The purpose of this study was to determine the association between functional movement screen (FMS) and Y-Balance Test (YBT) performance and lower extremity injury in a sample of male high school athletes. A total of 124 high school football (n = 89), lacrosse (n = 25), and baseball (n = 10) players underwent FMS and YBT before the start of their competitive seasons. Time loss lower extremity injury incidence data were tracked by each team's certified athletic trainer and used for analysis. Receiver operating characteristic (ROC) curves were calculated to determine the optimal cutpoints for FMS composite score (CS) and YBT measures, including CS and reach distance asymmetry for anterior, posteromedial, and posterolateral directions, for predicting injury. No cutpoints on the ROC curves maximized sensitivity and specificity; therefore, FMS CS and YBT measures (CS and asymmetry) were analyzed as continuous variables. Logistic regression models adjusted for age and sport revealed no significant associations between FMS CS and lower extremity injury (odds ratio [OR] = 0.99; 95% confidence interval [CI] = 0.83-1.20). Similar findings were found for YBT asymmetry in all directions (ORs ranged from 0.98 to 1.08) and CS (OR = 0.99; 95% CI = 0.95-1.04). There were also no significant associations between the presence of asymmetry and low score (score of 1) on any individual FMS test and injury. Overall, FMS and YBT were not associated with increased risk of lower extremity injury in this sample of high school athletes. These findings do not support the use of FMS and YBT as stand-alone injury risk assessments in high school athletes.

Few studies have investigated differences in functional movement assessment performance across scholastic levels of competition. This study examined Functional Movement Screen (FMS) performance in middle school (MS), high school (HS) and collegiate (COL) American football players and Y-Balance test (YBT) scores in MS and HS players. Functional movement measurements were collected for MS (N = 29; age = 12.8 ± 0.7 years), HS (N =52; age = 15.7 ± 1.2 years), and COL (N =77; age = 19.9 ± 1.4 years) football players prior to each group’s competitive season. Differences in composite FMS and YBT measurements were examined using Welch’s ANOVA and Mann-Whitney U-tests, respectively. Chi-square analyses examined normality of score distributions for individual FMS tests. The MS group displayed a lower composite FMS (12.9 ± 1.9) than both HS (14.0 ± 1.7) and COL (14.1 ± 2.1) groups (p = 0.019). COL players scored significantly lower on the Shoulder Mobility (SM) but higher on the Deep Squat (DS), In-line Lunge (ILL), Active Straight-Leg Raise (ASLR) and Push-Up (PU) than both HS and MS groups. No differences were found between MS and HS groups for any YBT normalized reach distances and side-to-side reach distance differences. FMS performance varied with football competition level whereas YBT performance did not. The results suggest that football competition levels normative data and injury-risk thresholds should be established when using FMS scores to guide performance and injury prevention programming.

Context Peer learning often happens naturally in athletic training education. Deliberate use of evidence-based learning models and strategies related to peer learning could make the peer work more effective. Objective To describe the approach to learning in the athletic training classroom, using the peer-assisted learning model, reciprocal teaching style, and structured peer feedback, that may improve student progress toward learning outcomes. Background The 3 complementary strategies have been described independently in the athletic training literature as well as in other health care curricula. The positive findings related to student learning continues to support the use of these pedagogic practices; however, they have not been explored as a collective way to design a course that includes a multitude of cognitive and psychomotor competencies. The reciprocal teaching style and structured peer feedback complement the peer-assisted learning model, offering a familiar didactic environment to address learning outcomes. Description Two therapeutic modalities courses were taught using the peer-assisted learning model with the use of reciprocal teaching style to encourage the expected student roles and behaviors. Structured peer feedback offered opportunities for increased student socialization and focus on improving clinical skills through low-stakes interactions. Advantage(s) The integration of reciprocal teaching style and structured peer feedback within the peer-assisted learning model may allow students to deliberately interact with each other and progress through course content and application. Conclusion(s) Through purposeful course design, athletic training educators may foster a classroom environment (lecture and lab) that focuses students on practicing skills and reinforcing correct technique through productive and constant communication.

Focused Clinical Question: Does the application of kinesiotape compared with standard treatments result in greater/faster postoperative edema reduction after total knee replacement or anterior cruciate ligament repair?Clinical Bottom Line: There was sufficient evidence to support the application of kinesiotape to reduce postoperative edema brought on by a total knee replacement or anterior cruciate ligament repair. Patients who received kinesiotaping, applied to the skin with a pattern to enhance lymphatic drainage, showed significant decreases in postoperative knee circumference measurements and pain levels. Kinesiotaping application under these acute conditions offers an evidence-based approach for clinicians to optimize the physiological environment and promote progress through a patient’s phases of healing.

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