Tore Kristian Aune

Comparison of bilateral force deficit in proximal and distal joints in upper extremities.

Bilateral force deficit refers to the phenomenon that maximal generated force during simultaneous bilateral muscle contractions is lower than the sum of forces generated unilaterally. Based on the notion that neural inhibition is the main source for bilateral force deficit and existing differences in neural inhibiting interhemispheric organization of proximal and distal muscles, we expected differences in bilateral deficit in proximal and distal joints. The aim of the current behavioral experiment was to compare bilateral force deficit in proximal compared to distal upper extremity joints. Ten young adults performed single-joint maximal voluntary contractions in isometric flexions of the shoulder and index finger unilaterally and bilaterally. The results showed a significant absolute bilateral force deficit for both proximal (140.01 ± 86.99 N) and distal muscles (4.64 ± 4.86 N). More importantly, relative bilateral force deficit for shoulder flexion was significantly larger than for index finger flexion, -20.51 ± 7.8% and -5.07 ± 3.84% respectively. The hypothesis of a more pronounced bilateral force deficit for proximal compared to distal muscles was confirmed in our results. Thus, our findings, in combination with the neuroanatomical differences for proximal and distal muscles, make it worthwhile to further explore the hypothesis that the commissural fibers provide differences in interhemispheric inhibitory interactions during bimanual actions for proximal and distal muscles.

Relative Age Effect and Gender Differences in Physical Education Attainment in Norwegian Schoolchildren

ABSTRACT The relative age effect (RAE) refers to that children born early in their year of birth show higher performance compared to children born late in the same cohort. The present study evaluated whether RAE exists within non-competitive physical education (PE) attainments, change in RAE magnitude with age, and possible gender differences. The results show a drop in PE attainment and a difference in number of high and low marks between the first and second half-year. Of the pupils who attained the highest mark, 73% were born in the first 6 months. In lower-secondary school, RAEs were larger in girls compared with boys. A possible explanation for the results is that the PE-teachers might be inspired by product-oriented criteria.

The impact of physical growth and relative age effect on assessment in physical education.

Abstract Physical education (PE) is perhaps the school subject most likely to produce relative age effects (RAE). Like in sports, physical maturity gives students an advantage in PE, which might well be mistaken for superior ability. The aim of the present study is to investigate the extent to which physical growth, measured as height, and RAE reflect the assessment in Norwegian PE. Furthermore, we wanted to examine whether there is any gender differences in the assessment in PE as a function of physical growth and RAE. The participants (n = 2978) were pupils in the last three years of secondary school (13–16 years old). A custom-made questionnaire was designed to collect the necessary data. The correlations between height and mark in PE for boys in 8th, 9th, and 10th grades are respectively r = 0.14, r = 0.32, and r = 0.29. For girls, the correlations are r = 0.11, r = 0.33, and r = 0.21. All correlations are significant (p < .05). The number of pupils achieving top marks was 114 in the first half of the year, whereas it was 65 in the second half of the year. The present study showed that physical growth has an impact on the pupils’ PE attainment. The physical growth is of course also mediated by the pupils’ age. RAEs were found in PE attainments also in the Norwegian school system for both genders, despite all the intentions expressed in the PE curriculum.

Dominant Paradigms in Motor Behavior Research: The Motor-Action Controversy Revisited

In 1992, Abernethy and Sparrow published an evaluation of the historical development of the field of motor behavior research as published from 1977 up to 1988 in the Journal of Motor Behavior. The present study extends their evaluation from 1988 through 2005 using content analyses of articles on motor control and learning in this journal. Papers were categorized into the two dominant and contrasting paradigms, the motor systems approach and the action systems approach. Analysis suggests that the field of motor behavior research has changed considerably over the last three decades. The action systems approach is now the leading approach, but the motor systems approach has, however, not perished. In a Kuhnian perspective, the results might be consistent with a more long-lasting crisis, and from the available data it is not possible to predict a future outcome of the dispute between the two approaches.

An Inverse Relative Age Effect in Male Alpine Skiers at the Absolute Top Level

The Relative Age Effect (RAE) can be described as the advantage of being born early after a certain cut-off date within a group of selection. The effect has been found across a wide range of sports and is particularly evident in pre-elite sports and team sports with a high selection pressure. At the absolute top level in team elite sports, the advantage of being relatively older has been reported to disappear, and even reverse, so that the relatively younger athletes are advantaged. In order to further examine such a reversal of the RAE, we investigated the performance of the overall top 50 skiers each year in the alpine World Cup, over a period of 20 years, among men (N = 234) and women (N = 235). The data indicated that the relatively younger male athletes at the absolute top level had accumulated, on average, more World Cup points compared to the relatively older skiers. No such effect was observed among the female skiers. This finding suggest the existence of a reversed relative age effect in male elite alpine skiing.

Relative age effects and gender differences in the national test of numeracy: a population study of Norwegian children

Relative age effect (RAE) refers to the phenomenon by which children born early in their year of birth perform more highly than children born later in the same cohort. The purpose of this study was to evaluate whether an RAE exists in the Norwegian numeracy test for 5th, 8th, and 9th graders (National sample of 175,760). The results showed that the RAE is consistent across 5th, 8th, and 9th graders for both boys and girls. Mean scores decreased systematically with month of birth for both genders, and the mean scores for boys were higher compared with girls. The most interesting result and novelty is the gender difference in RAE observed analyzing high- vs. low scorers. Boys born early in the year were overrepresented as high scorers (RAE advantage), whereas girls born late in the year were overrepresented as low scorers (RAE disadvantage). It would be beneficial for researchers, teachers and education policymakers to be aware of RAE, both in terms of the practical use and implications of test results and to help identify strategies to adjust for relative age differences in national tests.

Transfer of Motor Learning Is More Pronounced in Proximal Compared to Distal Effectors in Upper Extremities

The current experiment investigated generalizability of motor learning in proximal versus distal effectors in upper extremities. Twenty-eight participants were divided into three groups: training proximal effectors, training distal effectors, and no training control group (CG). Performance was tested pre- and post-training for specific learning and three learning transfer conditions: (1) bilateral learning transfer between homologous effectors, (2) lateral learning transfer between non-homologous effectors, and (3) bilateral learning transfer between non-homologous effectors. With respect to specific learning, both training groups showed significant, similar improvement for the trained proximal and distal effectors, respectively. In addition, there was significant learning transfer to all three transfer conditions, except for bilateral learning transfer between non-homologous effectors for the distal training group. Interestingly, the proximal training group showed significantly larger learning transfer to other effectors compared to the distal training group. The CG did not show significant improvements from pre- to post-test. These results show that learning is partly effector independent and generalizable to different effectors, even though transfer is suboptimal compared to specific learning. Furthermore, there is a proximal-distal gradient in generalizability, in that learning transfer from trained proximal effectors is larger than from trained distal effectors, which is consistent with neuroanatomical differences in activation of proximal and distal muscles.