University of Central Florida
The purpose of this study is to determine which method is most effective for teaching the kettlebell swing: verbal cueing, physical constraints, or a combination of the two.
Movement Disorders
Muscle Tenderness
Verbal coaching vs. Constraint based coaching
Not Applicable
There is a method of teaching and learning movement and exercise skills known as the constraint-led approach. This method of movement learning has the learner exploring and experimenting different variations of an exercise by self-organizing around a set of given constraints of the individual, environment and task (Newell 1986, Moy & Renshaw 2020, chow et al. 2011). Individual constraints are qualities about the person performing the task such as their arm length and height. Environmental constraints regard the environment where the task is being performed and include factors such as lighting and temperature. Finally, the task constraints are qualities about the movement and exercises being performed such as asking someone to do a half squat onto a box instead of a full bodyweight squat in the air. This constraints way of teaching movement has the movement educator as a guide or architect that shapes the qualities of the task the learner must navigate. The kettlebell swing was chosen as the primary exercise for this study due to its efficacy and practicality as a functional movement pattern. Current literature suggests that kettlebell swings may elicit an increase in strength measured in the form of a deadlift exercise, which may have carry over to activities of daily living, such as bending over to lift a box with proper form (Maulit et al, 2017). In a 2016 study, Edinborough et al. examined the proposed implications that repeated kettlebell swings could be used as a practical tool to increase endurance capacity of the lumbar extensor complex. The investigators of this study found that after a 60 second bout of continuous kettlebell swings, participants demonstrated a reduction in isometric strength, demonstrating fatigue of this musculature. The implications of this study suggest that kettlebell swings may increase the fatigue threshold of the lumbar extensor musculature, which may provide protective measures regarding the development of musculoskeletal conditions such as low back pain, as a decrease in activation of these associated muscles may be apparent during periods of fatigue.}}
| Study Type : | Interventional |
| Estimated Enrollment : | 66 participants |
| Masking : | Single |
| Primary Purpose : | Treatment |
| Official Title : | Comparing Verbal Cueing and the Constraint-Led Approach for Teaching the Kettlebell Swing. |
| Actual Study Start Date : | October 2022 |
| Estimated Primary Completion Date : | October 2023 |
| Estimated Study Completion Date : | December 2023 |
| Arm | Intervention/treatment |
|---|---|
|
Experimental: verbal and physical constraint group ○ Warm-up → pre-intervention measurement of joint angles with kettlebell swing → 30 seconds to 1 minute rest interval → 15 repetitions of kettlebell swings using verbal cues and physical constraints to teach the first part of the movement → 30 seconds to 1 minute rest interval→ 15 repetitions of kettlebell swings using verbal cues and physical constraints to teach the second part of the movement → 30 seconds to 1 minute rest interval→ 15 repetitions of kettlebell swings using verbal cues and physical constraints to combine both parts of the movement → 30 seconds to 1 minute rest interval → Post-intervention measurement of joint angles with kettlebell swing |
Behavioral: Verbal coaching vs. Constraint based coaching |
|
Active Comparator: verbal constraint group ○ Warm-up → pre-intervention measurement of joint angles with kettlebell swing → 30 seconds to 1 minute rest interval → 15 repetitions of kettlebell swings using verbal cues to teach the first part of the movement → 30 seconds to 1 minute rest interval→ 15 repetitions of kettlebell swings using verbal cues to teach the second part of the movement → 30 seconds to 1 minute rest interval→ 15 repetitions of kettlebell swings using verbal cues to combine both parts of the movement → 30 seconds to 1 minute rest interval → Post-intervention measurement of joint angles with kettlebell swing |
Behavioral: Verbal coaching vs. Constraint based coaching |
|
Experimental: physical constraint group ○ Warm-up → pre-intervention measurement of joint angles with kettlebell swing → 30 seconds to 1 minute rest interval→ 15 repetitions of kettlebell swings using physical constraints to teach the first part of the movement → 30 seconds to 1 minute rest interval→ 15 repetitions of kettlebell swings using physical constraints to teach the second part of the movement → 30 seconds to 1 minute rest interval→ 15 repetitions of kettlebell swings using physical constraints to combine both parts of the movement → 30 seconds to 1 minute rest interval → Post-intervention measurement of joint angles with kettlebell swing |
Behavioral: Verbal coaching vs. Constraint based coaching |
| Ages Eligible for Study: | 18 Years to 55 Years |
| Sexes Eligible for Study: | All |
| Accepts Healthy Volunteers: | Accepts Healthy Volunteers |
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University of Central Florida
Orlando, florida, United States, 32816