biomechanics, researchers and clinicians have begun incorporating feedback of biomechanical movement patterns into PFP rehabilitation. 14 This feedback is often either verbal or visual. Notably, a single, verbal feedback session has demonstrated immediate reductions in vertical ground reaction force during
Hyunjae Jeon and Abbey C. Thomas
Marcie Fyock, Nelson Cortes, Alex Hulse and Joel Martin
investigating real-time visual feedback as an intervention choice for the treatment of PFP in adult recreational runners. Focused Clinical Question In adult runners diagnosed with PFP, does gait retraining with real-time visual feedback lead to a decrease in pain? Summary of Search, “Best Evidence” Appraised
Kathryn Mills, Aula Idris, Thu-An Pham, John Porte, Mark Wiggins and Manolya Kavakli
(188/100,000 participants). 11 The lack of timely and accurate feedback potentially contributes to the poor implementation of these programs. Multiple studies support the importance of providing timely feedback during neuromuscular training programs, 12 , 13 as it may enhance motor skill development
Yolanda Barrado-Martín, Michelle Heward, Remco Polman and Samuel R. Nyman
-ACE scores it was revealed that three participants included in this phase of the study were in fact ineligible (scores between 10 and 15), which was reported to the sponsor. Nevertheless, all of the participants were able to take part in the classes and provide feedback and no one was put at risk from
Roel De Ridder, Julien Lebleu, Tine Willems, Cedric De Blaiser, Christine Detrembleur and Philip Roosen
Wearable sensor devices have notable advantages, such as cost-effectiveness, easy to use, and real-time feedback. Wirelessness ensures full-body motion, which is required during movement in a challenging environment such as during sports. These technology systems allow clinicians to benefit from
Lindsey C. Blom, Steven R. Wininger, Rebecca Zakraj sek and Kurtis Kirkpatrick
To help develop consistent training for coaches, the National Association for Sport and Physical Education created the National Standards for Sport Coaches (NSSC), which consists of eight domains and 40 standards. The purpose of this study was to examine high school coaches’ perceived knowledge related to the NSSC, continuing education, and sources of feedback. Information was gathered from 162 male and female team sport coaches from Mississippi and Kentucky. Four main findings emerged: 1) coaches perceived themselves to be above average in all 40 standards; 2) there were no significant differences between states of Kentucky and Mississippi for perceived knowledge in any domain 3) a difference in perceived knowledge based on years of coaching was found for Domain 5: Teaching and Communication; and 4) coaches reported most frequently using assistant coaches, their self, athletic directors, and athletes as sources of coaching feedback.
Kelly S. Witte
The purpose of this study was to identify and compare coaching leadership preferences of 1,859 varsity student-athletes participating at the Division III level in the National Collegiate Athletic Association (NCAA). The athletes attended one of fourteen colleges and universities located in the Midwest. Teams were selected according to task dependence and the existence of both male and female squads. Three independent (individual) sports and three interdependent (team) sports were selected: men’s and women’s basketball, men’s and women’s soccer, men’s baseball and women’s softball, men’s and women’s swimming, men’s and women’s tennis, and men’s and women’s track & field. The Revised Leadership Scale for Sport (Zhang, Jensen, & Mann, 1997) was used to assess participants’ leadership preferences on the dimensions of training and instruction behavior, democratic behavior, autocratic behavior, social support behavior, positive feedback behavior, and situational consideration behavior. Females had a higher preference for positive feedback and situational consideration, whereas males expressed stronger preferences for social support and autocratic behavior. Individual sport athletes demonstrated a higher preference for democratic behavior, positive feedback, training and instruction, situational consideration, and social support than did team sport athletes and team sport athletes preferred autocratic behavior more than athletes participating in individual sports. The gender by task dependence interaction was not significant. These results suggest that differences in athletes and particular sports teams may facilitate specific leadership behaviors
Anita N. Lee
Coaches’ achievement is commonly evaluated by competition results or winning percentages. Teams with high winning percentages, rankings, or outstanding competition results are not only contributed by coaches, but also efforts of athletes and other stakeholders. The Standard 40 of the National Standards for Sport Coaches (2006) is to “utilize an objective and effective process for evaluation of self and staff,” which requires coaches to have the knowledge, abilities, and skills (KASs) to “collect direct feedback from athletes and identify ways to improve techniques and coaching style” and being able to perform “self-evaluation for professional growth and development” (NASPE, 2006, p. 23). The benchmarks of Standard 40 include input that should be collected from all stakeholders, such as athletes, parents, guardians, athletic administrators, and other coaches (NASPE, 2006). An effective program requires a coach to have effective communication skills, inter- and intra-personal interaction skills, leadership, and administrative skills, be able to provide positive and corrective feedback to athletes, and have the KASs to coach a sport in a selected competitive level. Evaluation methods are categorized into self-evaluation and evaluation by others, which include journals/dairies, video-analyses, checklists, surveys, and meetings/discussions. The advantages of journals/diaries are short and easy to write, and easy to retrieve and re-read, but coaches may not spend time to re-read them again. Video analyses are a great tool to allow multiple evaluators to observe coaching performance without time limit. Videos can be replayed, played in slow motion, placed online, and emailed to other evaluators to save travel time and cost. However, video analyses are time consuming to watch. It also requires video-taping equipments and skills. Checklists and surveys are easy to use, and can be used with a large number of participants, but they require specific skills to develop valid and reliable instruments. The response rate may be low unless the stakeholders are mandated to complete and return the checklists and surveys. Meetings and discussions allow direct feedback collection and conversations, but they could be redundant unless concise meeting agenda and discussion questions are designed.
Aubrianne E. Rote, Lori A. Klos, Michael J. Brondino, Amy E. Harley and Ann M. Swartz
Facebook may be a useful tool to provide a social support group to encourage increases in physical activity. This study examines the efficacy of a Facebook social support group to increase steps/day in young women.
Female college freshmen (N = 63) were randomized to one of two 8-week interventions: a Facebook Social Support Group (n = 32) or a Standard Walking Intervention (n = 31). Participants in both groups received weekly step goals and tracked steps/day with a pedometer. Women in the Facebook Social Support Group were also enrolled in a Facebook group and asked to post information about their steps/day and provide feedback to one another.
Women in both intervention arms significantly increased steps/day pre- to postintervention (F (8,425) = 94.43, P < .001). However, women in the Facebook Social Support Group increased steps/day significantly more (F (1,138) = 11.34, P < .001) than women in the Standard Walking Intervention, going from 5295 to 12,472 steps/day.
These results demonstrate the potential effectiveness of using Facebook to offer a social support group to increase physical activity in young women. Women in the Facebook Social Support Group increased walking by approximately 1.5 miles/day more than women in the Standard Walking Intervention which, if maintained, could have a profound impact on their future health.
Mark S. Tremblay, Joel D. Barnes and Jennifer Cowie Bonne
For 20 years Active Healthy Kids Canada (AHKC) has worked to inspire the country to engage all children and youth in physical activity (PA). The primary vehicle to achieve this is the AHKC Report Card on Physical Activity for Children and Youth, which has been released annually since 2005. Using 10 years of experience with this knowledge translation and synthesis mechanism, this paper aggregates and consolidates diverse evidence demonstrating the impact of the Report Card and related knowledge translation activities. Over the years many evaluations, consultations, assessments, and surveys have helped inform changes in the Report Card to improve its impact. Guided by a logic model, the various assessments have traversed areas related to distribution and reach, meeting stakeholder needs, use of the Report Card, its influence on policy, and advancing the mission of AHKC. In the past 10 years, the Report Card has achieved > 1 billion media impressions, distributed > 120,000 printed copies and > 200,000 electronic copies, and benefited from a collective ad value > $10 million. The Report Card has been replicated in 14 countries, 2 provinces, 1 state and 1 city. AHKC has received consistent positive feedback from stakeholders and endusers, who reported that the Report Card has been used for public awareness/education campaigns and advocacy strategies, to strengthen partnerships, to inform research and program design, and to advance and adjust policies and strategies. Collectively, the evidence suggests that the Report Card has been successful at powering the movement to get kids moving, and in achieving demonstrable success on immediate and intermediate outcomes, although the long-term goal of improving the PA of Canadian children and youth remains to be realized.