childhood (i.e., 11 years of age), the processes underlying learning new spatial relationships between the legs are still developing. The maturation of locomotor adaptation follows at least two time courses, which we propose is determined by the developmental state of the cerebellum.

New walking patterns can be learned over short time scales (i.e., adapted in minutes) using a split-belt treadmill that controls the speed of each leg independently. This leads to storage of a modified motor pattern that is expressed as an aftereffect in regular walking conditions and must be de-adapted to return to normal. Here we asked whether the nervous system adapts a general walking pattern that is used across many speeds or a specific pattern affecting only the two speeds experienced during split-belt training. In experiment 1, we tested three groups of healthy adult subjects walking at different split-belt speed combinations and then assessed aftereffects at a range of speeds. We found that aftereffects were largest at the slower speed that was used in split-belt training in all three groups, and it decayed gradually for all other speeds. Thus adaptation appeared to be more strongly linked to the slow walking speed. This result suggests a separation in the functional networks used for fast and slow walking. We tested this in experiment 2 by adapting walking to split belts and then determining how much fast regular walking washed out the slow aftereffect and vice versa. We found that 23–38% of the aftereffect remained regardless of which speed was washed out first. This demonstrates that there is only partial overlap in the functional networks coordinating different walking speeds. Taken together, our results suggest that there are some neural networks for controlling locomotion that are recruited specifically for fast versus slow walking in humans, similar to recent findings in other vertebrates.

A frequent and debilitating consequence of stroke is hemiparesis – a weakness on one side of the body – which contributes to asymmetric interlimb coordination during walking. Such asymmetries have been associated with decreased gait efficiency, which may prevent or limit the return to school, work, and the community. Here, we discuss several approaches to gait rehabilitation that have been shown to reduce interlimb coordination asymmetries post-stroke. We also present counterarguments and discuss whether retraining symmetry post-stroke is optimal for achieving gains in functional mobility. Overall, while it is possible to alter interlimb coordination following stroke, it is still not entirely certain that we should.

This paper presents a Gait Enhancing Mobile Shoe (GEMS) that mimics the desirable kinematics of a split-belt treadmill except that it does so over ground. Split-belt treadmills, with two separate treads running at different speeds, have been found useful in the rehabilitation of persons with asymmetric walking patterns. Although in preliminary testing, beneficial after-effects have been recorded, various drawbacks include the stationary nature of the split-belt treadmill and the inability to keep a person on the split-belt treadmill for an extended period of time. For this reason, the after-effects for long-term gait training are still unknown. The mobile ability of the GEMS outlined in this paper enables it to be worn in different environments such as in one’s own house and also enables it to be worn for a longer period of time since the GEMS is completely passive. Healthy subject testing has demonstrated that wearing this shoe for twenty minutes can alter the wearer’s gait and will generate after-effects in a similar manner as a split-belt treadmill does.

Human locomotor adaptation is necessary to maintain flexibility of walking. Several lines of research suggest that the cerebellum plays a critical role in motor adaptation. In this study we investigated the effects of noninvasive stimulation of the cerebellum to enhance locomotor adaptation. We found that anodal cerebellar transcranial direct current stimulation (tDCS) applied during adaptation expedited the adaptive process while cathodal cerebellar tDCS slowed it down, without affecting the rate of de-adaptation of the new locomotor pattern. Interestingly, cerebellar tDCS affected the adaptation rate of spatial but not temporal elements of walking. It may be that spatial and temporal control mechanisms are accessible through different neural circuits. Our results suggest that tDCS could be used as a tool to modulate locomotor training in neurological patients with gait impairments.

Adaptation is an error-driven motor learning process that can account for predictable changes in the environment (e.g., walking on ice) or in ourselves (e.g., injury). Our ability to recall and build upon adapted motor patterns across days is essential to this learning process. We investigated how different training paradigms affect the day-to-day memory of an adapted walking pattern. Healthy human adults walked on a split-belt treadmill, and returned the following day to assess recall, relearning rate, and performance. In the first experiment, one group adapted and de-adapted (i.e., washed-out the learning) several times on day 1 to practice the initial stage of learning where errors are large; another group adapted only one time and then practiced in the adapted (“learned”) state where errors were small. On day 2, they performed washout trials before readapting. The group that repeatedly practiced the initial portion of adaptation where errors are large showed the fastest relearning on the second day. In fact, the memory was nearly as strong as that of a third group that was left overnight in the adapted state and was not washed-out before reexposure on the second day. This demonstrates that alternating exposures to early adaptation and washout can enhance readaptation. In the second experiment, we tested whether the opposite split-belt pattern interferes with day 2 relearning. Surprisingly, it did not, and instead was similar to practicing in the adapted state. These results show that the structure of the initial phase of learning influences the ease of motor relearning.

Motor learning is an essential part of human behavior, but poorly understood in the context of walking control. Here, we discuss our recent work on locomotor adaptation, which is an error driven motor learning process used to alter spatiotemporal elements of walking. Locomotor adaptation can be induced using a split-belt treadmill that controls the speed of each leg independently. Practicing split-belt walking changes the coordination between the legs, resulting in storage of a new walking pattern. Here, we review findings from this experimental paradigm regarding the learning and generalization of locomotor adaptation. First, we discuss how split-belt walking adaptation develops slowly throughout childhood and adolescence. Second, we demonstrate that conscious effort to change the walking pattern during split-belt training can speed up adaptation but worsens retention. In contrast, distraction (i.e., performing a dual task) during training slows adaptation but improves retention. Finally, we show the walking pattern acquired on the split-belt treadmill generalizes to natural walking when vision is removed. This suggests that treadmill learning can be generalized to different contexts if visual cues specific to the treadmill are removed. These findings allow us to highlight the many future questions that will need to be answered in order to develop more rational methods of rehabilitation for walking deficits.

Walking on a split-belt treadmill, which has two belts that can be run at different speeds, has been shown to improve walking patterns post-stroke. However, these improvements are only temporarily retained once individuals transition to walking over ground. We hypothesize that longer-lasting effects would be observed if the training occurred during natural walking over ground, as opposed to on a treadmill. In order to study such long-term effects, we have developed a mobile and portable device which can simulate the same gait altering movements experienced on a split-belt treadmill. The new motion controlled gait enhancing mobile shoe improves upon the previous version's drawbacks. This version of the GEMS has motion that is continuous, smooth, and regulated with on-board electronics. A vital component of this new design is the Archimedean spiral wheel shape that redirects the wearer's downward force into a horizontal backward motion. The design is passive and does not utilize any motors. Its motion is regulated only by a small magnetic particle brake. Further experimentation is needed to evaluate the long-term after-effects.

During rhythmic movement, arm activity contributes to the neural excitation of leg muscles. These observations are consistent with the emergence of human bipedalism and nonhuman primate arboreal quadrupedal walking. These neural and biomechanical linkages could be exploited in rehabilitation after neurotrauma to allow the arms to give the legs a helping hand during gait rehabilitation. Summary: Neuronal interactions between arm and leg activity during rhythmic human movement assist in coordinating locomotion and may be usefully exploited in rehabilitation of walking

Spinal pattern generators in quadrupedal animals can coordinate different forms of locomotion, like trotting or galloping, by altering coordination between the limbs (interlimb coordination). In the human system, infants have been used to study the subcortical control of gait, since the cerebral cortex and corticospinal tract are immature early in life. Like other animals, human infants can modify interlimb coordination to jump or step. Do human infants possess functional neuronal circuitry necessary to modify coordination within a limb (intralimb coordination) in order to generate distinct forms of alternating bipedal gait, such as walking and running? We monitored twenty-eight infants (7-12 months) stepping on a treadmill at speeds ranging between 0.06-2.36 m/s, and seventeen adults (22-47 years) walking or running at speeds spanning the walk-to-run transition. Six of the adults were tested with body weight support to mimic the conditions of infant stepping. We found that infants could accommodate a wide range of speeds by altering stride length and frequency, similar to adults. Moreover, as the treadmill speed increased, we observed periods of flight during which neither foot was in ground contact in infants and in adults. However, while adults modified other aspects of intralimb coordination and the mechanics of progression to transition to a running gait, infants did not make comparable changes. The lack of evidence for distinct walking and running patterns in infants suggests that the expression of different functional, alternating gait patterns in humans may require neuromuscular maturation and a period of learning post-independent walking.

During bipedal locomotor activities, humans use elements of quadrupedal neuronal limb control. Evolutionary constraints can help inform the historical ancestry for preservation of these core control elements support transfer of the huge body of quadrupedal non-human animal literature to human rehabilitation. In particular, this has translational applications for neurological rehabilitation after neurotrauma where interlimb coordination is lost or compromised. The present state of the field supports including arm activity in addition to leg activity as a component of gait retraining after neurotrauma.