Postural Education Program Research Articles

Effects of E-learning for Postural Education in Music Students (El-Poems): A Randomized Controlled Trial Among Iranian Adolescents

AIMS: Musculoskeletal (MSK) pain represents a major health problem facing music students worldwide. There is some evidence that posture education could be effective in reducing pain and disability among music students. The aim of this study was to assess the effectiveness of E-learning for posture education in music students (El-Poems) on the presence of MSK pain, MSK pain intensity, as well as postural behavior. METHODS: This was a matched-pair, two-arm parallel randomized controlled trial. Participants were music students (aged 12–18 yrs), randomized to intervention (n=134) and control (n=133) groups. The education program included four online sessions of the risks of incorrect posture and the necessary skill for correct postural behavior. A numeric rating scale (NRS) and the Nordic body map were used to evaluate the primary outcomes (MSK pain intensity, presence of MSK pain, and location). A secondary outcome (postural behavior) was assessed using the Rapid Entire Body Assessment checklist. Data were collected at two points, baseline and 6-month follow-up. ANOVA and Wilcoxon tests were performed to assess the time x group interaction effect. RESULTS: A total of 267 music students participated this study. Of these, 150 (56.2%) reported at least one symptomatic region over the previous week. A significant reduction was found from baseline to 6-month follow-up in mean scores in the intervention group for MSK pain prevalence (from 55.2% to 43.3%, Z=–2.71, P=0.004, eta-p2=0.07), MSK pain intensity (from 2.21±2.51 to 1.94±2.47, F263=32.27, P<0.001, eta-p2 = 0.11), and postural behavior (from 6.99±2.97 to 6.65±2.72, F263=27.35, P<0.001, eta-p2=0.09). CONCLUSION: The results demonstrated that the E-learning postural education program was associated with a decrease in the prevalence of MSK pain, a reduction in pain intensity, and improved postural behavior.

Postural education program for socially vulnerable adolescents protected by institutional care: case series

AbstractIntroduction: Institutionalized young people may exhibit impaired development due to lack of support, correct guidance regarding their physiological changes, and knowledge about postural changes. Methods: This is a longitudinal observational case series study. Adolescents residing in shelters who could understand the entire protocol were invited to participate in the study. Ten meetings were held, once a week, with 8 theoretical-practical interventions and 2 pre and post-PEP evaluations. The evaluations were: static posture, dynamic balance, handgrip strength, self-esteem, quality of life, and a theoretical questionnaire on general knowledge.Results: From 18 adolescents, 11 (7 boys and 4 girls), with an average age of 14.8 (±1.3) years concluded the study. After the PEP intervention, a significant improvement was found in the knee angles (3.56º vs. 2.28º) and hip (-12.03º vs. -4.18º) in its plane lateral. The scores of the theoretical questionnaire were 4.75 vs. 11.63 and the handgrip strength was 22.91 vs. 28.54 kgf and 21.55 vs. 26.82 kgf for the right and left limbs. In the quality of life and self-esteem questionnaires, no statistically significant differences were obtained. Conclusion: PEP imparts benefits to socially vulnerable adolescents for postural angles, handgrip strength and theoretical knowledge. Self-esteem and quality of life did not change, probably due to their high vulnerability.

Effects of a postural education program on backpack use habits in schoolchildren: The PEPE Study

Effects of a postural education program on backpack use habits in schoolchildren: The PEPE Study

Therapeutic Exercise and Postural Education Program in Students of the Polytechnic University of Amozoc with Painful Musculoskeletal Syndromes through the use of digital platforms

As a result of the health contingency caused by COVID-19; The following events occurred on March 30, a national health emergency was declared in Mexico. Leading to the establishment of measures for its prevention and control of the disease Suarez (2020). Likewise, the different levels of the educational system presented a change of dynamics with respect to the face-to-face classes replaced by the distance modality. Therefore, the students of the Polytechnic University of Amozoc of the Degree in Physical Therapy see the need to adopt the distance education model and thereby increase the hours sitting in inappropriate seats in front of a device; laptop, mobile phone and tablet. This results in the emergence of painful syndromes, especially when inappropriate postures are adopted, according to the data obtained through a questionnaire applied to the UPAM community. In response to this problem, a program of therapeutic exercise and postural education was implemented through the use of a videoconference application that influences the promotion and prevention of health within the school context (virtual modality) in improving their school performance and activities. of daily life.

Results of a postural education program, with a gamified intervention vs traditional intervention

The teaching methodology adopted by teachers can influence the levels of participation and learning of students. The main goal of this study was to compare the effect of two intervention programs of postural education according to the used methodology. A total of 36 students (19 girls and 17 boys) in the 1st year of high school participated in the study. In the first intervention program a gamified methodology was applied, while in the second one a traditional methodology was used. Both intervention programs were carried out along 6 sessions. Theoretical contents were analyzed through questionnaires (COSACUES and COSACUES-AEF) and muscular endurance through three physical tests (Biering-Sørensen Test, Side Bridge Test and Prone Forearm Plank Test) before and after the intervention. Motivation levels (Feeling Scale) and perception of effort (OMNI Scale) were measured after each session. The results obtained did not show significant differences between methodologies, but differences have been found in terms of gender and type of methodology. Girls were shown to assimilate better contents with the gamified methodology. There was also a greater perception of effort and greater motivation with the gamified intervention. Therefore, the application of gamified educational interventions by teachers can be an interesting strategy to increase the levels of motivation and effort of students.

Back School Postural Education Program: Comparison of Two Types of Interventions in Improving Ergonomic Knowledge about Postures and Reducing Low Back Pain in Adolescents.

This study aimed to compare the impact of two Back School Postural Education Programs on improving ergonomic knowledge of postures adopted at school and home, as well as on reducing low back pain (LPB) in adolescents. The sample was constituted by 153 students, aged 10–16 years, with 96 (62.7%) girls, divided into 2 intervention groups (GA, GB). Two tests (theoretical and practical) and LBP questionnaire were applied 1 week before and 1 year after the end of the program. In GA, three sessions were performed for each class separately, on theoretical and practical issues, lasting 45 min and at intervals of 1 week, and in GB, only one theoretical session (90 min) was given to all students. Statistically differences on GA were obtained between the values 1 week before and after 1 year of evaluation in both theoretical and practical tests (p ≤ 0.001). In GB, only the values of the practical test present a statistical difference (p ≤ 0.001). GA obtained higher values on both tests after 1 year of follow-up compared with GB (p ≤ 0.001). The number of students with LBP decreased on GA (p ≤ 0.001). The program with longer duration, higher weekly frequency, and more practical and individualized character promotes better effects.

Structured Postural Education Program to Improve Ergonomics and Reduce Work-Related Musculoskeletal Disorders among Surgeons

Savarise, Mark T. MD, MBA FACS; Savarise, Yvonne PT, DPT; Buhavac, Milos MBBS; Blumhagen, Jessica MD; Edward Glasgow, Robert MD, FACS; Marcus, Robin PT, PhD; Magel, John S. PT, PhD Author Information

Effectiveness of a Back School and Postural Education Program on the improvement of literacy about postures and low back pain in adolescents: A 1-year follow-up study

BackgroundSome health problems can be associated with the school environment and lifestyles, so it is necessary to carry out intervention actions that promote health and problem prevention. This study evaluates the effects of a Back School and Postural Education on improving short-term and long-term ergonomic knowledge of postures adopted at school and home, as well as reducing low back pain (LBP) in adolescents. MethodsThe sample comprises 98 students, aged 10–16 years (11.61 ± 1.28 years), with 63 (64.3%) girls. The measuring instruments included a theoretical and a practical test, a low back pain (LBP) questionnaire and a scale. The tests and the scale have been applied 1 week before the intervention, 1 week following the Back School and Postural Education Program, and a 1 year later. The questionnaire was applied 1 week before of intervention and after 1 year. The intervention included three sessions of a theoretical and practical nature, each lasting 45 min, with intervals of 1 week. ResultsThe values of the theoretical test before the intervention, 1 week, and 1 year after the intervention were, respectively, 8.67 ± 2.64, 11.37 ± 1.93, and 11.11 ± 1.92 (p ≤ 0.001), and the practical test were 6.42 ± 2.47, 12.48 ± 2.25, and 12.83 ± 1.78 (p ≤ 0.001). The presence of LBP fell by 42.9%–25.5% after the 1-year period. ConclusionsOur data show an improvement of ergonomic knowledge of postures adopted at school and home as a result of the education program and a decrease of self-reported LBP.

Effects of Postural Education and Physical Activity on UCLA Evaluation and Health Status in Adults from Chile: An Intervention Program

Shoulder pathologies among the adult population are increasing, causing a high concern in health-educational institutions. The aim of this research is to take a step further and to conduct a detailed study of the relationship between the application of Jackins technique and a postural education program for people affected by shoulder problems. This quasi-experimental study was carried out on 41 adults with shoulder pathologies, with an average age of 58.17±11.75. The main instruments used were the UCLA Test, Thermometer Euroqol of Health, and an ad-hoc questionnaire. In addition, SPSS 22.0 was used for statistical analysis. The results show that the Jackins shoulder rehabilitation program produces significant improvements in participants who it was applied to, causing a positive increase in shoulder evaluation and health status. Similarly, participants who were given a postural education treatment did not experience any modification in these variables. The Jackins program resulted in improvements in reference to shoulder evaluation. Thus, the course of the intervention program based on physical activity (six months) produces functional improvements in shoulder pathology through supervised therapeutic exercises and home intervention in patients with subacromial syndrome.

Efeitos de um Programa de Educação Postural para escolares do terceiro ano do Ensino Fundamental de uma escola estadual de Porto Alegre (RS)

Back pain and postural changes are present problems for children and adolescents in recent years. One of the factors contributing to the onset of these problems is poor posture while performing daily life activities (DLAs), and it is believed that Postural Education classes can stimulate the students to incorporate appropriate habits. The main objective of this study was to verify the effects of the Postural Education Program (PEP) of nine weeks on the dynamic posture of students while performing DLAs. The secondary objective was to know the perception of the legally responsible person and the teachers about the PEP. This study was of semi-experimental type, and used a mixed method, using a combination of both quantitative and qualitative approaches. The sample was composed of 40 students from the third year of the Elementary School from a State school in Porto Alegre, evaluated by DLA's footage and a Semi-Structured Interview. The PEP was based on the methodology of Postural Schools and lasted for nine weeks. The results showed improvement in in the execution of the DLAs: carry backpack (p=0.005), pick object from the ground (p=0.009), sit on a bench (p=0.001), and sit to write (p=0.001). In the DLA carrying objects no significant difference was found (p=0.467). Regarding the qualitative analysis, the lines of the legally responsible person and of the teachers have shown that students have made positive comments about the contents and the activities carried out during the program. Respondents perceived changes in the postural habits of the students and satisfaction with the proposal. It is concluded that the PEP was effective to improve the execution of DLAs and had a positive impact on the perception of the legally responsible person and the teachers of the students participating in the Program.

Postural education program for elementary school: a one-year follow-up study

AbstractThe objective of this study was to verify the short- and long-term effectiveness of the Elementary School Postural Program in the performance, generalization, and perception of daily school activities. The final sample consisted of 61 subjects divided into experimental (14 years ±0.93; ♀=22; ♂=10) and control group (15.38 years ±0.97; ♀=16; ♂=13), all participants attended a Brazilian public school in Porto Alegre, State of Rio Grande do Sul. The postural program included 20 sessions over a 10-week period. In each session, participants discussed and practiced routine actions that typically occurred at schools. Eight other meetings were required for the completion of the pre- and post-tests. The experimental group performed significantly better than the control group in the short-term evaluations, although there were no significant statistical differences in the long-term follow-up evaluations. The children demonstrated a good behavioral response to the postural program; nevertheless, the knowledge had not been completely mastered after a year.

A randomized intervention trial to reduce mechanical exposures in the Colombian flower industry.

Evidence on effectiveness of ergonomic interventions to reduce mechanical demands of the upper extremity is scarce in agriculture. To conduct an ergonomic intervention to reduce mechanical exposures on workers during manual flower cutting, while emphasizing postural education and reduction of force requirements. Seventy seven workers (20 to 55 years old; 80% women) from six companies that cultivate roses participated in this study. Participants from three companies were randomly assigned to control and intervention groups. A postural education program and a maintenance program was designed and implemented in the intervention group aiming to achieve more neutral postures of the wrist and forearm and to reduce force requirements during rose cutting. Changes in self-reported effort and upper extremity postures, kinematics and muscular activity between baseline and follow-up assessments were evaluated. Most of the observed changes in the evaluated mechanical exposures were moderate for both groups. The intervention group showed differential improvements compared to the control group for 95th percentile forearm pronation (intervention group went from 50.6 to 35.6°; control group went from 18.4 to 34.7°); and to some degree for the maximum wrist radial deviation (the intervention group went from 17° to 7.6°; control group went from 10.1° to 7.8°). Also, the mean elbow flexion for the control group was reduced from 62.3 to 48.4°, whereas it increased from 52.2 to 57.3° in the intervention group. No differential changes between the intervention and control groups were observed for the kinematic variables, except for an unexpected reduction in the 95th percentile velocity of wrist flexion-extension in the control group, which was not observed in the intervention group. Lastly, although observed changes in muscular activity were not statistically significant, improvements were observed for the intervention group for the flexor and extensor carpi radialis and the flexor carpi ulnaris; although the opposite was true for the extensor carpi ulnaris. Important although sometimes mixed results were achieved with this field intervention, focusing on postural and force requirement demands. The positive results are encouraging considering the presence of typical limitations observed in field intervention studies.

Effects of a postural education program on school backpack habits related to low back pain in children

Population based studies have demonstrated that children and adolescents often complain of low back pain. A group-randomized controlled trial was carried out to investigate the effects of a postural education program on school backpack habits related to low back pain in children aged 10-12 year. The study sample included 137 children aged 10.7 years (SD = 0.672). Six classes from two primary schools were randomly allocated into experimental group (EG) (N = 63) or control group (CG) (N = 74). The EG received a postural education program over 6 weeks consisting of six sessions, while the CG followed the usual school curriculum. A questionnaire was fulfilled by the participants at pre-test, post-test, and 3 months after the intervention finished. The outcomes collected were: (1) try to load the minimum weight possible, (2) carry school backpack on two shoulders, (3) belief that school backpack weight does not affect to the back, and (4) the use of locker or something similar at school. A sum score was computed from the four items. Single healthy items mostly improved after the intervention and remained improved after 3-month follow-up in EG, while no substantial changes were observed in the CG. Healthy backpack use habits score was significantly increased at post-test compared to baseline in the EG (P < 0.000), and remained significantly increased after 3-month, compared to baseline (P = 0.001). No significant changes were observed in the CG (P > 0.2). The present study findings confirm that children are able to learn healthy backpack habits which might prevent future low back pain.

Effects Of A Postural Education Program On Daily Life Habits Related To Low Back Pain

PURPOSE: A group-randomized controlled trial was carried out to investigate the effects of a postural education program on daily life habits related to low back pain in children. METHODS: The study sample included 137 children aged 10.7 years from two primary schools, randomly allocated into experimental group (EG) (N=63) or control group (CG) (N=74). The EG received a postural education program over 6 weeks consisting of 6 sessions (4 theoretical and 2 practical ones), while the CG followed the usual school curriculum. A questionnaire was fulfilled by the participants at pretest, post-test and 3 months after the intervention finished (follow-up). The outcomes collected were: correct use of sofa, stooping correctly, take care to sit correctly at home/school and frequent posture change on chair at home/school. A sum score was computed from the 6 items.FigureRESULTS: Participants from both study groups had similar characteristics at baseline, except for body mass index that was lower in the experimental group (∼1kg/m2, P=0.01). No initial differences were observed in the daily postural habits score between the study groups (P=0.4). Repeated measures ANCOVA revealed a significant increase in healthy habits score in the experimental group compared with the control group, after adjusting for age and sex (Group×time interaction, P=0.002). A high statistical power was observed (i.e. power=0.89). Healthy habits score was significantly increased at post-test compared to baseline in the experimental group (P<0.001), and remained significantly increased after 3 months of follow-up, compared to baseline (P>0.6). CONCLUSIONS: Results suggest that children are able to learn healthy daily life habits which might prevent future low back pain.

Effects of Postural Education on Daily Habits in Children

A group-randomized controlled trial was carried out to investigate the effects of a postural education program on daily life habits related to low back pain in children. The study sample included 137 children aged 10.7 years. 6 classes from 2 primary schools were randomly allocated into an experimental group (EG) (N=63) or a control group (CG) (N=74). The EG received a postural education program over 6 weeks consisting of 6 sessions, while the CG followed the usual school curriculum. A questionnaire was completed by the participants at pretest, post-test and 3 months after the intervention finished. The outcomes collected were: correct use of sofa, stooping correctly, take care to sit correctly at home/school and frequent posture change on chair at home/school. A sum score was computed from the 6 items. To examine the effect of the intervention, we used repeated measures analysis of co-variance (ANCOVA); with baseline, post-test and follow-up outcome values as dependent variables, study group as fixed factor, and sex and age as covariates. Single healthy items mostly improved after the intervention and remained improved after 3 month follow-up in EG, while no substantial changes were observed in the CG. Healthy habits score was significantly increased at post-test compared to baseline in the EG (P<0.001), and remained significantly increased after 3-months, compared to baseline (P<0.001). No significant changes were observed in the CG (P>0.6). The results suggest that children are able to learn healthy daily life habits which might contribute to future prevention of low back pain.

Boa Postura: Uma Preocupação com a Estética, a Moral ou a Saúde?

Resumo Objetivo: Nossa intenção neste estudo foi compreender, a partir de um olhar da Antropologia do corpo e da saúde, as motivações daqueles que procuram uma educação postural. Método: A análise das informações foi realizada a partir de 50 entrevistas semi-estruturadas realizadas com participantes do programa de extensão “Escola Postural” da ESEF/UFRGS. Resultados: A análise das informações permitiu identificar um argumento principal para justificar o interesse em participar de um programa de educação postural: a vontade de ter boa postura. Conclusão: A importância dada à boa postura demonstrou uma interseção permanente entre saúde, estética e moral.