A Home-Based Exercise Program With Active Video Games for Balance, Motor Proficiency, Foot and Ankle Ability, and Intrinsic Motivation in Children With Chronic Ankle Instability: Feasibility Randomized Controlled Trial

The effect of visual feedback on balance rehabilitation in people with impaired ankle instability: a systematic review and meta-analysis

BACKGROUND

Ankle instability is a consequence of ankle injuries that can impair balance and affect an individual's ability to perform activities of daily living. Consequently, visual feedback is frequently employed in rehabilitation to enhance training outcomes. However, inconsistencies exist in the scientific literature regarding the effect size of visual feedback and the optimal method of delivery.

AIM

The objective of this systematic review and meta-analysis was twofold: firstly, to conduct a comprehensive assessment of the potential impact of visual feedback on balance exercises for individuals with ankle instability; secondly, to quantify the effects of visual feedback on balance in this population.

METHODS

A total of 10 studies were included in this systematic review and meta-analysis. The review was conducted in accordance with the PERSiST (Implementing Prisma in Exercise, Rehabilitation, Sport Medicine, and Sports Science) guidance. The research was conducted using four databases and was required to be written in English. Additionally, the studies had to involve the provision of visual feedback during balanced rehabilitation.

RESULTS

The provision of visual feedback has been demonstrated to enhance the efficacy of rehabilitation programs designed to improve balance. Improvement in static, dynamic, and perceptual balance during balance training. The provision of visual feedback was found to simultaneously increase the subjects' subjective motivation to train and their satisfaction and enjoyment of the rehabilitation training. The results demonstrated that visual feedback improved the Foot and Ankle Ability Measure by approximately 17% (MD = 2.42, 95%CI = 0.72 to 4.12, I²[total] = 0%). Additionally, the provision of visual feedback during the training cycle may positively affect the star excursion balance test (SEBT) (MD = 4.83, 95%CI = 3.09 to 6.56, I²[total] = 21%). Moreover, the Biodex system is expected to demonstrate notable improvements in measures of balance (MD = 0.14, 95% CI = 0.01 to 0.28, I²[total] = 24%).

CONCLUSION

The provision of visual feedback in the context of balance rehabilitation has been demonstrated to facilitate beneficial adaptations to balance in individuals presenting with ankle instability. The research included in our analysis demonstrates the positive impact of visual feedback, with nearly all results exhibiting superior outcomes relative to those observed in the absence of visual feedback. Visual feedback can be employed as an "additive" or alternative to conventional rehabilitation for individuals with ankle instability.

The effect of a home-based, gamified stability skills intervention on 4-5-year-old children's physical and cognitive outcomes: A pilot study

BACKGROUND

Stability skills (e.g., static/dynamic balance) are a precursor for other movement skill development (e.g., jumping, catching). However, young children consistently demonstrate low stability and movement skill ability. There is therefore a need to develop effective strategies to improve stability skills in early childhood.

AIM

To pilot the effect of a home-based gamified stability skills intervention on 4-5-year-old children's physical skills, self-perceptions and cognitions.

METHODS

One-hundred-and-eleven 4-5-year-old children participated from three schools. Two schools were allocated into the intervention group (n = 66 children, 33 boys) and one to the control group (n = 45 children, 25 boys). Stability, fundamental movement skills, perceived motor competence, and cognition were assessed at baseline and at post-intervention. The intervention group was given a booklet detailing the 12-week gamified stability skill intervention. The control group participated in their usual weekly activities.

RESULTS

A series of ANCOVAs controlling for baseline values demonstrated significantly higher stability skills (F(1,93) = 24.79, p < 0.001, partial η2 = 0.212), fundamental movement skills (F(1,94) = 15.5, p = < 0.001, partial η2 = 0.139), perceived motor competence (F(1,96) = 5.48, p = 0.021, partial η2 = 0.054) and cognition (F(1,96) = 15.5, p = < 0.001, partial η2 = 0.139) at post-test for the intervention versus control groups.

DISCUSSION

This study demonstrates that a home-based, gamified, stability skills intervention enhances stability skills, fundamental movement skills, perceived motor competence and cognition in children aged 4-5-years old.