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Cognitive task versus focus of attention on dynamic postural control in recurrent ankle sprains


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Abstract

The present study was performed to investigate the effect of continuous cognitive tasks on dynamic postural control concerning an external or internal focus of attention in a recurrent ankle sprain. Forty-three patients who suffered from recurrent ankle sprain were randomly allocated into 3 groups, (A) external focus of attention (n=14), (B) internal focus of attention (n=15), (C) continuous cognitive task (n=14). Dynamic postural control was determined in each group in 2 difficulty levels of the Biodex Balance System (BBS).

To compare between and within-group differences repeated measures MANOVA was used, no significant difference was observed within groups in Mediolateral Stability Index (MLSI), Anteroposterior Stability Index (APSI), and Overall Stability Index (OASI) in both difficulty levels except in group (C) in OASI. Nevertheless, between groups (A & C) there was a statistical reduction in group C in both levels OASI, APSI levels 7 and 5 (0.015 & 0.006) respectively, and MLSI in both levels (0.00). Furthermore, between (B and C) there was a significant reduction in dynamic postural control in group C in OASI in 5 & 7 (0.006, 0.018), respectively, MLSI in 7 and 5 (0.001, 0.019) respectively without any significant difference in APSI in both levels. The postural control automaticity in patients with recurrent ankle sprain decreased with dual tasks (continuous cognitive task) vs. the focus of attention.


How to cite this article:
Vancouver
Elshorbagy RT, Balbaa AEA, Ayad KE, Allam NM, Eladl HM, Allah WRA. Cognitive task versus focus of attention on dynamic postural control in recurrent ankle sprains. J Adv Pharm Educ Res. 2022;12(2):6-10. https://doi.org/10.51847/OYUrFadR58
APA
Elshorbagy, R. T., Balbaa, A. E. A., Ayad, K. E., Allam, N. M., Eladl, H. M., & Allah, W. R. A. (2022). Cognitive task versus focus of attention on dynamic postural control in recurrent ankle sprains. Journal of Advanced Pharmacy Education and Research, 12(2), 6-10. https://doi.org/10.51847/OYUrFadR58
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