Darren Q. Calley, P.T., DScPT, OCS

The objectives of this study are to identify agreement between the transverse measurement of the abdominal aorta using palpation and ultrasound, to compare intra-rater reliability of palpation of the abdominal aorta by physical therapist students, and to compare intra-rater reliability of ultrasound imaging of the abdominal aorta by physical therapist researchers. 

The purpose of this study is to determine the accuracy of both medial and lateral knee joint line palpation by examiners with three different levels of physical therapy experience, and to determine the influence of the supine and seated position on knee joint line palpation accuracy.

Hip flexor tightness has been associated with a number of musculoskeletal conditions. There are current gaps in our knowledge of the ability of clinicians to assess hip flexor muscle flexibility in different positions. The aim of this study is to help improve our understanding of the measurement properties of two measures of hip flexor tightness.

The long-term objective of this research is to identify the psychometric properties of the Modified Prone Instability Test (mPIT).

The specific aim of this research proposal is to establish the inter-rater reliability of the mPIT. 

The purpose of this study is to examine the test-retest reliability of scores obtained with the Patient Specific Functional Scale (PSFS), to concur validity of scores obtained with the PSFS, and the responsiveness  of scores obtained with the PSFS.

The Lower Quarter Y-Balance Test (YBT-LQ) is used to assess dynamic balance and functional symmetry in healthy adults, athletes, and those who are rehabilitating a lower extremity injury, and has good to excellent interrater reliability. Performing the YBT-LQ requires utilization of different neuromotor and postural control strategies in each direction of the test. The OPTIMAL theory of motor learning is a theoretical framework that has been shown to improve motor performance through three main components: promotion of autonomy support (AS), presence of an external focus (EF) of attention, and implementation of enhanced expectancies (EE) placed upon a task. These components of the OPTIMAL theory of motor learning have been demonstrated to enhance balance learning in several populations. There is also extensive literature on the effects of the individual components of the OPTIMAL theory of motor learning and some evidence that demonstrates the beneficial effects of the combined components on motor learning. However, to the authors knowledge, literature has not been published upon the effect of all three components of the OPTIMAL theory of motor learning on dynamic balance learning. Therefore, the purpose of this study is intended to determine if the OPTIMAL theory of motor learning will influence performance on the YBT-LQ.  

Healthy participants aged 18 to 65 will be recruited for participation through word-of-mouth advertising. Inclusion criteria will include a passing score of >35 degrees bilateral ankle dorsiflexion and an ability to balance on one leg. Upon signing the informed consent document from participants, height, weight, BMI, gender, age, and limb length will be recorded for data analysis. Participants will be randomly assigned to one of two groups: an OPTIMAL motor learning group or a control group. The intended experimental design will be a multigroup nonequivalent pretest-posttest control group for this study. Participants will attend two study visits separated by 2-14 days. A visit one baseline YBT-LQ pretest will be administered in a standardized fashion the same for both groups. During visit two, the OPTIMAL group will practice the YBT-LQ using OPTIMAL principles, while the control group practices the YBT-LQ using standard principles, then both groups will undergo a posttest YBT-LQ measurement. Primary outcome measures are normalized composite scores of the YBT-LQ. Secondary outcome measures will be participant self-reported measures of perceived competence, task effort, level of autonomy, and externally focused attention during the task on a 0 to 10 Likert scale.