Dynamic balance and ankle injury odds: a prospective study in 196 Dutch physical education teacher education students

Abstract

ObjectiveThe aim of this study was to investigate whether dynamic balance, measured with the anterior component of the Star Excursion Balance Test (SEBT-ANT), is a risk factor for ankle injuries in physical education teacher education (PETE) students.Design and settingA prospective monocentre study in first-year PETE students.ParticipantsA total of 196 subjects, of which 137 men (70%) and 59 women (30%).Outcome measuresThis study consisted of measures of the SEBT-ANT at baseline (September 2015) and an injury registration procedure during a follow-up period (September 2015–June 2016). The association between the SEBT-ANT score and subsequent ankle injury was analysed with generalised estimating equations analysis at the leg level.ResultsMen and women had an average SEBT-ANT score of, respectively, 65.1% and 67.7% of leg length. In 20 (15%) subjects, the first injured body site involved the ankle. Across all participants, a below average SEBT-ANT score was not associated with increased ankle injury odds (OR OR=2.43, 95% CI: 0.94 to 6.29, p=0.07). In men, a below average SEBT-ANT score indicated sevenfold increased odds for ankle injury (OR=7.06, 95% CI: 1.43 to 34.92, p=0.02). In women, this relationship was not significant (OR=0.72, 95% CI: 0.19 to 2.71, p=0.62).ConclusionsBelow average normalised SEBT-ANT scores were associated with sevenfold likelihood for ankle injuries in men. In contrast, no relationship was found for the SEBT-ANT score and ankle injuries in woman. These results may provide directions for the implementation of screening tools, as part of an injury prevention programme, to identify male PETE students with an increased likelihood for ankle injuries.

A retrospective analysis of injury risk in physical education teacher education students between 2000‐2014

“…Whether the high initial injury risk is related to the sudden increase in sports activity of more than 10 hours per week for freshman students 4 or to differences in exposure times between curriculum years, needs further investigation in risk comparisons based on incidence rates. Many previous studies in PETE students have investigated intrinsic risk factors for specific injuries per sex, but did not compare risk differences between sexes, settings, or curriculum years 25‐34 . Results from two studies on the relationship between extrinsic risk factors and injury risk are equivocal 3,4 .…”

Mechanisms of sport‐related injuries in physical education teacher education students: A descriptive analysis of 896 injuries

“…The PETE program, besides theoretical courses, consists of sport classes in different sports (eg, athletics, climbing, dance, field sports, gymnastics, martial arts, practical didactics, swimming), which corresponds with a curricular sport participation of approximately 10.5 hours per week. Additionally, PETE students are involved in an average of 5 hours of weekly extra‐curricular sport participation 3 . During this study, no injury prevention method was present in the PETE program.…”

“…Additionally, PETE students are involved in an average of 5 hours of weekly extra-curricular sport participation. 3 most common injury mechanism was, respectively, non-contact and contact with an person. Furthermore, injuries were most commonly associated with landings, falls, and explosive movements.…”

“…[1][2][3][4] In addition, the literature indicates that PETE students are involved in extra-curricular sport participation, mostly in soccer (34%), fitness (33%), running (20%), hockey (6%), and martial arts (6%). 3 Such an intense program puts the PETE students at high risk for sport-related injuries. 2,4 These injuries can have severe consequences, as they can lead to long-term physical problems, 5,6 increased medical costs, 7 and dropout from the curriculum.…”

“…Students from the physical education teacher education (PETE) program participate in multiple weekly sport classes in various sports (eg, athletics, climbing, dance, field sports, gymnastics, martial arts, and swimming) 1‐4 . In addition, the literature indicates that PETE students are involved in extra‐curricular sport participation, mostly in soccer (34%), fitness (33%), running (20%), hockey (6%), and martial arts (6%) 3 . Such an intense program puts the PETE students at high risk for sport‐related injuries 2,4 .…”