Table 2 |
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Training progression | ||||
Training principles and objectives | Week | Balance components | Multi-task | |
A | Introduction of performance of each balance component separately and emphasizing quality of performance to accomplish familiarity and task-specific motor learning. | 1 | Motor agility/stability limits | |
2 | Sensory integration/APAs | |||
B | Improvement of balance performance and strategies of attention in varying balance conditions through increased level of difficulty and task variation for each balance component separately, and by using multi-tasking (i.e. cognitive or motor secondary task). | 3 | Motor agility/stability limits | C-DT |
4 | Sensory integration/APAs | M-DT | ||
5 | Motor agility/stability limits | C-DT | ||
6 | Sensory integration/APAs | M-DT | ||
C | Further challenging of movement complexity through increased levels of difficulty, task variation by successively integrating the balance components, and increasing demands of multi-tasking (i.e. cognitive and motor secondary tasks are performed simultaneously). | 7 | Sensory integration/APAs/motor agility/stability limits | C + M-DT |
8 | Sensory integration/APAs/motor agility/stability limits | C + M-DT | ||
9 | Sensory integration/APAs/motor agility/stability limits | C + M-DT | ||
10 | Sensory integration/APAs/motor agility/stability limits | C + M-DT |
The balance program divided into three blocks (Blocks A-C), with training principles and objectives for each block.
APAs = anticipatory postural adjustments; C-DT = cognitive dual-task training; M-DT = motor dual-task training; C + M-DT = mixed cognitive and motor dual-task training.
Conradsson et al.
Conradsson et al. BMC Neurology 2012 12:111 doi:10.1186/1471-2377-12-111