Cross-cultural adaptation of the VISA-P questionnaire for Greek-speaking patients with patellar tendinopathy.

OBJECTIVES: To cross-culturally adapt the VISA-P questionnaire for Greek-speaking patients and evaluate its psychometric properties. BACKGROUND: The VISA-P was developed in the English language to evaluate patients with patellar tendinopathy. The validity and use of self-administered questionnaires in different language and cultural populations require a specific procedure in order to maintain their content validity. METHODS: The VISA-P questionnaire was translated and cross-culturally adapted according to specific guidelines. The validity and reliability were tested in 61 healthy recreational athletes, 64 athletes at risk from different sports, 32 patellar tendinopathy patients and 30 patients with other knee injuries. Participants completed the questionnaire at baseline and after 15-17 days. RESULTS: The questionnaire's face and content validity were judged as good by the expert committee, and the participants. Concurrent validity was almost perfect (ρ=-0.839, p<0.001). Also, factorial validity testing revealed a two-factor solution, which explained 85.6% of the total variance. A one-factor solution explained 80.8% of the variance when the other knee injury group was excluded. Known group validity was demonstrated by significant differences between patients compared with the asymptomatic groups (p<0.001). The VISA-P-GR exhibited very good test-retest reliability (ICC=0.818, p<0.001; 95% CI 0.758 to 0.864) and internal consistency since Cronbach's α analysis ranged from α=0.785 to 0.784 following a 15-17 days interval. CONCLUSIONS: The translated VISA-P-GR is a valid and reliable questionnaire and its psychometric properties are comparable with the original and adapted versions.

Effects of a trampoline exercise intervention on motor performance and balance ability of children with intellectual disabilities.

Balance and motor impairments are most evident among inactive individuals with ID that might be particularly susceptible to a loss of basic functioning and further limit the person's autonomy in activities of daily living. The aim of the study was to assess the effect of a 12-week trampoline exercise intervention program on motor and balance ability of school aged children with intellectual disability (ID). Eighteen healthy schools aged children (mean age=10.3 ± 1.6 years) with moderate ID were assigned either to an experimental group (n=9) or a control group (n=9). The experiment group attended a 12 weeks trampoline training intervention program consisting of daily individualized 20-min sessions, while the control group followed the regular school schedule. Balance was assessed using three tasks of increased difficulty (double-leg stance with eyes opened or closed, and one-leg stance with eyes opened) performed while standing on an electronic pressure platform (EPS). Motor performance of all participants was tested using sit and reach test and long and vertical jump tests all derived from the Eurofit Test Battery of physical fitness. Trampoline intervention resulted in significant improvements of participants' performance in all motor and balance tests. In conclusion, trampoline training can be an effective intervention for improving functional outcomes and can be recommended as an alternative mode of physical activity programming for improving balance and motor performance. Furthermore, it also supports the idea that individuals with ID require enjoyable and interesting intervention programs such as the trampoline program used in this study so as to remain active and consequently to facilitate their overall development and promote a more active and healthier way of life.

The effect of a traditional dance training program on dynamic balance of individuals with mental retardation.

The purpose of this study was to evaluate the influence of a Greek traditional dance training program on the dynamic balance of individuals with mental retardation (MR). A total of 17 individuals participated in this study. Ten individuals with mild or moderate MR and 7 individuals with mild or moderate MR who studied in special schools were assigned to intervention (MR-I) and control (MR-C) groups, respectively. Pretraining and posttraining exercise tests were performed to determine the dynamic balance ability. Dynamic balance ability was measured by means of a balance deck (Lafayette, Lafayette, IN, USA) in 30-, 45-, and 60-second intervals. The MR-I group underwent a 16-week Greek traditional dance training program at a frequency of 3 times per week and for a duration of 45 minutes per season. Posttraining results showed that the individuals with MR in the MR-I group improved during treatment, from their baseline scores on dynamic balance measurements (30 seconds: p < 0.01, 45 seconds: p < 0.05, 60 seconds: p < 0.05). The MR-C group did not show any improvement between the 2 measurements. In conclusion, individuals with MR may be able to improve their dynamic balance when performing a systematic and well-designed Greek traditional dance training program.

Person-centered support and athletes' motivation for performance.

The purpose of the study was to examine the effect of person-centered intervention on motivation for athletic performance. 74 volleyball players, 24 boys and 50 girls (M age = 13 yr., SD = 1.0), completed a motivation questionnaire, the Leistungs Motivations Test für Jugendlichen prior to and after an 8-mo. group treatment that included the application of Roger's person-centered method to the participants of the experimental group (1 boys' team n = 12; 1 girls' team n = 11), at a frequency of at least one session per week. In the control group (1 boys' team n = 12; 3 girls' teams n = 39), no particular method was used apart from the pedagogical methods that coaches selected. Results revealed a statistically significant decrease in boys' scores on desire for performance and success between the pre- and posttest measurements. No significant change in girls' scores was observed. Thus, the 8-mo. treatment using the person-centered method did not improve volleyball players' motivation for performance.

Verbal aggressiveness and state anxiety of volleyball players and coaches.

The purpose of the present study was to examine the relation of verbal aggressiveness and state anxiety (somatic, cognitive, and self-confidence) in sports settings based on the ratings by volleyball coaches and their athletes. The sample consisted of volleyball athletes (n=208; 98 men and 110 women) and their coaches (n=20; 16 men and 4 women). Analysis showed that male volleyball players rated somatic anxiety higher and were more affected by the verbal aggressiveness of their coaches than female volleyball players. No mean differences were significant for male and female coaches on somatic or cognitive anxiety, self-confidence, or verbal aggressiveness. Also, correlation between subscale scores for male and female volleyball players and coaches was found. The correlations of verbal aggressiveness with self-confidence and anxiety were positive for these athletes, leading them to better behavior. This relationship needs further examination in sport settings.