Faculty of Physical Education and Sport Sciences, Kharazmi University of Tehran, Tehran, Iran.
Faculty of Physical Education and Sport Sciences, Kharazmi University of Tehran, Tehran, Iran.
Hum Mov Sci. 2021 Aug;78:102805. doi: 10.1016/j.humov.2021.102805. Epub 2021 May 6.
The prevention of non-contact anterior cruciate ligament (ACL) injuries often involves movement training, but the effectiveness of different motor learning methods has not been fully investigated. The purpose of this study was therefore to examine the effects of linear pedagogy (LP), nonlinear pedagogy (NLP) and differential learning (DL) motor learning methods on changing kinetic and kinematic factors during expected sidestep cutting related to non-contact ACL injuries. These methods primarily differ in the amount and type of movement variability they induce during practice. Sixty-six beginner male soccer players (27.5 ± 2.7 years, 180.6 ± 4.9 cm, 78.2 ± 4.6 kg) were randomly allocated to a group that trained for 12 weeks with either a LP, NLP or DL type of motor learning methods. All participants completed a biomechanical evaluation of side-step cutting before and after the training period. Analysis of covariance was used to compare post-testing outcomes among the groups while accounting for group differences in baseline performance. Changes in all kinematic and kinetic variables in NLP and DL groups were significantly higher compared to the LP group. Most comparisons were also different between NLP and DL group with the exception of vertical ground reaction force, the knee extension/flexion, knee valgus, and ankle dorsiflexion moments. Our findings indicate that beginner male soccer players may benefit from training programs incorporating NLP or DL versus LP to lower biomechanical factors associated with non-contact ACL injury, most likely because of the associated increased execution variability during training. We discuss that practitioners should consider using the NLP or DL methods, and particular the NLP, during which variability is induced to guide search, when implementing training programs to prevent ACL injuries in soccer.
预防非接触性前交叉韧带 (ACL) 损伤通常涉及运动训练，但不同运动学习方法的有效性尚未得到充分研究。因此，本研究旨在探讨线性教学法 (LP)、非线性教学法 (NLP) 和差异学习法 (DL) 运动学习方法在改变与非接触性 ACL 损伤相关的预期侧步切割时的动力学和运动学因素方面的效果。这些方法主要在练习过程中引起的运动可变性的数量和类型上有所不同。66 名初级男性足球运动员（27.5±2.7 岁，180.6±4.9cm，78.2±4.6kg）被随机分配到接受 LP、NLP 或 DL 类型的运动学习方法训练 12 周的组中。所有参与者在训练前后都完成了侧步切割的生物力学评估。协方差分析用于比较组间的测试后结果，同时考虑到基线表现的组间差异。与 LP 组相比，NLP 和 DL 组的所有运动学和动力学变量的变化都显著更高。除了垂直地面反作用力、膝关节伸展/弯曲、膝关节外翻和踝关节背屈力矩外，NLP 和 DL 组之间的大多数比较也有所不同。我们的研究结果表明，初级男性足球运动员可能受益于包含 NLP 或 DL 而非 LP 的训练计划，以降低与非接触性 ACL 损伤相关的生物力学因素，这很可能是因为训练期间相关执行可变性的增加。我们讨论了从业者在实施预防足球 ACL 损伤的训练计划时，应考虑使用 NLP 或 DL 方法，特别是 NLP，在该方法中会引起可变性以指导搜索。
