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438 Does a peer to peer learning technology integrated workshop facilitate neuromuscular training injury prevention program coach learning?
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  1. Larissa M Taddei1,2,
  2. Larry Katz2,
  3. Carla van den Berg1,2,
  4. Anu M Räisänen1,2,
  5. S Nicole Culos-Reed2,
  6. Carolyn Emery1,2,3,4,5,6,
  7. Kati Pasanen1,2,3,6,7
  1. 1Sport Injury Prevention Research Centre, Faculty of Kinesiology, University of Calgary, Calgary, Canada
  2. 2Faculty of Kinesiology, University of Calgary, Calgary, Canada
  3. 3Alberta Children’s Hospital Research Institute, University of Calgary, Calgary, Canada
  4. 4Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Canada
  5. 5Department of Pediatrics, Cumming School of Medicine, University of Calgary, Calgary, Canada
  6. 6McCaig Institute for Bone and Joint Health, University of Calgary, Calgary, Canada
  7. 7Tampere Research Center of Sport Medicine, UKK Institute, Tampere, Finland

Abstract

Background Workshops are used to educate coaches on Neuromuscular Training (NMT) warm-ups to reduce the risk of youth sport injury. Currently, there is no research assessing different learning strategies and its influence on coaches’ self-efficacy and knowledge after attending a workshop.

Objective To evaluate whether a peer-to-peer (P2P) learning technology integrated workshop, improved coaches’ self-efficacy and ability to identify NMT exercise errors compared to a standard workshop.

Design Randomized controlled trial.

Setting Youth soccer clubs in Calgary, Alberta, Canada.

Participants Eighty-five recreational youth soccer coaches.

Intervention Coaches within each club randomly attended one of two workshops offered to learn a NMT warm-up: the intervention workshop (technology-integrated instruction), or control workshop (standard instruction).

Main Outcome Measures At the end of the workshop, the soccer NMT warm-up exercise test, a video-based test where coaches identify common NMT exercise errors, was completed. At the beginning and end of the workshop, the soccer NMT warm-up self-efficacy scale was completed to assess coaches’ self-efficacy change in their ability to identify NMT exercises errors on a 7-point Likert scale.

Results Mean NMT warm-up exercise test scores were 72% (SD: 13%) for the control and 71% (SD: 13%) for the intervention workshop. Mean change in NMT warm-up self-efficacy scores were 0.98 (SD: 1.33) for the control and 1.77 (SD: 1.19) for the intervention workshop. Multivariable linear regression analyses indicated that workshop delivery method was not associated with the exercise test score (b= - 3.45, 95% CI: -10.80 to 3.91, R2=0.13) but was associated with a greater difference in change of self-efficacy scores for the intervention workshop (b= 0.97, 95% CI: 0.26 to 1.89, R2=0.13).

Conclusions A P2P learning technology integrated instructional workshop did not differentially impact coaches’ ability to identify exercise errors, but it did increase coaches’ self-efficacy in identifying exercise errors compared to a standard workshop.

http://dx.doi.org/10.1136/bjsports-2021-IOC.402

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