Forefoot stiffness has been shown to influence joint biomechanics. However, little or no data exists on metatarsophalangeal stiffness. Twenty-four healthy rearfoot strike runners were recruited from a staff and student population at the University of Central Lancashire. Five repetitions of shod, self-selected speed level walking and jogging were performed. Kinetic and kinematic data were collected using retro-reflective markers placed on the lower limb and foot, to create a three-segment foot model using the Calibrated Anatomical System Technique.Ankle and metatarsophalangeal moments and angles were calculated. Stiffness values were calculated using a linear best fit line of moment versus of angle plots. Paired t-tests were used to compare values between walking and jogging conditions. Significant differences were seen in ankle range of motion (ROM), but not in metatarsophalangeal ROM. Maximum moments were significantly greater in the ankle during jogging, but these were not significantly different at the metatarsophalangeal joint. Average ankle joint stiffness exhibited significantly lower stiffness when walking compared to jogging. However, the metatarsophalangeal joint exhibited significantly greater stiffness when walking compared to jogging. A greater understanding of forefoot stiffness may inform the development of footwear, prosthetic feet and orthotic devices, such as ankle-foot orthoses for walking and sporting activities.
Background: Adding new approaches to teaching curriculums can be both expensive and complex to learn. The aim of this research was to gain insight into students’ literacy and confidence in learning sports science with new wearable technologies, specifically a novel program known as STEMfit. Methods: A three-phase design was carried out, with 36 students participating and exposed to wearable devices and associated software. This was to determine whether the technology hardware (phase one) and associated software (phase two) were used in a positive way that demonstrated user confidence. Results: Hardware included choosing a scalable wearable device that worked in conjunction with familiar and readily available software (Microsoft Excel) that extracted data through VBA coding. This allowed for students to experience and provide survey feedback on the usability and confidence gained when interacting with the STEMfit program. Outcomes indicated strong acceptance of the program, with high levels of motivation, resulting in a positive uptake of wearable technology as a teaching tool by students. The initial finding of this study offers an opportunity to further test the STEMfit program on other student cohorts as well as testing the scalability of the system into other year groups at the university level.
Clinical assessment and management of musculoskeletal conditions of different joints may be broken down into considerations of Pain, Alignment, Strength and Stability (PASS). In recent years these factors have allowed a systematic approach and has enabled the development in our understanding of clinical subgroups, which enable targeted or stratified care. This paper considers the use of the PASS concept to determine the most appropriate treatment and interventions, specifically when considering treatment of two common musculoskeletal conditions, patellofemoral pain and low back pain.
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