Postural training with biofeedback application helps with LBP management by decreasing level of LBP discomfort. People with LBP should be aware of their static posture and develop good muscle strength and endurance in order to maintain performance at work, school, or sports.
Amputee athletes have different running mechanics than able-bodied runners.Prosthetic sprinting legs provide both advantages and disadvantages for the amputee runner.Certain common injuries in amputee runners can be attributed to the running biomechanics.Understanding amputee running mechanics can help the athletic trainer assess and prevent common injuries in amputee sprinters.
Context Electronic audience response systems (ARSs) are a technological teaching tool currently being used with widespread success within various disciplines of higher education. Researcher support for its application in athletic training education remains sparse, however. Objective The aim of this study was to examine whether use of an ARS in a basic athletic training course improved student knowledge acquisition and interactivity. Design Preintervention and postintervention surveys. Setting Commission on Accreditation of Athletic Training Education–accredited athletic training program. Patients or Other Participants Sixty-nine undergraduate students enrolled in one of 2 sections of an introductory athletic training course. Main Outcome Measure(s) A mixed-measures analysis of variance (ANOVA) was conducted to look for differences in knowledge acquisition based upon group membership (control versus experimental) and the effect of instruction. Results An interaction was discovered for the effect of instruction and use of the ARS (F1,59 = 5.89, P = .018, η2p = .091), indicating that the acquisition of knowledge in the experimental group (7.97 ± 1.49) was greater than for the control group (7.24 ± 1.75). A mixed-measure ANOVA found differences in classroom interactivity based upon group membership. There was a main effect for interactivity (F1,59 = 5.40, P = .024, η2p = .084), indicating that interactive participation increased among students from 7.16 ± 1.23 on the pretest to 7.56 ± 1.08 on the posttest; however, there was no interaction between interactivity and group membership, indicating that both the control and experimental groups increased interactivity at the same rate. Conclusions Audience response system technology improved student knowledge when used in an introductory athletic training course. Additional research should investigate active learning tools to determine what most strongly affects students' interactivity.
Single bouts of stretching can elicit acute transient decreases in strength known as the stretching-induced force defi cit. This study examined the acute eff ects of practical stretching durations on hamstrings strength, work, and power. Forty men and women performed isokinetic leg fl exion at 60° s-1 and 180° s-1 before and after 2 minutes of stretching. Four experimental groups included static, ballistic, and proprioceptive neuromuscular facilitation (PNF) stretching, and no stretching. Peak torque, peak torque-to-body weight ratio (PTBW), total work, and average power did not change after static or PNF for the men or women. Peak torque, PTBW, and total work decreased after ballistic stretching at 180° s-1 for the men, and average power increased after ballistic stretching at 180° s-1 for the women. Despite mixed results regarding ballistic stretching, practical durations (approximately 2 minutes) of static or PNF stretching for the hamstrings may be incorporated prior to performance events to prevent stretching-induced force defi cit.
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