Evidence map›Paper›PMID 30267226›Full record

Trial reportEuropean journal of applied physiology2018

Effects of barefoot and footwear conditions on learning of a dynamic balance task: a randomized controlled study.

Astrid Zech, Stephanie Meining, Kirsten Hötting, Dominik Liebl, Klaus Mattes, Karsten Hollander

Abstract readRandomized Controlled Trial
PubMed Publisher
In one paragraph

Trial report in European journal of applied physiology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.

0numbers the graph read from it
0cells of the map it votes in
9citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

9 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Astrid ZechDepartment of Human Movement Science and Exercise Physiology, Institute of Sport Science, University of Jena, Seidelstraße 20, 07749, Jena, Germany. astrid.zech@uni-jena.de.ORCID http://orcid.org/0000-0001-7147-4113
Stephanie MeiningInstitute of Human Movement Science, Universität Hamburg, Hamburg, Germany.
Kirsten HöttingInstitute of Psychology, Biological Psychology and Neuropsychology, Universität Hamburg, Hamburg, Germany.
Dominik LieblInstitute of Statistics, University of Bonn, Bonn, Germany.
Klaus MattesInstitute of Human Movement Science, Universität Hamburg, Hamburg, Germany.
Karsten HollanderDepartment of Sports and Rehabilitation Medicine, BG Trauma Hospital of Hamburg, Hamburg, Germany.ORCID http://orcid.org/0000-0002-5682-9665

Funding

Ministry for Science and Research in Hamburg LFF-FV13
6 · The paper itself

Abstract

purposeAlthough barefoot balancing has shown to be more challenging compared to shod balancing, it is still unclear whether this may also influence the balance learning effects. The purpose of this study was to explore the impact of barefoot and shod exercising on learning of a dynamic balance task.

methodsSixty healthy and physically active adults (mean age 25.3 ± 3.4 years) were randomly allocated into one of three groups (barefoot, shod and controls). The barefoot and shod intervention groups exercised once weekly over 7 weeks on a stability platform with an unstable surface. Each training session included 15 trials over 30 s. Before and after the intervention period, all participants completed two balance tests (stability platform and Balance Error Scoring System = BESS) under barefoot and shod conditions. Group effects in stability gains (pre to post-test differences) were analysed using ANOVA. Development of balance learning curves during the intervention period was analysed using a mixed effects model.

resultsBalance times improved in both intervention groups (p < 0.001, 95% CI barefoot 5.82-9.22 s, shod 7.51-10.92 s) compared to controls. The barefoot intervention group showed a significantly less sloped balance learning curve compared to the shod intervention group (p = 0.033). No changes over time or differences between groups were found for the BESS test.

conclusionsImprovements in the dynamic balance task did not differ between individuals exercising barefoot or with footwear although the progression was slower in the barefoot group. The lack of changes in the BESS supports the task-specificity of balance learning effects.

Indexed as

LearningPostural BalanceAdultExerciseFootHumansMaleShoesBalanceBarefootMotor learningPostural controlShod

Identifiers

PMID30267226

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.