Video feedback may be a powerful tool to change biomechanical landing patterns associated with anterior cruciate ligament (ACL) injury risk. This study investigated the effect of video feedback on drop vertical jump (DVJ) landing strategies in team sport athletes. 59 athletes were assigned to a video feedback (VI) or control (CTRL) group. A pretest, 2 training sessions and a posttest were conducted. In both training sessions, video feedback, consisting of a video of the athlete's contour superimposed onto an expert's contour performing the DVJ landing task, was provided to the VI group; the CTRL group did not receive feedback. Outcomes included: kinematics and kinetics at peak knee valgus/varus moment during pre- and posttest and percentage overlap of expert and athlete during the training sessions. At posttest, males in the VI group showed greater hip flexion angles (p=0.001) and range of motion (p<0.001), smaller vertical ground reaction force, and smaller ankle dorsiflexion moment (p<0.001) compared to pretest. At posttest, males in the VI group demonstrated smaller vertical ground reaction force (p=0.031) and ankle dorsiflexion moment (p=0.001) compared to males in the CTRL group. The VI group increased percentage overlap with the expert during training sessions and from start of the first to the end of the second training session (p<0.001). Overall, video feedback was effective to modify landing strategies favorably in males. While females imitated the expert model, their landing strategy did not change significantly. While Females may need additional (verbal) feedback to benefit from video feedback.
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Background: In team handball an anterior cruciate ligament (ACL) injury often occurs during landing after a jump shot. Many intervention programs try to reduce the injury rate by instructing the athletes to land safer. Video feedback is an effective way to provide feedback although little is known about its influence on landing technique in sport-specific situations. Objective: To test the effectiveness of a video overlay feedback method on landing technique in elite handball players. Method: Sixteen elite female handball players were assigned to a Control or Video Group. Both groups performed jump shots in a pre-test, two training sessions (TR1 & TR2) and a post-test. The Video Group received video feedback of an expert model with an overlay of their own jump shots in TR1 and TR2 whilst the Control Group did not. Main outcome measures were sagittal ankle, knee and hip angles during initial contact (IC), maximum (MAX) and range of motion (ROM), in addition to the Landing Error Scoring System (LESS) score. One 2x4 repeated measures ANOVA was conducted to analyze group, time and interaction effects of all kinematic outcome measures and the LESS score. Results: The Video Group displayed significant improvement in knee and hip flexion at IC, MAX and ROM. In addition, MAX ankle flexion and their LESS score improved an average of 8.1 in the pre-test to 4.0 in the post-test. When considering performance variables, no differences between Control Group and Video Group were found in shot accuracy or vertical jump height, whilst horizontal jump distance in the Video Group became greater over time. Conclusion: Overlay visual feedback is an effective method to improve landing kinematics during a sport-specific jump shot. Further research is now warranted to determine the long-term effects and transfer to training and game situations.
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BACKGROUND: Implicit (IF) and explicit (EF) feedback are two motor learning strategies demonstrated to alter movement patterns. There is conflicting evidence on which strategy produces better outcomes. The purpose of this study was to examine the effects of reduced IF and EF video feedback on lower extremity landing mechanics. METHODS: Thirty participants (24 ± 2 years, 1.7 ± 0.1 m, 70 ± 11 kg) were randomly assigned to three groups: IF (n = 10), EF (n = 10), and control (CG) (n = 10). They performed twelve box-drop jumps three times a week on the training sessions for six weeks. Only IF and EF groups received video feedback on the training sessions. IF was cued to focus their attention on the overall jump, while EF was cued to focus on position of their knees. 3D lower extremity biomechanics were tested on testing sessions with no feedback. All sessions were at least 24 h apart from another. Testing sessions included baseline testing (pretest), testing after 3 training sessions with 100% feedback (pst1), testing after 6 training sessions with 33.3% feedback (pst2), testing after 6 training sessions with 16.6% feedback (Pst3), and testing 1 month after with no feedback (retention - ret). ANOVA compared differences between groups and time at initial contact and peak for hip flexion (HF, °) and abduction angle (HA, °), hip abduction moment (HAM, Nm/kgm), knee flexion (KF, °) and abduction angle (KA, °), knee abduction moment (KAM, Nm/kgm) and VGRF (N) (p < 0.05). RESULTS: A significant main effect for group was found between IF and EF groups for HA (IF = - 6.7 ± 4; EF = - 9.4 ± 4.1) and KAM (IF = 0.05 ± 0.2; EF = - 0.07 ± 0.2) at initial contact, and peaks HA (IF = - 3.5 ± 4.5; EF = - 7.9 ± 4.7) and HAM (IF = 1.1 ± 0.6; EF = 0.9 ± 0.4). A significant main effect for time at initial contact for HF (pre = 32.4 ± 3.2; pst2 = 36.9 ± 3.2; pst3 = 37.9 ± 3.7; ret. = 34.1 ± 3.7), HAM (pre = 0.1 ± 0.1; pst1 = 0.04 ± 0.1; pst3 = 0.1 ± 0.01), KA (pre = 0.7 ± 1.1; pst1 = 0.2 ± 1.2; pst3 = 1.7 ± 1), and KAM (pre = 0.003 ± 0.1; pst3 = 0.01 ± 0.1) was found. DISCUSSION/CONCLUSION: We found that implicit feedback produced positive changes in landing mechanics while explicit feedback degraded motor learning. Our results indicate that implicit feedback should be used in programs to lower the ACL injury risk. We suggest that implicit feedback should be frequent in the beginning and not be reduced as much following the acquisition phase.
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In de schoonmaakbranche is de werkdruk hoog . Hierdoor worden gebouwen dagelijks niet goed genoeg schoongemaakt. Er heerst krapte op de arbeidsmarkt. Schoonmaakwerk is vooral handmatig werk en is ook zwaar werk. De schoonmaakbranche is dringend op zoek naar technologische oplossingen die het werk in de toekomst kunnen verlichten. Eén van die technologische oplossingen is de introductie van schoonmaakrobots , die op dit moment mondjesmaat op de markt worden gebracht. Schoonmaakorganisaties weten nog niet goed hoe deze robots efficiënt in te zetten, het vergt nog veel tijd om ze te kunnen gebruiken en schoonmaakmedewerkers zijn terughoudend om ermee te werken. Het project Assisted Cleaning Robots (ACR) richt zich op de volgende onderzoeksvraag: “hoe integreer je robottechnologie in het werkproces in de schoonmaakbranche, zodat een robot enerzijds zo optimaal mogelijk het werkproces ondersteunt, en anderzijds zo optimaal mogelijk met de mens samenwerkt.” Wat hierin optimaal is en hoe dit gemeten kan worden, is onderdeel van het onderzoek en is afhankelijk van de technologische mogelijkheden, de mensen die er mee werken, en de werkomgeving. In dit project werken Fontys Hogeschool Engineering, Fontys Hogeschool Techniek & Logistiek en de Haagse Hogeschool samen met schoonmaakorganisaties CSU en Hectas en andere bedrijven (toeleveranciers van schoonmaakrobots als ontwikkelaars), nationaal samenwerkingsverband Holland Robotics en brancheorganisatie Schoonmakend Nederland. Dit project kent een looptijd van twee jaar en gaat van start op 1 november 2021. In dit project worden nieuwe schoonmaakprocessen gedefinieerd en wordt op basis van deze processen technologie ontwikkeld (waar doorgaans eerst een nieuw product wordt ontwikkeld en daarna pas gekeken naar hoe dit product in te zetten). In dit project staat de mens die met de technologie in het proces moet gaan werken centraal. De technologie en het proces worden gevalideerd middels praktijktests met de betrokken schoonmaakorganisaties, op representatieve locaties. Hieruit worden lessen getrokken voor verbeteringen.
Physical rehabilitation programs revolve around the repetitive execution of exercises since it has been proven to lead to better rehabilitation results. Although beginning the motor (re)learning process early is paramount to obtain good recovery outcomes, patients do not normally see/experience any short-term improvement, which has a toll on their motivation. Therefore, patients find it difficult to stay engaged in seemingly mundane exercises, not only in terms of adhering to the rehabilitation program, but also in terms of proper execution of the movements. One way in which this motivation problem has been tackled is to employ games in the rehabilitation process. These games are designed to reward patients for performing the exercises correctly or regularly. The rewards can take many forms, for instance providing an experience that is engaging (fun), one that is aesthetically pleasing (appealing visual and aural feedback), or one that employs gamification elements such as points, badges, or achievements. However, even though some of these serious game systems are designed together with physiotherapists and with the patients’ needs in mind, many of them end up not being used consistently during physical rehabilitation past the first few sessions (i.e. novelty effect). Thus, in this project, we aim to 1) Identify, by means of literature reviews, focus groups, and interviews with the involved stakeholders, why this is happening, 2) Develop a set of guidelines for the successful deployment of serious games for rehabilitation, and 3) Develop an initial implementation process and ideas for potential serious games. In a follow-up application, we intend to build on this knowledge and apply it in the design of a (set of) serious game for rehabilitation to be deployed at one of the partners centers and conduct a longitudinal evaluation to measure the success of the application of the deployment guidelines.
Leerkrachten van basisscholen ervaren handelingsverlegenheid bij het lesgeven aan leerlingen met autisme spectrum stoornis (ASS). Dit is een urgent probleem, want sinds de invoering van de Wet Passend onderwijs in 2014 zijn leerkrachten in het regulier onderwijs zelf verantwoordelijk voor het aanbieden van een passend onderwijsaanbod voor alle kinderen en worden leerkrachten in het speciaal (basis-)onderwijs geconfronteerd met zwaardere problematiek. Bovenstaande sluit aan bij de thema?s ?adaptief onderwijzen? en ?talentontwikkeling?, die hoog op de agenda staan van landelijke en regionale onderwijsinstellingen. De vraag die leerkrachten stellen is: Hoe zorg ik ervoor dat kinderen met ASS zelfstandig werken in de klas, zodat zij het optimale halen uit zichzelf en mee kunnen komen met de rest van de klas? Een voorbeeld van deze vraag is te vinden op zien op deze video: https://vimeo.com/138308381 (Wachtwoord: Raak040915). Om deze vraag te beantwoorden, wordt in dit project de TalentenKracht werkwijze uitgewerkt. Hiermee leert de leerkracht de verborgen talenten boven te halen bij de leerling met ASS en tegelijkertijd het talent bij zichzelf om de leerling met ASS adequaat te kunnen coachen. Hierdoor ontstaat een positieve talentspiraal. Het project wordt uitgevoerd door een consortium bestaande uit de schoolbesturen van RENN4 Noord-Nederland, SCSOG Groningen en COG Assen, het lectoraat Leren en Gedrag ingebed in het Lectoraat Integraal Jeugdbeleid (IJB), de Pedagogische Academie en Toegepaste Psychologie van de Hanzehogeschool Groningen, Orthopedagogiek van de Rijksuniversiteit Groningen en de onderzoeksafdeling van RENN4. Na afloop van dit project kunnen leerkrachten een positieve talentspiraal op gang brengen in de dagelijkse klassenpraktijk. Ook hebben zij de beschikking over een methode netwerkleren, waarmee op een duurzame manier gewerkt kan worden aan professionalisering wat betreft het werken met kinderen met ASS. Via diverse kanalen wordt de kennis beschikbaar gesteld voor een bredere groep scholen en het onderwijs- en onderzoeksveld.
