Nonimpaired college students (N = 63) were randomly 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 land softer. Subjects in the sensory feedback condition were asked to use the experience of their baseline jumps to document how they could land softer. Subjects in each of the control groups were not provided any extraneous feedback. Peak vertical ground reaction force data were collected for analysis.
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.
High impact landing forces may be reduced by the implementation of augmented feedback information instructing individuals about how to land properly. The reduction of jump landing forces with the use of augmented feedback may prove beneficial in the creation of instructional landing programs