Literaturnachweis - Detailanzeige
| Autor/inn/en | Shafizadeh, Mohsen; Parvinpour, Shahab; Barnes, Andrew |
|---|---|
| Titel | Applying the Principles of Motor Learning in Preventative Programs of Overuse Injuries in Young Athletes: A Scoping Review |
| Quelle | In: Journal of Motor Learning and Development, 10 (2022) 2, S.328-349 (22 Seiten)
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| Zusatzinformation | ORCID (Parvinpour, Shahab) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2325-3193 |
| Schlagwörter | Injuries; Prevention; Athletes; Program Effectiveness; Intervention; Motor Development; Psychomotor Skills; Human Body; Children; Adolescents; Team Sports; Drills (Practice) |
| Abstract | This study aimed to review the scope of overuse injury prevention programs in young players through the lens of application of motor learning principles. From 280 studies found in the initial search, 13 studies were selected based on a series of inclusion criteria. The selected studies were categorized based on the type of intervention resulting in multicomponent (two studies), Fédération Internationale de Football Association 11+ (five studies), neuromuscular training (two studies), Fédération Internationale de Football Association Medical Assessment and Research Center (two studies), educational (one study), and stability (one study). The studies that had an effective preventative role to reduce overuse injuries applied some principles of motor learning to their intervention, such as contextual interference, variability of practice, task constraints, the power law of practice, transfer of learning, and explicit methods. There is a gap in the literature related to explicit applications of motor learning principles in the design of preventative interventions for overuse injury. (As Provided). |
| Anmerkungen | Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: https://journals.humankinetics.com/view/journals/jmld/jmld-overview.xml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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