explicit learning

Background: In recent years, the examination of the impact of various types of different exercises as the key influential components on balance has gained considerable popularity. Numerous studies have investigated the effects of diverse exercise modalities on the enhancement of balance abilities. Aim: The aim of this research was to compare the effects of different types of learning (explicit and implicit) on the balance of elderly individuals. Materials and Methods: Forty-two elderly participants (both women and men), after initial health assessments and medical history reviews, voluntarily participated in the study. They were randomly assigned to three groups: explicit learning group (14 participants), implicit learning group (14 participants), and control group (14 participants). Before the implementation of the targeted learning exercises, the static balance of the participants was assessed using the Flamingo Test, and dynamic balance was measured using the Timed Up and Go (TUG) test. After two sessions of learning exercises, the participants were reassessed. Statistical analysis was conducted using descriptive statistics (mean and standard deviation) and inferential statistics (ANCOVA and Shapiro-Wilk test) at a significance level of P<0.05. Results: The findings indicated that there was no significant difference between the groups in the pre-test, but after performing the learning exercises, the static balance of the implicit learning group showed a statistically significant improvement compared to the explicit learning group and the control group. However, there was no significant increase in dynamic balance performance in any of the groups. Conclusion: The results of this study support the claim that implicit learning exercises can have a positive and significant impact on the static balance performance of elderly individuals. It was also shown that implicit cognitive training had no effect on dynamic balance, which may indicate the important role of other variables such as motor control abilities.

Abstract Background and Objectives: Individuals with Autism Spectrum Disorder (ASD) face mobility challenges compared to their typically-developing peers. ASD is characterized by significant communication impairments and restricted, repetitive behaviors. Motor difficulties, including impaired balance, gait, slower movement speeds, delayed motor development, coordination issues, and exaggerated movements, are commonly associated with ASD, affecting 21% to 100% of individuals. Moreover, individuals with ASD often struggle with recognizing and assessing stressful situations, leading to heightened stress responses. They typically respond faster to fear, experience high levels of self-perceived stress, and find it difficult to cope with everyday stressors. Sensitivity to stress may be linked to dysfunction in the hypothalamic-pituitary-adrenal axis, resulting in increased fatigue and fatigability. Studies have shown that skills taught through explicit methods tend to be less robust in demanding situations such as fatigue, psychological stress, and multi-tasking. Consequently, less prescriptive approaches like analogy learning have been suggested. Analogies help learners grasp new concepts by relating them to familiar, similar concepts. The aim of this study was to investigate the effects of analogy learning and explicit learning on javelin-throwing performance in individuals with ASD and compare the effectiveness of both methods. Methods: This quasi-experimental study employed a pretest-posttest design with one control group. Ethical approval was obtained from the Research Ethics