2007 - College of Education - Florida International University

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eaction to restore or maintain joint position and stability. Evidence validating the efficacy of these rehabilitation exercises is scarce however, because standardizing the applied resistance is challenging. Our goal was to standardize a neuromuscular-training exercise and observe the acute effects on active JPS at the elbow. We used a vibrating dumbbell to standardize the applied resistance during elbow neuromuscular-training. Traditionally, research examining vibration has reported the occupational hazards of exposure to high loads/frequencies produced by industrial machinery on SMS function. 19-22 Strength and conditioning research has observed positive acute effects of vibration using high frequencies of whole body vibration (WBV), for periods ranging from 1 to 10 minutes. 23-28 These short bouts of WBV immediately enhance average velocity, force, and power, 23 through neuromuscular mechanisms similar to the changes observed over the first ten weeks of power-training. 29 Researchers 23-28 attribute these transient augmentations following vibration to neuromuscular mechanisms including a heightened awareness and joint control strategy with quicker rate of force development. While the precise mechanisms remain largely unknown, 22-28 researchers postulate they stem from enhanced neuromuscular efficiency. 24 Although such vibration exercises affect the components providing NMC, no research has investigated the acute effects of vibration-enhanced neuromusculartraining on SMS function. Therefore, our purpose was to examine the acute effects of neuromuscular-training using handheld-vibration (HV) on SMS function as measured through active elbow JPS. Methods Research Design We used a repeated-measure, randomized, and counterbalanced 3-condition (crossover) design. The independent variables were frequency of HV at three levels (0 [control], 5, and 15Hz) and time at two levels (pre- and post-test). The dependant variables were absolute (accuracy) and variable (variability) error scores measured through active elbow JPS. Subjects performed pre and post-tests 3 separate times, thereby serving as members of each group (control, 5 and 15Hz) Participants We randomly sampled of 31 healthy college-aged individuals (16 males, 15 females; 29 right-handed, 2 left-handed; age= 23+3 y, mass= 76+14 kg, height= 173+8 cm). We screened participants using a health history questionnaire and excluded subjects based on prior history of upper-extremity injury (within the last year), major upper-extremity surgery, or central nervous system disorder. We asked participants, 24hr before their appointment, to abstain from strenuous upper-extremity activity to help eliminate any possible fatigue or carry-over soreness. Prior to data collection, all participants read and signed an informed consent form approved by the Institutional Review Board. Instruments We collected and analyzed degrees of bilateral elbow flexion using four wired sensors from the Flock-of-Birds electromagnetic tracking system (Ascension Technology, Burlington, VT), and MotionMonitor software (Innsport, Chicago, IL). This system is considered reliable 14 and accurate (0.5° at 0.91m). 30 During the intervention, participants held a 2.55kg Mini- VibraFlex dumbbell (Orthometric, New York, NY). Procedures Digitizing. We digitized participants according to the International Society of Biomechanics’ standardized protocol. 31 We attached sensors bilaterally to participants’ distal posterior forearm and over the deltoid tuberosity of the ulna with elastic straps and a mild spray 2
adhesive. We palpated, marked and digitized bony landmarks on each arm including medial and lateral humeral epicondyles, radial and ulnar styloid processes. Order of Testing. Participants performed a pre-test measure of JPS, underwent a randomized intervention and repeated the JPS measure. We tested each arm individually and randomly assigned the order of arm testing (dominant or non-dominant). Each participant was tested as a member of one intervention group, rested for 45-minutes (to limit any physical or mental fatigue or learning effect), and returned to serve as a member of the remaining intervention groups. JPS Measure. For each elbow JPS test, participants stood, resting their test elbow on a padded, adjustable armrest. We adjusted the height of the pipe by adding or removing 1.9cm wooden planks to attain 60±5º of shoulder flexion. Because adding resistance 32 with auditory and visual biofeedback 33, 34 during JPS testing enhances NMC, during NM-training, our participants held a 2.55kg non-metal dumbbell and used both visual and auditory real-time feedback provided by the biofeedback software. The software generated a tone when the testelbow deviated more than 1 degree from the desired target angle. The participants faced a monitor on which the software presented visual feedback including oscilloscopes illustrating position of the test-elbow in relation to the target angle. An investigator trained participants to produce the desired target angle of 90 º elbow flexion using the software generated real-time visual and auditory biofeedback. The visual biofeedback included line graphs indicating the participant’s elbow flexion angle in relation to the target angle. The computer generated a tone when elbow flexion angle deviated from the target by more than one degree. To begin each JPS test, subject found the target angle, maintained the position for 3-5s, then relaxed their arm, resting the dumbbell on the table. Before attempting angle-reproduction trials, participants blindfold themselves and we removed auditory biofeedback. To indicate when they believed they had reproduced the target angle, participants pressed a trigger in their contra-lateral hand. After pressing the trigger, participants returned their arm to the resting position and began the next angle-reproduction trail within three seconds. Participants performed three anglereproduction trails for each JPS test. HV Training Protocol. Participants underwent separate JPS testing before and after each of the three interventions (0, 5, 15Hz). Two of the three experimental interventions included vibration of the 2.55kg dumbbell at 5 or 15Hz with an amplitude of 2mm. The remaining intervention used no vibration (0Hz, control). To maintain the position of 60±5º of shoulder flexion during training, we raised or lowered the height of the padded bar (based of the participant’s height) and instructed participants to refrain from resting their elbow on the padded bar during the training. We did this to maintain a consistent shoulder angle and eliminate distribution of force to the table and any discomfort it may have caused. We began the vibration and reintroduced to the target elbow position to participants actively, using the software generated real-time visual and auditory biofeedback. Participants held this position for 15s using the biofeedback, before lowering their arm and resting for 60s. Participants repeated the vibration bout two more times, with a minute of rest between each bout. Statistical Analysis. We performed statistical analyses using SPSS 14.0 statistical package for Windows (SPSS Inc., Chicago, IL) with a significance level set a priori at P ≤ 0.05. For each dependent variable, accuracy (absolute error, absolute distance from the target) and variability (variable error, variability of angles reproduced), and each intervention (vibration at 0, 5, and 15Hz), we used a separate analyses of variance to compare pre-test to post-test values. We calculated effect sizes for each exercise condition using the standard mean difference 3
Page 1 and 2: A Synopsis of the Risk Factors Pred
Page 3 and 4: informal learning in adult music gr
Page 5 and 6: LGBA Bands and Emancipatory Learnin
Page 7 and 8: Imel, S. (1999). How emancipatory i
Page 9 and 10: people infected with HIV in Botswan
Page 11 and 12: Replace American Philosophies with
Page 13 and 14: The Acute Effects of Whole Body Vib
Page 15 and 16: epetitive motion and involves high
Page 17 and 18: The pelvic floor consists of three
Page 19 and 20: called on to support an increased l
Page 21 and 22: Reliability of the Clinical Applica
Page 23 and 24: Results Listed in Table 1 are mean
Page 25 and 26: Figure 1. Technique used to measure
Page 27: 1 Acute Effects of Neuromuscular-Tr
Page 31 and 32: 5 held positions for 15s, participa
Page 33 and 34: 7 32. Brindle TJ, Uhl TL, Nitz AJ,
Page 35 and 36: guidance, and expertise on career o
Page 37 and 38: criteria, resulting in 217 useable
Page 39 and 40: growth and progression into health
Page 41 and 42: Global Literacy: Challenges, Choice
Page 43 and 44: cultures, whether they are Eurocent
Page 45 and 46: contact with schools. The most impo
Page 47 and 48: Culturally Appropriate Authentic As
Page 49 and 50: 20 Table 1 Results of Combination o
Page 51 and 52: 22 Table 3 Key Attributes of Effect
Page 53 and 54: African History and Identity: A Cas
Page 55 and 56: 26 Review of Literature Blacks and
Page 57 and 58: Method Data for this research will
Page 59 and 60: Prolonged Rehabilitation of Jones F
Page 61 and 62: strategies, such as manipulatives,
Page 63 and 64: mathematics. Finally, the most impo
Page 65 and 66: Hilton, P. (1980). Math anxiety: So
Page 67 and 68: esearchers have begun analyzing and
Page 69 and 70: & Airasian, 2003). An example of em
Page 71 and 72: 41 Americans. Public Opinion Quarte
Page 73 and 74: Race, Gender, & Leadership: Perspec
Page 75 and 76: 45 leadership roles. According to t
Page 77 and 78: ecruitment, and promotion in educat
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A Mixed Method Study of Spiritualit
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medicine and Voodoo (Miller, 2000).
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Summary This study of African Ameri
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Comparison of Common Field/Clinical
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Discussion Urine Specific Gravity T
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References 1. Casa DJ, Armstrong LE
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Review of Research on Spiritual and
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eligious”(p.26). The sample was p
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Sampling criteria relied upon stude
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Special Education Teachers: What Ke
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Evidence suggests that overwhelming
Page 101 and 102:
layers of complexity surrounding th
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Social Justice as a Disposition for
Page 105 and 106:
As a conceptual framework, social j
Page 107 and 108:
Johnson, K. C. (n.d.). History of D
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Furman and Shields (2005) argue the
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discussed a commitment to recruit t
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Freire, P. (1998). Pedagogy of free
Page 115 and 116:
With the growth of athletic trainin
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motives of followers. Transformatio
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5. Mangus B. The evolving roles of
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Literacy practices and Discourses o
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Critical Ethnographic Research Crit
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Mercer (Eds.), Language, literacy a
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significance as it evaluates the ex
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Grades 3-5 was nearly zero. Yet, it
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September 6, 2005, from http://www.
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and two were open-ended (#14 and #1
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IUSG may represent the opportunity
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etween the modern and the historica
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settings “as an integral part of
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to the best of their abilities. The
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physical activity or coaching the p
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133 Fashion and the Professional Im
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Methods Recreational and competitiv
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change running speed while crossing
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Mentor in the Third Age: A Learning
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Labor Force Statistics, 2005). Prac
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Cornman, J., & Kingson, E. R. (1998
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Cross-Cultural Mentoring: Explorati
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esearch questions. Papers that prov
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References Allport, G. (1954). The
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Emotions and Their Effect on Adult
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are reacting. Our minds respond cog
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at the construction of emotions in
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A Case Study of the Assignment of W
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truancy, suspension, expulsion, and
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withdrawal code W23, no other code
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Stereotype Threat and the Standardi
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assessment was not paralleled by se
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identification as they approach thi
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shifts in quantitative performance.
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Hallowell, 2002). Even in luxury ho
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every one of the interview particip
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Journal of Hospitality Management,
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2007 - College of Education - Florida International University

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