Exploring the field application of combined cognitive-motor program with mild cognitive impairment elderly patients

Sooyeon Kim, Sooyeon Kim

Abstract

This study evaluated combined cognitive-motor program based on Alexander technique and Bartenieff fundamental method for mild cognitive impairment (MCI) patients. The purpose was to explore the field application of combined cognitive-motor learning program centering on proprioceptive neuromuscular facilitation, developing sensory-motor coordination and enhancing focused attention to one's whole body. Two practice methods were applied to the 40 MCI elder. The combined cognitive-motor learning program (CM) was applied to the 20 MCI elder while 20 elder took traditional movement learning program (TM). Mini Mental States Examination-Korea (MMSE-K), Time Up & Go Test (TUG), Flexibility Test and Pegboard Test were measured and analyzed. The collected data were analyzed by paired t-test. The results were as follows: Both groups showed similar learning effect in Flexibility Test and Pegboard Test. However, in MMSE-K and TUG, CM group showed significant learning effect than TM group. Our data suggested body awareness and body consciousness through Alexander technique and Bartenieff fundamental program facilitated patients' kinaesthesia: sensory awareness and conscious control of the whole movement. From these results, we conclude that combined cognitive-motor learning program is valuable as alternative program for cognitive development as well as physical development of MCI elder.

Keywords: Alexander technique; Bartenieff fundamental movement; Combined cognitive-motor program; Mild cognitive impairment; Somatic education.

Conflict of interest statement

CONFLICT OF INTEREST No potential conflict of interest relevant to this article was reported.

Figures

Fig. 1
Fig. 1
Mini Mental States Examination-Korea (MMSE-K) score of two groups (Cognitive-motor program [CM], Traditional movement program [TM]) by learning pattern in pretest and posttest. *P<0.05, statistically significant difference between CM and TM groups.
Fig. 2
Fig. 2
Flexibility test score of two groups (Cognitive-motor program [CM], Traditional movement program [TM]) by learning pattern in pretest and posttest. *P<0.05, statistically significant differences compared to pretest.
Fig. 3
Fig. 3
Time Up & Go test score of two groups (Cognitive-motor program [CM], Traditional movement program [TM]) by learning pattern in pretest and posttest. *P<0.05, statistically significant difference between CM and TM groups.
Fig. 4
Fig. 4
Pegboard test score of two groups (Cognitive-motor program [CM], Traditional movement program [TM]) by learning pattern in pretest and posttest. *P<0.05, statistically significant differences compared to pretest.

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Source: PubMed

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