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Comparing the Effects of Differential Learning, Self-Controlled Feedback, and External Focus of Attention Training on Biomechanical Risk Factors of Anterior Cruciate Ligament (ACL) in Athletes: A Randomized Controlled Trial

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  • Hadi Abbaszadeh Ghanati

    (Department of Biomechanics and Sport Injury, Faculty of Physical Education and Sports Sciences, Kharazmi University, Tehran 1571914911, Iran)

  • Amir Letafatkar

    (Department of Biomechanics and Sport Injury, Faculty of Physical Education and Sports Sciences, Kharazmi University, Tehran 1571914911, Iran)

  • Sadredin Shojaedin

    (Department of Biomechanics and Sport Injury, Faculty of Physical Education and Sports Sciences, Kharazmi University, Tehran 1571914911, Iran)

  • Malihe Hadadnezhad

    (Department of Biomechanics and Sport Injury, Faculty of Physical Education and Sports Sciences, Kharazmi University, Tehran 1571914911, Iran)

  • Wolfgang I. Schöllhorn

    (Department for Training and Movement Science, Johannes Gutenberg-University Mainz, 55122 Mainz, Germany)

Abstract

The current study aimed to compare the possible effects of differential learning strategy, self-controlled feedback, and external focus of attention on kinetic and kinematic risk factors of anterior cruciate ligament (ACL) injury in athletes. Forty-eight male athletes from three sports of handball, volleyball and basketball were selected for this study and were randomly divided into four groups: differential learning ( n = 12), self-control feedback ( n = 12), external focus ( n = 12), and control ( n = 12) group. All groups followed the intervention for eight weeks with three sessions per week. Data were analyzed by means of 4 × 2 repeated measures ANOVA followed by post hoc comparison (Bonferroni) at the significance level of p ≤ 0.05. A significant group × time interaction and the main effect of time was found for most kinetic and kinematic variables. The main effect of the group was significant only at the knee abduction angle. Differential learning and external focus of attention methods positively reduced the kinetic and kinematic variables that are considered risk factors for ACL injury. However, the effect sizes (Cohen’s d) for the changes in most of the variables were larger for the differential learning group. Tailoring the boundary conditions that are based on the manipulations created in the exercise through variability and variety of movements associated with differential learning methods rather than repeating movements could reduce the risk of ACL injury.

Suggested Citation

  • Hadi Abbaszadeh Ghanati & Amir Letafatkar & Sadredin Shojaedin & Malihe Hadadnezhad & Wolfgang I. Schöllhorn, 2022. "Comparing the Effects of Differential Learning, Self-Controlled Feedback, and External Focus of Attention Training on Biomechanical Risk Factors of Anterior Cruciate Ligament (ACL) in Athletes: A Rand," IJERPH, MDPI, vol. 19(16), pages 1-15, August.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:16:p:10052-:d:888299
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    References listed on IDEAS

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    1. Sara Oftadeh & Abbas Bahram & Rasoul Yaali & Farhad Ghadiri & Wolfgang I. Schöllhorn, 2021. "External Focus or Differential Learning: Is There an Additive Effect on Learning a Futsal Goal Kick?," IJERPH, MDPI, vol. 19(1), pages 1-12, December.
    2. Wolfgang I. Schöllhorn & Nikolas Rizzi & Agnė Slapšinskaitė-Dackevičienė & Nuno Leite, 2022. "Always Pay Attention to Which Model of Motor Learning You Are Using," IJERPH, MDPI, vol. 19(2), pages 1-36, January.
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