C-30 Free Communication/Poster - Ergogenic Aids II Thursday, May 28, 2015, 7: 30 AM - 12: 30 PM Room: Exhibit Hall F
We recently demonstrated that 40 days of a diet containing both epigallocatechin gallate (EGCG) and beta-alanine (B-Ala) did not improve either cognitive or muscle function in aged (18 month) mice (Gibbons et al. Behav Brain Res 2014). However, the EGCG+B-Ala diet did reduce oxidative stress in the cerebellum as measured by levels of 4-hydroxynonenal, a marker of lipid peroxidation. Additionally, previous studies using longer interventions with EGCG have documented increases in cognitive function.
PURPOSE: Therefore, we replicated our previous study design and extended the feeding duration of EGCG+B-Ala to 6 months. As in the previous study, we assessed cognitive and muscle function in aged mice to determine whether the dietary intervention could improve .
METHODS: Mice (12 months, N=15/group) were fed AIN-93M containing 0.15% EGCG and 0.34% B-Ala or standard AIN-93M for 6 months, then underwent a battery of tests for cognitive and muscle function. Behavioral tests utilized included Y-maze, rotarod, grip strength, treadmill time-to-exhaustion, and active avoidance.
RESULTS: Interestingly, a higher percentage of mice receiving EGCG+B-Ala (80%) survived to study end compared to control (40%) mice (p=0.02). EGCG+B-Ala did not affect novel arm preference in the Y-maze test (p=0.74) and did not alter performance in an active avoidance test (p=0.16). Consuming ECGC+B-Ala increased rotarod performance (p=0.03), did not affect grip strength (p=0.91), and decreased time to exhaustion in a treadmill fatigue test (p=0.02).
CONCLUSION: EGCG+B-Ala may reduce mortality in aged mice, although the cause of mortality in these mice was not investigated. Additionally, although EGCG+B-Ala improved rotarod performance, we were unable to demonstrate other positive effects related to changes in cognitive or muscle function in these mice. This work was supported by a grant from Abbott Nutrition through the Center for Nutrition, Learning, and Memory at the University of Illinois