Clinical Research Directory

Muscle Activation Learning Techniques

The aim of this study was to evaluate the effects of different muscle activation learning techniques-taught to university students with no prior training in this area-on academic achievement and perceived learning. Male and female first-year university students who volunteered to participate were included in the study. A sociodemographic assessment form, an academic achievement inventory, and a perceived learning scale were administered to the volunteers as pre-tests. The volunteers were randomly assigned to three groups. Muscle contraction methods were to be taught to the first group via verbal instruction; to the second group via verbal instruction combined with palpation; and to the third group via verbal instruction combined with palpation and surface EMG. The training was designed to last approximately two months, with pre- and post-training assessments to be repeated.

Isometric vs. Dynamic Squat Pre-Loading: Acute PAPE Responses

This randomized crossover study compared the acute post-activation performance responses to isometric and dynamic squat-based preconditioning protocols performed with and without electromyostimulation (EMS). Participants completed five randomized experimental conditions: maximal voluntary isometric contraction (MVIC), dynamic contraction (DC), MVIC+EMS, DC+EMS, and EMS only (O-EMS). Baseline and post-intervention assessments included countermovement jump (CMJ), countermovement jump with arm swing (CMJWH), zig-zag agility, and shooting speed, with post-tests conducted after a 4-minute recovery period. Perceptual responses, including ratings of perceived exertion (RPE), perceived discomfort (RPD), and fatigue (VAS), were recorded immediately after each protocol. All sessions were conducted between 14:00 and 16:00 under standardized conditions, with protocol order randomized and participants instructed to avoid strenuous exercise and food intake before testing.