Six weeks of balance or power training induce no generalizable improvements in balance performance in healthy young adults

• Published in: BMC sports science, medicine & rehabilitation medicine & rehabilitation, 2019-11, Vol.11 (1), p.31-31, Article 31
• Main Authors: Giboin, Louis-Solal, Gruber, Markus, Kramer, Andreas
• Format: Article
• Language: English
• Subjects: Clinical trials; Learning to learn; Motor learning; Novels; Sensorimotor; Specificity; Strength; Training; Transfer; Weight training; Youth
• ISSN: 2052-1847; 2052-1847
• DOI: 10.1186/s13102-019-0146-4

Training programs for fall prevention often fail to induce large general effects. To improve the efficacy of fall prevention programs, it is crucial to determine which type of training is most effective in inducing generalizable effects, i.e., improvements in untrained situations. Two likely candidates are balance and resistance training. Here, we assessed whether either varied balance training or a training program aiming to increase leg power would improve performance and acquisition rate of a novel balance task. Forty-two healthy recreationally active subjects (16 females, age 24 ± 3y) were assigned to a control group, a varied practice balance group or a loaded squat and plyometrics power group, training for 6 weeks (twice per week, 40 min per session). Before and after the training, we measured peak power in countermovement jumps and balance performance in two different untrained balance tasks (10 trials pre and 50 trials post-training). After training, the performance and the acquisition rate in the two untrained tasks were similar for all groups (no group x time interaction), i.e., no generalization of learning effect was induced by either form of training. Peak power in the countermovement jump did not change significantly in any of the groups. Neither a six-week power training nor a varied balance training improved performance or acquisition of an untrained balance task. This underpins the task-specificity principle of training and emphasizes the need for studies that assess the mechanisms of transfer and generalization, thus helping to find more effective intervention programs for fall prevention.