Aims The present study was undertaken to compare the efficacy of lumbar core stability training with that of balance training, at improving the balance performance in the recreationally active individuals. Most of the studies to date have been conducted on sporting professionals, whose activity demands are higher than the norm. The present study focuses on the recreationally active population, for which the activity demands are comparatively lesser. Methods Thirty recreationally active subjects (15 males and 15 females) were selected for this study. Subjects were randomly divided into three groups: core stability training group (CSTG), balance training group (BTG), and the control group. All subjects were assessed at baseline, and after six weeks, for balance performance, including static, dynamic and functional balance tests. Data were analyzed by paired t-test, ANOVA, Wilcoxon signed-rank test and Kruksal Wallis test. Findings Both training groups (BTG and CSTG) showed significant (P < 0.05) improvement in balance performance compared to the control group, however the improvement in the mean value for the CSTG was greater than that of the BTG. Conclusions Balance training as well as core stabilization training leads to improvement in static and dynamic balance. However none of these training leads to improvement in the functional balance performance.

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Background: At high level of competition, sports require long periods of hard physical work. Each athlete should be able to perform desired actions efficiently, which will not be possible without coordinated activation of muscles in the kinetic chain. EMG studies demonstrate that lumbar paraspinal muscles fatigue is associated with Quadriceps Inhibition (QI), leading to speculation that these changes may not only have adverse effect for athletic performance but also increase the risk of injury in long term. This contrasts the evidence about the influence of fatigue on trunk muscles reflex activity. Method: 37 athletes (men) were recruited from city soccer clubs. The participants performed sub maximal isometric exercise of lower back extensors (Ito’s test) to induce fatigue. The two protocols were a single bout and repeated bouts of Lumbar Extension Isometric Exercise (LEIE). The Agility scores recorded at baseline, after single bout and after repeated bouts of LEIE were compared. Conclusion: The two experimental interventions differently affected the agility performance in the sample. On one hand, single bout intervention led to improved performance, repeated bout intervention resulted in relative deterioration of performance.

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Introduction: SARS Covid II pandemic has consistently spread and has severely disrupted the lives of more than the three quarters of the world’s population. Their system is unable to effectively respond to the current challenges in the present day pandemic, which has put forth another challenge for medical educators across the world to deal with the huge responsibility of rethinking how to carry on delivering high quality medical education due to social isolation strategies and enormous clinical responsibilities. Webinars have become an essential component of Physiotherapy teaching during the pandemic periods. Lecturers have reported about satisfaction and enjoyable sessions during webinars. Materials and Method: An intern’s physiotherapy attitude form, student’s satisfaction questionnaire, smooth delivery and intuitive interface scores were dependent variables and Teaching Method (participation in a webinar or classroom teaching) is the independent variable. Result: Descriptive analysis and Students t-test were done for inter-group comparison of Webinar Group Vs Classroom group which were found to be statistically significant at p≤0.5. The scores for Webinar group vs Classroom group respectively are Physiotherapy attitude questionnaire Test scores (54.17±8.8 & 39.38±10.8, t=5.7*), Student’s satisfaction questionnaire scores (4.54±0.59 & 4.29±0.69, t=1.45), Smooth Delivery Scores (4.5±0.5 & 5.0±0, t= 4.79*), Students intuitive interface scores (4.63±0.4 & 3.04±0.2 t=13.2*) and Action taken scores (4.58±0.4 & 3.25±0.43, t=11.56*). Conclusion: The webinar based teaching is more effective as compared to classroom teaching for Physiotherapy Interns with a limitation to teaching practical skills especially in fields like Physiotherapy where it is essential.