Use of the OPTIMAL Theory of Motor Learning With the Lower Quarter Y-Balance Test
Condition: Balance
Study type: Interventional

Summary: 
      Assessing and improving movement quality are important components of rehabilitation. The
      Lower Quarter Y-Balance Test (YBT-LQ) is a balance test used to assess dynamic balance in
      healthy adults, athletes, and those who are rehabilitating a lower extremity injury.
      Performing the YBT-LQ requires utilization of different strategies. It is unknown how
      different practice conditions will affect dynamic balance learning or performance on YBT-LQ.
      This study aims to compare the influence of OPTIMAL motor learning practice with standard
      practice conditions on YBT-LQ measurements.
    

Detailed description: 
      The Lower Quarter Y-Balance Test (YBT-LQ) is used to assess dynamic balance and functional
      symmetry in healthy adults, athletes, and those who are rehabilitating a lower extremity
      injury, and has good to excellent interrater reliability. Performing the YBT-LQ requires
      utilization of different neuromotor and postural control strategies in each direction of the
      test. The OPTIMAL theory of motor learning is a theoretical framework that has been shown to
      improve motor performance through three main components: promotion of autonomy support (AS),
      presence of an external focus (EF) of attention, and implementation of enhanced expectancies
      (EE) placed upon a task. These components of the OPTIMAL theory of motor learning have been
      demonstrated to enhance balance learning in several populations. There is also extensive
      literature on the effects of the individual components of the OPTIMAL theory of motor
      learning and some evidence that demonstrates the beneficial effects of the combined
      components on motor learning. However, to the authors knowledge, literature has not been
      published upon the effect of all three components of the OPTIMAL theory of motor learning on
      dynamic balance learning. Therefore, the purpose of this study is intended to determine if
      the OPTIMAL theory of motor learning will influence performance on the YBT-LQ.

      Healthy participants aged 18 to 65 will be recruited for participation through word-of-mouth
      advertising. Inclusion criteria will include a passing score of >35 degrees bilateral ankle
      dorsiflexion and an ability to balance on one leg. Upon signing the informed consent document
      from participants, height, weight, BMI, gender, age, and limb length will be recorded for
      data analysis. Participants will be randomly assigned to one of two groups: an OPTIMAL motor
      learning group or a control group. The intended experimental design will be a multigroup
      nonequivalent pretest-posttest control group for this study. Participants will attend two
      study visits separated by 2-14 days. A visit one baseline YBT-LQ pretest will be administered
      in a standardized fashion the same for both groups. During visit two, the OPTIMAL group will
      practice the YBT-LQ using OPTIMAL principles, while the control group practices the YBT-LQ
      using standard principles, then both groups will undergo a posttest YBT-LQ measurement.
      Primary outcome measures will be normalized composite scores of the YBT-LQ. Secondary outcome
      measures will be participant self-reported measures of perceived competence, task effort,
      level of autonomy, and externally focused attention during the task on a 0 to 10 Likert
      scale.
    

Intervention name(s): Lower Quarter Y-Balance Test; OPTIMAL motor learning theory
Intervention type(s): Diagnostic Test; Behavioral
Intervention description(s): Dynamic balance assessment performed in a standing position while balanced on one leg, participants are asked to move a plastic box with their other foot in three directions (forward, back to the left, and back to the right) and a distance measurement is recorded. Each leg will be tested three times in each direction for the YBT-LQ assessment.; OPTIMAL theoretical framework instructions and coaching will be utilized to improve motor performance through three main components: promotion of autonomy support (AS), presence of an external focus (EF) of attention, and implementation of enhanced expectancies (EE) placed upon a task.
Allocation: Randomized
Intervention model: Parallel Assignment
Masking: None (Open Label)
Primary purpose: Diagnostic