human
***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: CONTEXT Anterior cruciate ligament ( ACL ) injuries are prevalent in female athletes . Specific factors have possible links to increasing a female athlete 's chances of suffering an ACL injury . However , it is unclear if augmented feedback may be able to decrease possible risk factors . OBJECTIVE To compare the effects of task-specific feedback on a repeated tuck-jump maneuver . DESIGN Double-blind r and omized controlled trial . SETTING Sports-medicine biodynamics center . PATIENTS 37 female subjects ( 14.7 ± 1.5 y , 160.9 ± 6.8 cm , 54.5 ± 7.2 kg ) . INTERVENTION All athletes received st and ard off-season training consisting of strength training , plyometrics , and conditioning . They were also videotaped during each session while running on a treadmill at a st and ardized speed ( 8 miles/h ) and while performing a repeated tuck-jump maneuver for 10 s. The augmented feedback group ( AF ) received feedback on deficiencies present in a 10-s tuck jump , while the control group ( CTRL ) received feedback on 10-s treadmill running . MAIN OUTCOME MEASURES Outcome measurements of tuck-jump deficits were scored by a blinded rater to determine the effects of group ( CTRL vs AF ) and time ( pre- vs posttesting ) on changes in measured deficits . RESULTS A significant interaction of time by group was noted with the task-specific feedback training ( P = .03 ) . The AF group reduced deficits measured during the tuck-jump assessment by 23.6 % , while the CTRL training reduced deficits by 10.6 % . CONCLUSIONS The results of the current study indicate that task-specific feedback is effective for reducing biomechanical risk factors associated with ACL injury . The data also indicate that specific components of the tuck-jump assessment are potentially more modifiable than others Purpose Adding external focus of attention ( EF , focus on the movement effect ) may optimize current anterior cruciate ligament ( ACL ) injury prevention programmes . The purpose of the current study was to investigate the effects of an EF , by a visual stimulus and an internal focus , by a verbal stimulus during unexpected sidestep cutting in female and male athletes and how these effects remained over time . Methods Ninety experienced basketball athletes performed sidestep cutting manoeuvres in three sessions ( S1 , S2 and S3 ) . In this r and omized controlled trial , athletes were allocated to three groups : visual ( VIS ) , verbal ( VER ) and control ( CTRL )  . Kinematics and kinetics were collected at the time of peak knee frontal plane moment . Results Males in the VIS group showed a larger vertical ground reaction force ( S1 : 25.4 ± 3.1 N/kg , S2 : 25.8 ± 2.9 N/kg , S3 : 25.2 ± 3.2 N/kg ) and knee flexion moments ( S1 : −3.8 ± 0.9 Nm/kg , S2 : −4.0 ± 1.2 Nm/kg , S3 : −3.9 ± 1.3 Nm/kg ) compared to the males in the VER and CTRL groups and to the females in the VIS group ( p < 0.05 ) . Additionally , the males in the VIS group reduced knee valgus moment and the females in the VER group reduced knee varus moment over time ( n.s . ) . Conclusion Male subjects clearly benefit from visual feedback . Females may need different feedback modes to learn a correct movement pattern . Sex-specific learning preferences may have to be acknowledged in day by day practice . Adding video instruction or feedback to regular training regimens when teaching athletes safe movement patterns and providing individual feedback might target suboptimal long-term results and optimize ACL injury prevention programmes . Level of evidence As compared with providing extrinsic feedback on each of a set of practice trials , reducing the feedback frequency in various ways facilitates long-term retention . One explanation is that frequent feedback operates proactively on the subsequent trial , inducing excessive variability that de grade s learning . We tested this view by giving or not giving feedback " reminders , " where the postresponse feedback was given again just before the next attempt at a task . The reminder manipulation was examined in both  blocked and r and omized practice sequences during the learning of three limb-patterning tasks .  Reminder feedback increased response variability during practice in both r and om and blocked practice . As measured in retention tests , though , feedback reminders de grade d learning in r and om practice , but not in blocked practice . This implies that the frequently found learning advantages of r and om , as compared with blocked , practice might be due to feedback 's facilitation of retrieval operations in blocked practice ( as well as in r and om practice with feedback reminders ) ; such overfacilitation of retrieval operations has been shown to de grade learning . Additional analyses revealed that r and om , as compared with blocked , practice enhanced the learning of the fundamental pattern of action ( generalized motor program ) but had little effect on the ability to scale the pattern in amplitude or time ( parameterization ) STUDY DESIGN R and omized , experimental design using a 1-way ANCOVA to determine the influence of various forms of feedback on jump l and ing forces . OBJECTIVE To investigate the effects of augmented feedback versus sensory feedback on the reduction of jump l and ing forces . BACKGROUND Several investigators have reported an increased risk of lower extremity injury associated with l and ing from a jump . METHODS AND MEASURES Nonimpaired college students ( N=63 ) were r and omly assigned to 1 of 4 feedback groups . Subjects were instructed to perform maximal vertical jumps onto a force plate for 3 testing sessions ( baseline , 2-minute post-test , and 1-week post-test ) . Three feedback groups ( augmented , sensory , and control I ) were tested during all 3 testing sessions , while a fourth feedback group ( control II ) was evaluated at only 2 sessions ( baseline and 1-week post-test ) . Subjects in the augmented feedback condition were provided information via video and verbal analysis of how to l and softer . Subjects in the sensory feedback condition were asked to use the experience of their baseline jumps to document how they could l and softer . Subjects in each of the control groups were not provided any extraneous feedback . Peak vertical ground reaction force data were collected for analysis . RESULTS The subjects in the augmented feedback group significantly reduced their peak vertical ground reaction force in both post-test conditions ( 2-minute post-test reduction , 0.85+/-0.62 ; 1-week post-test reduction , 0.74+/-0.58 ) as compared to the sensory , control I , and control II feedback groups . CONCLUSIONS High impact l and ing forces may be reduced by the implementation of augmented feedback information instructing individuals about how to l and properly . The reduction of jump l and ing forces with the use of augmented feedback may prove beneficial in the creation of instructional l and ing programs BACKGROUND Modification of high-risk movement strategies such as dynamic knee valgus is key to the reduction of anterior cruciate ligament ( ACL ) and patellofemoral joint ( PFJ ) injuries . Augmented feedback , which includes video and verbal feedback , could offer a quick , simple and effective alternative to training programs for altering high-risk movement patterns . It is not clear whether feedback can reduce dynamic knee valgus measured using frontal plane projection angle ( FPPA ) . METHODS Vertical ground reaction force ( vGRF ) , two-dimensional FPPA of the knee , contact time and jump height of 20 recreationally active university students were measured during a drop jump task pre- and post- an augmented feedback intervention .  A control group of eight recreationally active university students were also studied at baseline and repeat test . RESULTS There was a significant reduction in vGRF ( p=0.033 ) , FPPA ( p<0.001 ) and jump height ( p<0.001 ) and an increase in contact time ( p<0.001 ) post feedback in the intervention group . No changes were evident in the control group . CONCLUSION Augmented feedback leads to significant decreases in vGRF , FPPA and contact time which may help to reduce ACL and PFJ injury risk . However , these changes may result in decreased performance . CLINICAL RELEVANCE Augmented feedback reduces dynamic knee valgus , as measured via FPPA , and forces experienced during the drop jump task and therefore could be used as a tool for helping decrease ACL and PFJ injury risk prior to , or as part of , the implementation of injury prevention training programs OBJECTIVE To examine the effect of attentional focus instructions and dynamic balance training on ankle sprain recovery .  DESIGN R and omized controlled trial . SETTING Outpatient physical therapy department . PARTICIPANTS Forty volunteers ( age range , 19 - 33y ) referred to treatment within 4 months after sustaining a grade 1 or 2 ankle sprain with no concurrent impairments . Participants were r and omly allocated to 1 of 2 groups differing in training instructions . INTERVENTION Postural control training consisted of ten 20-second trials , performed on 3 consecutive days , at 2 stability levels of the Biodex Stability System ( BSS ) . Training instructions directed the participants to either an internal or an external focus of attention . Assessment s were conducted on the BSS pre- and post-training , and 48 hours after the last session ( retention test ) . MAIN OUTCOME MEASURES Overall stability as indicated by variance in platform displacement in all directions ; anteroposterior ( AP ) variance of platform displacement ; and mediolateral variance of platform displacement . RESULTS Increases in overall and AP stability were observed immediately following training in both groups and were maintained at the retention test . Interaction effect indicates greater improvement in the external-focus group . CONCLUSIONS Our results suggest that external focus of attention is advantageous for the learning of a postural control task following an ankle injury STUDY DESIGN R and omized , controlled trial . OBJECTIVE To determine the roles that augmented feedback from instruction in jumping technique and sensory feedback from experience jumping play in assisting individuals to l and softly from a jump . BACKGROUND Jumping and l and ing activities play a major role in many sports and daily activities . Feedback may assist individuals in decreasing l and ing forces and thus reduce the chances of sustaining an injury . METHODS AND MEASURES Nonimpaired subjects ( n = 91 ) were r and omly assigned to either an augmented or sensory feedback condition . All subjects were asked to jump from a box 300 mm in height and l and as softly as possible on a force plate . Pre-intervention ground reaction forces ( GRF ) were recorded . Subjects in the augmented feedback condition were then given instructions to focus on hip and knee joint motion as well as a forefoot l and ing technique for their next jump . Subjects in the sensory feedback condition were asked to use the experience of their first jump to l and softly for their next jump . Post-intervention GRFs were recorded and all GRFs were expressed as a multiple of body weight . RESULTS Those in the augmented condition significantly reduced their GRF scores from pre-(mean = 4.53 + /- 1.51 ) to post-(mean = 3.57 + /- 1.10 ) jump , whereas those in the sensory condition did not ( mean pre GRF = 4.51 + /- 1.77 ; mean post GRF = 4.33 + /- 1.54 ) . CONCLUSIONS High ground reaction forces may be a precipitating factor associated with an injury , where the site of tissue damage would benefit from decreased forces . These findings support the use of instructions related to joint motion to reduce l and ing forces STUDY DESIGN R and omized clinical trial . OBJECTIVE To examine the effect of attentional focus instructions during training on the transfer of a learned balance capability to a more challenging condition among subjects with ankle ligament injury . BACKGROUND Current evidence suggests that instructions inducing an external focus of attention may be more effective at promoting learning than instructions inducing an internal focus of attention . The effect of attentional direction on transfer has not been tested in population s following a disease or injury , such as lateral ankle sprain , in which postural control is impaired . METHODS AND MEASURES Participants were 36 male volunteers ( mean age , 20.9 years ; range , 19 - 33 years ) who were referred to physical therapy following a grade 1 or 2 ankle sprain . The patients were r and omly allocated to 1 of 2 groups , which were instructed to focus attention either internally or externally during postural control training . Three training sessions were conducted on consecutive days and consisted of ten 20-second trials at 2 stability levels , using the Biodex Stability System . Postural control at an untrained , less stable level was assessed before the initial training session and 48 hours following the last session using the Biodex Stability System . Three measures of stability were used : ( 1 ) overall stability , as indicated by the variance in platform displacement in all directions , ( 2 ) anterior/posterior variance of platform displacement , and ( 3 ) medial/lateral variance of platform displacement . RESULTS Participants utilizing an external focus of attention improved significantly over the study period in all 3 stability indices , while those utilizing internal focus of attention did not improve significantly . CONCLUSIONS Our results suggest that an external focus of attention is advantageous for the transfer of learning of a postural control task following an ankle injury . Furthermore , they indicate that using an external focus of attention when training under moderately unstable conditions can significantly improve postural control under less stable conditions Background : There is a current need to produce a simple , yet effective method for screening and targeting possible deficiencies related to increased anterior cruciate ligament ( ACL ) injury risk . Hypothesis : Frontal plane knee angle ( FPKA ) during a drop vertical jump will decrease upon implementing augmented feedback into a st and ardized sport training program . Study Design : Controlled laboratory study . Methods : Thirty-seven female participants ( mean ± SD : age , 14.7 ± 1.5 years ; height , 160.9 ± 6.8 cm ; weight , 54.5 ± 7.2 kg ) were trained over 8 weeks . During each session , each participant received st and ardized training consisting of strength training , plyometrics , and conditioning . They were also vide 
    Output:
    
agent
VAF should be considered in the rehabilitation of lower extremity musculoskeletal dysfunctions .
However , it can not be unequivocally confirmed that VAF is effective in this population , owing to study heterogeneity and a lack of high- quality evidence .
Nevertheless , positive effects on lower extremity biomechanics and postural control have been identified .
***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: CONTEXT Anterior cruciate ligament ( ACL ) injuries are prevalent in female athletes . Specific factors have possible links to increasing a female athlete 's chances of suffering an ACL injury . However , it is unclear if augmented feedback may be able to decrease possible risk factors . OBJECTIVE To compare the effects of task-specific feedback on a repeated tuck-jump maneuver . DESIGN Double-blind r and omized controlled trial . SETTING Sports-medicine biodynamics center . PATIENTS 37 female subjects ( 14.7 ± 1.5 y , 160.9 ± 6.8 cm , 54.5 ± 7.2 kg ) . INTERVENTION All athletes received st and ard off-season training consisting of strength training , plyometrics , and conditioning . They were also videotaped during each session while running on a treadmill at a st and ardized speed ( 8 miles/h ) and while performing a repeated tuck-jump maneuver for 10 s. The augmented feedback group ( AF ) received feedback on deficiencies present in a 10-s tuck jump , while the control group ( CTRL ) received feedback on 10-s treadmill running . MAIN OUTCOME MEASURES Outcome measurements of tuck-jump deficits were scored by a blinded rater to determine the effects of group ( CTRL vs AF ) and time ( pre- vs posttesting ) on changes in measured deficits . RESULTS A significant interaction of time by group was noted with the task-specific feedback training ( P = .03 ) . The AF group reduced deficits measured during the tuck-jump assessment by 23.6 % , while the CTRL training reduced deficits by 10.6 % . CONCLUSIONS The results of the current study indicate that task-specific feedback is effective for reducing biomechanical risk factors associated with ACL injury . The data also indicate that specific components of the tuck-jump assessment are potentially more modifiable than others Purpose Adding external focus of attention ( EF , focus on the movement effect ) may optimize current anterior cruciate ligament ( ACL ) injury prevention programmes . The purpose of the current study was to investigate the effects of an EF , by a visual stimulus and an internal focus , by a verbal stimulus during unexpected sidestep cutting in female and male athletes and how these effects remained over time . Methods Ninety experienced basketball athletes performed sidestep cutting manoeuvres in three sessions ( S1 , S2 and S3 ) . In this r and omized controlled trial , athletes were allocated to three groups : visual ( VIS ) , verbal ( VER ) and control ( CTRL )  . Kinematics and kinetics were collected at the time of peak knee frontal plane moment . Results Males in the VIS group showed a larger vertical ground reaction force ( S1 : 25.4 ± 3.1 N/kg , S2 : 25.8 ± 2.9 N/kg , S3 : 25.2 ± 3.2 N/kg ) and knee flexion moments ( S1 : −3.8 ± 0.9 Nm/kg , S2 : −4.0 ± 1.2 Nm/kg , S3 : −3.9 ± 1.3 Nm/kg ) compared to the males in the VER and CTRL groups and to the females in the VIS group ( p < 0.05 ) . Additionally , the males in the VIS group reduced knee valgus moment and the females in the VER group reduced knee varus moment over time ( n.s . ) . Conclusion Male subjects clearly benefit from visual feedback . Females may need different feedback modes to learn a correct movement pattern . Sex-specific learning preferences may have to be acknowledged in day by day practice . Adding video instruction or feedback to regular training regimens when teaching athletes safe movement patterns and providing individual feedback might target suboptimal long-term results and optimize ACL injury prevention programmes . Level of evidence As compared with providing extrinsic feedback on each of a set of practice trials , reducing the feedback frequency in various ways facilitates long-term retention . One explanation is that frequent feedback operates proactively on the subsequent trial , inducing excessive variability that de grade s learning . We tested this view by giving or not giving feedback " reminders , " where the postresponse feedback was given again just before the next attempt at a task . The reminder manipulation was examined in both  blocked and r and omized practice sequences during the learning of three limb-patterning tasks .  Reminder feedback increased response variability during practice in both r and om and blocked practice . As measured in retention tests , though , feedback reminders de grade d learning in r and om practice , but not in blocked practice . This implies that the frequently found learning advantages of r and om , as compared with blocked , practice might be due to feedback 's facilitation of retrieval operations in blocked practice ( as well as in r and om practice with feedback reminders ) ; such overfacilitation of retrieval operations has been shown to de grade learning . Additional analyses revealed that r and om , as compared with blocked , practice enhanced the learning of the fundamental pattern of action ( generalized motor program ) but had little effect on the ability to scale the pattern in amplitude or time ( parameterization ) STUDY DESIGN R and omized , experimental design using a 1-way ANCOVA to determine the influence of various forms of feedback on jump l and ing forces . OBJECTIVE To investigate the effects of augmented feedback versus sensory feedback on the reduction of jump l and ing forces . BACKGROUND Several investigators have reported an increased risk of lower extremity injury associated with l and ing from a jump . METHODS AND MEASURES Nonimpaired college students ( N=63 ) were r and omly assigned to 1 of 4 feedback groups . Subjects were instructed to perform maximal vertical jumps onto a force plate for 3 testing sessions ( baseline , 2-minute post-test , and 1-week post-test ) . Three feedback groups ( augmented , sensory , and control I ) were tested during all 3 testing sessions , while a fourth feedback group ( control II ) was evaluated at only 2 sessions ( baseline and 1-week post-test ) . Subjects in the augmented feedback condition were provided information via video and verbal analysis of how to l and softer . Subjects in the sensory feedback condition were asked to use the experience of their baseline jumps to document how they could l and softer . Subjects in each of the control groups were not provided any extraneous feedback . Peak vertical ground reaction force data were collected for analysis . RESULTS The subjects in the augmented feedback group significantly reduced their peak vertical ground reaction force in both post-test conditions ( 2-minute post-test reduction , 0.85+/-0.62 ; 1-week post-test reduction , 0.74+/-0.58 ) as compared to the sensory , control I , and control II feedback groups . CONCLUSIONS High impact l and ing forces may be reduced by the implementation of augmented feedback information instructing individuals about how to l and properly . The reduction of jump l and ing forces with the use of augmented feedback may prove beneficial in the creation of instructional l and ing programs BACKGROUND Modification of high-risk movement strategies such as dynamic knee valgus is key to the reduction of anterior cruciate ligament ( ACL ) and patellofemoral joint ( PFJ ) injuries . Augmented feedback , which includes video and verbal feedback , could offer a quick , simple and effective alternative to training programs for altering high-risk movement patterns . It is not clear whether feedback can reduce dynamic knee valgus measured using frontal plane projection angle ( FPPA ) . METHODS Vertical ground reaction force ( vGRF ) , two-dimensional FPPA of the knee , contact time and jump height of 20 recreationally active university students were measured during a drop jump task pre- and post- an augmented feedback intervention .  A control group of eight recreationally active university students were also studied at baseline and repeat test . RESULTS There was a significant reduction in vGRF ( p=0.033 ) , FPPA ( p<0.001 ) and jump height ( p<0.001 ) and an increase in contact time ( p<0.001 ) post feedback in the intervention group . No changes were evident in the control group . CONCLUSION Augmented feedback leads to significant decreases in vGRF , FPPA and contact time which may help to reduce ACL and PFJ injury risk . However , these changes may result in decreased performance . CLINICAL RELEVANCE Augmented feedback reduces dynamic knee valgus , as measured via FPPA , and forces experienced during the drop jump task and therefore could be used as a tool for helping decrease ACL and PFJ injury risk prior to , or as part of , the implementation of injury prevention training programs OBJECTIVE To examine the effect of attentional focus instructions and dynamic balance training on ankle sprain recovery .  DESIGN R and omized controlled trial . SETTING Outpatient physical therapy department . PARTICIPANTS Forty volunteers ( age range , 19 - 33y ) referred to treatment within 4 months after sustaining a grade 1 or 2 ankle sprain with no concurrent impairments . Participants were r and omly allocated to 1 of 2 groups differing in training instructions . INTERVENTION Postural control training consisted of ten 20-second trials , performed on 3 consecutive days , at 2 stability levels of the Biodex Stability System ( BSS ) . Training instructions directed the participants to either an internal or an external focus of attention . Assessment s were conducted on the BSS pre- and post-training , and 48 hours after the last session ( retention test ) . MAIN OUTCOME MEASURES Overall stability as indicated by variance in platform displacement in all directions ; anteroposterior ( AP ) variance of platform displacement ; and mediolateral variance of platform displacement . RESULTS Increases in overall and AP stability were observed immediately following training in both groups and were maintained at the retention test . Interaction effect indicates greater improvement in the external-focus group . CONCLUSIONS Our results suggest that external focus of attention is advantageous for the learning of a postural control task following an ankle injury STUDY DESIGN R and omized , controlled trial . OBJECTIVE To determine the roles that augmented feedback from instruction in jumping technique and sensory feedback from experience jumping play in assisting individuals to l and softly from a jump . BACKGROUND Jumping and l and ing activities play a major role in many sports and daily activities . Feedback may assist individuals in decreasing l and ing forces and thus reduce the chances of sustaining an injury . METHODS AND MEASURES Nonimpaired subjects ( n = 91 ) were r and omly assigned to either an augmented or sensory feedback condition . All subjects were asked to jump from a box 300 mm in height and l and as softly as possible on a force plate . Pre-intervention ground reaction forces ( GRF ) were recorded . Subjects in the augmented feedback condition were then given instructions to focus on hip and knee joint motion as well as a forefoot l and ing technique for their next jump . Subjects in the sensory feedback condition were asked to use the experience of their first jump to l and softly for their next jump . Post-intervention GRFs were recorded and all GRFs were expressed as a multiple of body weight . RESULTS Those in the augmented condition significantly reduced their GRF scores from pre-(mean = 4.53 + /- 1.51 ) to post-(mean = 3.57 + /- 1.10 ) jump , whereas those in the sensory condition did not ( mean pre GRF = 4.51 + /- 1.77 ; mean post GRF = 4.33 + /- 1.54 ) . CONCLUSIONS High ground reaction forces may be a precipitating factor associated with an injury , where the site of tissue damage would benefit from decreased forces . These findings support the use of instructions related to joint motion to reduce l and ing forces STUDY DESIGN R and omized clinical trial . OBJECTIVE To examine the effect of attentional focus instructions during training on the transfer of a learned balance capability to a more challenging condition among subjects with ankle ligament injury . BACKGROUND Current evidence suggests that instructions inducing an external focus of attention may be more effective at promoting learning than instructions inducing an internal focus of attention . The effect of attentional direction on transfer has not been tested in population s following a disease or injury , such as lateral ankle sprain , in which postural control is impaired . METHODS AND MEASURES Participants were 36 male volunteers ( mean age , 20.9 years ; range , 19 - 33 years ) who were referred to physical therapy following a grade 1 or 2 ankle sprain . The patients were r and omly allocated to 1 of 2 groups , which were instructed to focus attention either internally or externally during postural control training . Three training sessions were conducted on consecutive days and consisted of ten 20-second trials at 2 stability levels , using the Biodex Stability System . Postural control at an untrained , less stable level was assessed before the initial training session and 48 hours following the last session using the Biodex Stability System . Three measures of stability were used : ( 1 ) overall stability , as indicated by the variance in platform displacement in all directions , ( 2 ) anterior/posterior variance of platform displacement , and ( 3 ) medial/lateral variance of platform displacement . RESULTS Participants utilizing an external focus of attention improved significantly over the study period in all 3 stability indices , while those utilizing internal focus of attention did not improve significantly . CONCLUSIONS Our results suggest that an external focus of attention is advantageous for the transfer of learning of a postural control task following an ankle injury . Furthermore , they indicate that using an external focus of attention when training under moderately unstable conditions can significantly improve postural control under less stable conditions Background : There is a current need to produce a simple , yet effective method for screening and targeting possible deficiencies related to increased anterior cruciate ligament ( ACL ) injury risk . Hypothesis : Frontal plane knee angle ( FPKA ) during a drop vertical jump will decrease upon implementing augmented feedback into a st and ardized sport training program . Study Design : Controlled laboratory study . Methods : Thirty-seven female participants ( mean ± SD : age , 14.7 ± 1.5 years ; height , 160.9 ± 6.8 cm ; weight , 54.5 ± 7.2 kg ) were trained over 8 weeks . During each session , each participant received st and ardized training consisting of strength training , plyometrics , and conditioning . They were also vide 
    Output:
    