factor for ACL injury. 16 Using VGRF to characterize athletes at higher risk could identify those that may benefit from targeted training with augmented feedback using impact force and cues from frontal plane video. However, responsiveness to feedback training in athletes that land with different VGRF
Search Results
Effectiveness of Augmented Feedback on Drop Landing Using Baseline Vertical Ground Reaction in Female Athletes
Becky Heinert, Drew Rutherford, and Thomas W. Kernozek
Positive Effects of Augmented Feedback to Reduce Time on Ground in Well-Trained Runners
Rahel Gilgen-Ammann, Thomas Wyss, Severin Troesch, Louis Heyer, and Wolfgang Taube
movement. Information about one’s own performance provided by an external source is called augmented feedback (aF). The use of aF has previously been shown to improve motor performance in the short and long term. 2 – 4 However, aF only seems beneficial when it provides information in addition to
Influence of Coaching Condition on the Magnitude and Reliability of Drop Jump Height in Men and Women
Alejandro Pérez-Castilla, F. Javier Rojas, John F.T. Fernandes, Federico Gómez-Martínez, and Amador García-Ramos
impact of different coaching conditions on DJ performance still warrants further investigation. Coaching conditions play a vital role in both motor learning and physical performance ( Brady et al., 2017 ; Schmidt & Lee, 1999 ; Schmidt & Wulf, 1997 ; Wulf, 2013 ). Augmented feedback (AF) has been
The Effects of Augmented Feedback on Sprint, Jump, and Strength Adaptations in Rugby Union Players After a 4-Week Training Program
Jonathon Weakley, Kevin Till, John Sampson, Harry Banyard, Cedric Leduc, Kyle Wilson, Greg Roe, and Ben Jones
, 11 the ability for augmented feedback to enhance physical adaptations has shown promise. 8 , 9 , 11 Nagata et al 9 demonstrated large improvements (effect size [ES]: 1.25) in jump squat velocity for subjects who were provided immediate verbal feedback of barbell velocity following each training
Augmented Feedback Reduces Ground Reaction Forces in the Landing Phase of the Volleyball Spike Jump
John B. Cronin, Eadric Bressel, and Loren Finn
Context:
Frequency and magnitude of ground reaction forces (GRF) have been implicated in causing injuries such as “jumpers knee.”
Objective:
To investigate whether a single session of augmented feedback concerning landing technique would decrease GRF.
Design:
Pretest posttest experimental design.
Setting:
University biomechanics laboratory.
Participants:
Fifteen female Division 1 intercollegiate volleyball players.
Intervention:
Participants were required to land on a force platform after spiking a volleyball from a four-step approach before and after an intervention involving visual and aural augmented feedback on correct jumping and landing technique.
Main Outcome Measures:
Mediolateral (ML), anterioposterior (AP), and vertical (V) GRF normalized to body weight (BW).
Results:
Augmented feedback was found to significantly (P = 0.01) decrease VGRF by 23.6% but not ML (25%, P = 0.16) and AP (4.9%, P = 0.40) peak GRF.
Conclusions:
A single session of augmented feedback may be effective in reducing VGRF in collegiate athletes.
Descriptive Analysis of Coach Augmented Feedback Given to High School Varsity Female Volleyball Players
Regina Markland and Thomas J. Martinek
This study examined the nature and amount of feedback that more successful and less successful high school varsity volleyball coaches gave to their starting and nonstarting volleyball players. Two of the four coaches studied were considered more successful and two were considered less successful, based on previous regular season win-loss percentages. Players of all the coaches (N=41) were also used as subjects and identified as having either a starting or nonstarting role on the team. All subjects were observed on three occasions for 30 minutes per observation during regular season practice. The Cole Descriptive Analysis System (Cole-DAS) was used to observe coach augmented feedback as it was given to individual players in response to skilled performance. A 2 × 2 multivariate analysis of variance was used to describe the effects of (a) success of the coach, (b) role of the player, and (c) both success of the coach and role of the player on the dependent variables of coach augmented feedback. Results indicated that successful coaches varied considerably from less successful coaches in the types of feedback given to their players. Starting players were also found to receive significantly more audio, audiovisual, and immediate terminal feedback than nonstarting players.
Effects of Task-Specific Augmented Feedback on Deficit Modification During Performance of the Tuck-Jump Exercise
Benjamin W. Stroube, Gregory D. Myer, Jensen L. Brent, Kevin R. Ford, Robert S. Heidt Jr., and Timothy E. Hewett
Context:
Anterior cruciate ligament (ACL) injuries are prevalent in female athletes. Specific factors have possible links to increasing a female athlete’s chances of suffering an ACL injury. However, it is unclear if augmented feedback may be able to decrease possible risk factors.
Objective:
To compare the effects of task-specific feedback on a repeated tuck-jump maneuver.
Design:
Double-blind randomized controlled trial.
Setting:
Sports-medicine biodynamics center.
Patients:
37 female subjects (14.7 ± 1.5 y, 160.9 ± 6.8 cm, 54.5 ± 7.2 kg).
Intervention:
All athletes received standard off-season training consisting of strength training, plyometrics, and conditioning. They were also videotaped during each session while running on a treadmill at a standardized speed (8 miles/h) and while performing a repeated tuck-jump maneuver for 10 s. The augmented feedback group (AF) received feedback on deficiencies present in a 10-s tuck jump, while the control group (CTRL) received feedback on 10-s treadmill running.
Main Outcome Measures:
Outcome measurements of tuck-jump deficits were scored by a blinded rater to determine the effects of group (CTRL vs AF) and time (pre- vs posttesting) on changes in measured deficits.
Results:
A significant interaction of time by group was noted with the task-specific feedback training (P = .03). The AF group reduced deficits measured during the tuck-jump assessment by 23.6%, while the CTRL training reduced deficits by 10.6%.
Conclusions:
The results of the current study indicate that task-specific feedback is effective for reducing biomechanical risk factors associated with ACL injury. The data also indicate that specific components of the tuck-jump assessment are potentially more modifiable than others.
The Acute Effect of Various Feedback Approaches on Sprint Performance, Motivation, and Affective Mood States in Highly Trained Female Athletes: A Randomized Crossover Trial
Larissa Di Bella, Kenji Doma, Wade Heath Sinclair, and Jonathan Douglas Connor
The ability to sprint and maintain sprint speed, sometimes over multiple bouts, is a key component for successful performance in team sports. 1 The provision of augmented feedback (AUG-FB) is a common method for athletes to sustain a high level of exertion during sprint training to enhance
“How Am I Going, Coach?”—The Effect of Augmented Feedback During Small-Sided Games on Locomotor, Physiological, and Perceptual Responses
Jonathon J.S. Weakley, Dale B. Read, Hugh H.K. Fullagar, Carlos Ramirez-Lopez, Ben Jones, Cloe Cummins, and John A. Sampson
intensity might be of value for practitioners. One method that has been postulated to increase the physical intensity of SSGs has been through the provision of feedback. 8 The use of augmented feedback has been well established as a method of promoting acute performance enhancement and mitigating the
Adolescents’ Postural Control Learning According to the Frequency of Knowledge of Process
Julián Gandía, Xavier García-Massó, Adrián Marco-Ahulló, and Isaac Estevan
or augmented feedback. On the one hand, intrinsic feedback refers to intrinsic sensory information resulting from movement including vision or proprioception from limbs ( Fujii et al., 2016 ). On the other hand, augmented feedback, which can be seen as supplemental information to intrinsic feedback
