Observative prospektive Kohortenstudie mit 22 Patienten über 3 Jahre. Wir untersuchten, ob die intensive Schulung der Diskrimination des Hüftgelenks von Beckenbewegungen Auswirkungen auf die Harmonisierung des Gangbilds in der postoperativen Rehabilitation habe. Es wurde anhand der videogestützten Ganganalyse auf dem Laufband ein Score der Gangharmonie gebildet, der neben dem Gang als Ganzkörperbewegung auch koordinative Faktoren wie den Bewegungsfluß berücksichtigt. Faktoren wie Schmerz und Erfahrung in übenden Verfahren wurden in einer Regressionsanalyse auf ihre Assoziation mit der Gangharmonie überprüft. Modelle des Bewegungslernens wurden auf langfristige Strategien der Rehabilitation angewendet. / Prospective observative cohort study over 3 years. A cohort of people with OA of the hip due to CDH was followed up over 3 years. The discrimination of hip movements from pelvis movements was measured and compared with the gait harmony. A Gait Harmony Score reflecting total body movement and coordinative factors has been developed and validated. In a regression analysis we measured the association between confounding variables like preoperative pain and experience in exercise with gait harmony and hip proprioception. Models of motor learning in rehabilitation have been applied to the postoperative development of the gait in order to establish models for longterm rehabilitation strategies.

Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures or gestures into foreign language (L2) vocabulary learning can improve learning outcomes relative to unisensory learning. However, whereas adults seem to benefit to a greater extent from sensorimotor enrichment such as the performance of gestures in contrast to multisensory enrichment with pictures, this is not the case in elementary school children. Here, we compared multisensory- and sensorimotor-enriched learning in an intermediate age group that falls between the age groups tested in previous studies (elementary school children and young adults), in an attempt to determine the developmental time point at which children’s responses to enrichment mature from a child-like pattern into an adult-like pattern. Twelve-year-old and fourteen-year-old German children were trained over 5 consecutive days on auditorily presented, concrete and abstract, Spanish vocabulary. The vocabulary was learned under picture-enriched, gesture-enriched, and non-enriched (auditory-only) conditions. The children performed vocabulary recall and translation tests at 3 days, 2 months, and 6 months post-learning. Both picture and gesture enrichment interventions were found to benefit children’s L2 learning relative to non-enriched learning up to 6 months post-training. Interestingly, gesture-enriched learning was even more beneficial than picture-enriched learning for the 14-year-olds, while the 12-year-olds benefitted equivalently from learning enriched with pictures and gestures. These findings provide evidence for opting to integrate gestures rather than pictures into L2 pedagogy starting at 14 years of age.