Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThe use of instructional videos to teach clinical skills is an ever growing area of e-learning based upon observational learning which is cited as one of the most basic yet powerful learning strategies. The aim of the current study is to evaluate the effectiveness of online instructional videos for the acquisition and demonstration of cognitive, affective and psychomotor skills amongst Undergraduate students, throughout formative assessments with two different durations of instructional videos. The research suggests that the use of videos to support traditional learning should be encouraged, whilst a conclusive evidencebase for their usage has not yet been established they are a medium which is likely to benefit a proportion of a cohort, and it is very unlikely that they will be harmful to students' learning.What is already known about this topic:  E-learning is becoming increasingly popular within educational domains.  Observational learning is one of the most powerful learning strategies for humans that can be enabled further by technology.  As technology becomes ubiquitous there are less barriers for the delivery of e-learning. What this paper adds: Instructional videos can be used to successfully aid traditional learning for cognitive, affective and psychomotor skill acquisition.  There is a trivial difference between two different duration of instructional videos, both having positive effects overall  Formative assessment throughout the experimental phase each Pre-print version of: Cooper, D. and Higgins, S. (Early view/2014) The effectiveness of online instructional videos in the acquisition and demonstration of cognitive, affective and psychomotor rehabilitation skills British Journal of Educational Technology http://dx

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Publisher's copyright statement:Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

The aim of this study was to systematically review the evidence on the outcomes of using different intensities of static stretching on range of motion (ROM) and strength. PubMed, Web of Science and Cochrane controlled trials databases were searched between October 2021 and February 2022 for studies that examined the effects of different static stretching intensities on range of motion and strength. Out of 6285 identified records, 18 studies were included in the review. Sixteen studies examined outcomes on ROM and four on strength (two studies included outcomes on both ROM and strength). All studies demonstrated that static stretching increased ROM; however, eight studies demonstrated that higher static stretching intensities led to larger increases in ROM. Two of the four studies demonstrated that strength decreased more following higher intensity stretching versus lower intensity stretching. It appears that higher intensity static stretching above the point of discomfort and pain may lead to greater increases in ROM, but further research is needed to confirm this. It is unclear if high-intensity static stretching leads to a larger acute decrease in strength than lower intensity static stretching.

Objectives To investigate how a 15-min cryotherapy intervention effects proprioception by measuring joint positional sense (JPS) and static single legged balance. Design Repeated measures design. Setting Laboratory. Participants Eighteen healthy university sports team students (11 males, 7 females) aged between 20 and 21 years old. Main outcome measures Participants were treated with 15 min of Aircast Cryo-cuff. The subject's skin temperature was measured before and immediately after 15 min of cryotherapy treatment. Ankle active joint positional sense (A-JPS) and passive joint positional sense (P-JPS) were measured at pre-test, immediately post-test, and 5 min post-test. Static balance was measured by centre of pressure (CoP) mean path length, medial-lateral (ML) CoP mean deviation, and anterior-posterior (AP) CoP mean deviation and mean time-to-boundary (TtB) minima for AP and ML directions. Results No significant differences were found for the variables of JPS and static single balance testing after 15 min of cryotherapy treatment. However, mean differences for CoP mean path length and ML mean deviation were shown to improve following cryotherapy treatment, results not previously found in the literature. Conclusion Results suggest that 15 min of Cryo-cuff treatment does not significantly affect proprioception. Although the effect of cryotherapy on proprioception depends on cooling modality used, time frame applied, and joint applied to.