Presently, there is no evidence that magnification of visual feedback has motor implications beyond impairments in force control during a visuomotor task. We hypothesized that magnification of visual feedback would increase visual information processing, alter the muscle activation, and exacerbate the response time in older adults. To test this hypothesis, we examined whether magnification of visual feedback during a reaction time task alters the premotor time and the motor unit pool activation of older adults. Participants responded as fast as possible to a visual stimulus while they maintained a steady ankle dorsiflexion force (15% maximum) either with low-gain or high-gain visual feedback of force. We quantified the following: 1) response time and its components (premotor and motor time), 2) force variability, and 3) motor unit pool activity of the tibialis anterior muscle. Older adults exhibited longer premotor time and greater force variability than young adults. Only in older adults, magnification of visual feedback lengthened the premotor time and exacerbated force variability. The slower premotor time in older adults with high-gain visual feedback was associated with increased force variability and an altered modulation of the motor unit pool. In conclusion, our findings provide novel evidence that magnification of visual feedback also exacerbates premotor time during a reaction time task in older adults, which is correlated with force variability and an altered modulation of motor unit pool. Thus these findings suggest that visual information processing deficiencies in older adults could result in force control and reaction time impairments. NEW & NOTEWORTHY It is unknown whether magnification of visual feedback has motor implications beyond impairments in force control for older adults. We examined whether it impairs reaction time and motor unit pool activation. The findings provide novel evidence that magnification of visual feedback exacerbates reaction time by lengthening premotor time, which implicates time for information processing in older adults, which is correlated with force variability and an altered modulation of motor unit pool.

Force control deficits have been repeatedly documented in autism spectrum disorder (ASD). They are associated with worse social and daily living skill impairments in patients suggesting that developing a more mechanistic understanding of the central and peripheral processes that cause them may help guide the development of treatments that improve multiple outcomes in ASD. The neuromuscular mechanisms underlying force control deficits are not yet understood. Seventeen individuals with ASD and 14 matched healthy controls completed an isometric index finger abduction test at 60% of their maximum voluntary contraction (MVC) during recording of the first dorsal interosseous (FDI) muscle to determine the neuromuscular processes associated with sustained force variability. Central modulation of the motorneuron pool activation of the FDI muscle was evaluated at delta (0–4 Hz), alpha (4–10 Hz), beta (10–35 Hz) and gamma (35–60 Hz) frequency bands. ASD patients showed greater force variability than controls when attempting to maintain a constant force. Relative to controls, patients also showed increased central modulation of the motorneuron pool at beta and gamma bands. For controls, reduced force variability was associated with reduced delta frequency modulation of the motorneuron pool activity of the FDI muscle and increased modulation at beta and gamma bands. In contrast, delta, beta, and gamma frequency oscillations were not associated with force variability in ASD. These findings suggest that alterations of central mechanisms that control motorneuron pool firing may underlie the common and often impairing symptoms of ASD.

Students need to be properly prepared by their education to work respectfully and effectively with diverse populations and in diverse environments. Our purpose is twofold: (i) to provide a thorough description of the curriculum redesign process for an undergraduate kinesiology and health promotion (KHP) program, and (ii) to use our experience to provide more general recommendations to other departments and universities undergoing curricular redesign. The catalyst for this redesign was the conversion from a quarter-system to a semester-system and the opportunities for improvement identified through that process. The redesign was guided by a newly created departmental strategic plan, faculty professional development trainings, student feedback, faculty hirings and their areas of expertise, and industry demands. Diversity, equity, and inclusion (DEI) was mindfully embedded into the curriculum to reflect the department-, college-, and university-level core value of inclusivity. The redesign allows prospective KHP students to complete several courses that address DEI themes, in addition to the courses that build their technical competencies. Providing foundational exposure to DEI concepts through the undergraduate curriculum can better prepare students to work in diverse settings. As such, this report provides other programs with a framework to follow to make curriculum more DEI centric for their students.