Football is a sport involving dynamic movements, and ankle sprains are common sports injuries experienced by football players. Ankle sprains exhibit a high recurrence rate, and rehabilitation training is effective; however, expert-supervised rehabilitation (SVR) at training centers is difficult due to the recent COVID-19 pandemic. This study investigated the effects of mobile-based rehabilitation (MBR) performed at home by high school football players. Sixty players (SVR: 30 and MBR: 30) with recurrent ankle sprains were analyzed. The rehabilitation program consisted of strength and balance training, and the training intensity was gradually increased from week 1 to week 8. The SVR group underwent training at the center with experts, and the BMR group were provided with programs and feedback using mobile devices. Ankle muscle strength was evaluated by measuring isometric eversion, inversion, plantarflexion, and dorsiflexion contraction using a hand-held dynamometer, and dynamic balance was assessed using the Y-balance test (YBT; anterior, posteromedial, and posterolateral); the Foot and Ankle Outcome Score (FAOS) was used for the subjective evaluation. Measurements were conducted at weeks 1, 4, and 8. The patients visited the clinic within 1 week after the injury, and the first test was conducted after consent to participate in the research. Patients underwent the second test at an average of 3.2 weeks after the first test, and the last test at an average of 4.4 weeks after the second test. Although only the SVR group exhibited improvement in strength (eversion and dorsiflexion), YBT and subjective satisfaction at week 4, these measurements improved in both the SVR and MBR groups at week 8. Therefore, mobile–based rehabilitation could be a suitable alternative for high school athletes with ankle sprains who cannot undergo supervised rehabilitation.
Physical education (PE) learning activity types can influence students’ motivational beliefs, physical activity participation, and persistence/effort in class. Due to motivational and attitudinal aims in the curriculum and the lack of study on student experiences with physical activity, the technological features of today’s society have favored the presence of information and communication technology (ICT) and the advent of new training methods in educational institutions. This article addresses the flipped learning-based thinking innovation teaching method (FL-TITM) as an innovative methodology for teaching and learning physical education to improve students’ motivation and attitude. This research aims to briefly present the flipped learning method and determine and critically analyze the crucial pedagogical models. This allows us to identify the approaches and electronic tools on the Web. Physical education 2.0 and ICT as an online learning environment may better aid and establish physical education content and motivate learners in flipped learning. The data were collected using semistructured interviews. A total of 100 learners from an educational center in China participated and were compared with nonflipped learning students. These participants have been chosen intentionally. The outcomes show that the flipped learning method linearly and positively impacts academic performance and correlational support and motivation. The test results show that our FL-TIIM has a high self-efficacy ratio of 96.7%, a positive attitude level of 98.6%, a student motivation ratio of 95.3%, an interaction ratio of 98.5%, and a performance ratio of 90.3%.
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