VAF should be considered in the rehabilitation of lower extremity musculoskeletal dysfunctions .
However , it can not be unequivocally confirmed that VAF is effective in this population , owing to study heterogeneity and a lack of high- quality evidence .
Nevertheless , positive effects on lower extremity biomechanics and postural control have been identified .
BACKGROUND Verbal augmented feedback ( VAF ) is commonly used in physiotherapy rehabilitation of individuals with lower extremity musculoskeletal dysfunction or to induce motor learning for injury prevention .
Its effectiveness for acquisition , retention and transfer of learning of new skills in this population is unknown .
OBJECTIVES First , to investigate the effect of VAF for rehabilitation and prevention of lower extremity musculoskeletal dysfunction .
Second , to determine its effect on motor learning and the stages of acquisition , retention and transfer in this population .
Augmented feedback reduces jump landing forces.
STUDY DESIGN R and omized , experimental design using a 1-way ANCOVA to determine the influence of various forms of feedback on jump l and ing forces . OBJECTIVE To investigate the effects of augmented feedback versus sensory feedback on the reduction of jump l and ing forces . BACKGROUND Several investigators have reported an increased risk of lower extremity injury associated with l and ing from a jump . METHODS AND MEASURES Nonimpaired college students ( N=63 ) were r and omly assigned to 1 of 4 feedback groups . Subjects were instructed to perform maximal vertical jumps onto a force plate for 3 testing sessions ( baseline , 2-minute post-test , and 1-week post-test ) . Three feedback groups ( augmented , sensory , and control I ) were tested during all 3 testing sessions , while a fourth feedback group ( control II ) was evaluated at only 2 sessions ( baseline and 1-week post-test ) . Subjects in the augmented feedback condition were provided information via video and verbal analysis of how to l and softer . Subjects in the sensory feedback condition were asked to use the experience of their baseline jumps to document how they could l and softer . Subjects in each of the control groups were not provided any extraneous feedback . Peak vertical ground reaction force data were collected for analysis . RESULTS The subjects in the augmented feedback group significantly reduced their peak vertical ground reaction force in both post-test conditions ( 2-minute post-test reduction , 0.85+/-0.62 ; 1-week post-test reduction , 0.74+/-0.58 ) as compared to the sensory , control I , and control II feedback groups . CONCLUSIONS High impact l and ing forces may be reduced by the implementation of augmented feedback information instructing individuals about how to l and properly . The reduction of jump l and ing forces with the use of augmented feedback may prove beneficial in the creation of instructional l and ing programs
VAF should be considered in the rehabilitation of lower extremity musculoskeletal dysfunctions .
However , it can not be unequivocally confirmed that VAF is effective in this population , owing to study heterogeneity and a lack of high- quality evidence .
Nevertheless , positive effects on lower extremity biomechanics and postural control have been identified .
BACKGROUND Verbal augmented feedback ( VAF ) is commonly used in physiotherapy rehabilitation of individuals with lower extremity musculoskeletal dysfunction or to induce motor learning for injury prevention .
Its effectiveness for acquisition , retention and transfer of learning of new skills in this population is unknown .
OBJECTIVES First , to investigate the effect of VAF for rehabilitation and prevention of lower extremity musculoskeletal dysfunction .
Second , to determine its effect on motor learning and the stages of acquisition , retention and transfer in this population .