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IRCT20230810059106N1 IRCT 2023-09-19 Research Deputy of Hakim Nizami Higher Education Institute in Quchan The effects of six weeks of Pilates exercises, corrective exercises, and Alexander's Technique on the upper cross syndrome in adolescent girls A comparison of the effects of six weeks of Pilates exercises, corrective exercises, and Alexander's Technique on the upper cross syndrome in adolescent girls aged 13 to 16 years 2023-09-11 anticipated 45 Complete https://irct.ir/trial/71975 interventional Randomization: Randomized, Blinding: Single blinded, Placebo: Not used, Assignment: Parallel, Purpose: Supportive, Randomization description: All middle school students in the city of Quchan will undergo initial evaluation by the physical education teacher at their school. Students suspected of having Upper Crossed Syndrome (UCS) will undergo secondary evaluation by a researcher. Among those diagnosed with severe UCS, a total of 45 individuals will be randomly selected as simple random samples and divided into three 15-member groups: Corrective Exercises (PE) group (N=15), Pilates group (N=15), and Corrective Exercises group (N=15). When the population size is limited and homogeneous, simple random sampling is highly effective as it provides equal chance of selection to all individuals in the population. Therefore, simple random sampling (systematic) will be utilized. In this method, it is assumed that the individuals in the population are homogeneous, and each will be assigned a number or code from 1 to N. Then, the sample individuals will be selected with specific regularity, Blinding description: Only the participants will be unaware of the study group assignment and the researchers will be informed of the exercises that each group will receive. N/A Upper cross syndrome. Intervention 1: Intervention group Pilates exercises: In the first session of PE, the basic principles of PE were explained to the group and an attempt was made to adhere to them in all sessions. The following steps were taken in each PE session, including checking the posture (pelvis and spinal column), controlling breathing and standing in class (about 5 minutes), performing Pilates breathing and stretching exercises with coach explanations (about 10 minutes), performing modified specific exercises (about 40 minutes), and returning to the initial state (5 minutes). The exercises started from low levels and gradually progressed until the participants were able to control their spinal column in various positions. The intensity of the exercises was determined for each participant based on their exercise tolerance threshold and pain. As a result, with continued exercise, the participants were able to do more repetitions without feeling pain or fatigue. The exercises started with 8 repetitions and ended with 16 repetitions. In each session, new exercises were added in addition to the previous session's exercises. Intervention 2: Intervention group corrective exercises:Selected CE was designed to correct posture and address the mentioned abnormalities through stretching exercises for shortened muscles and strengthening exercises for weak muscles for the individual. These exercises included a 5-10-minute warm-up followed by stretching exercises for the chest, hip-flexor-psoas, upper trapezius, intercostal muscles, upper neck extensors, and then strengthening exercises for the shoulder protractors, deep neck flexors, lower neck extensors, and thoracic spine extensors. Intervention 3: Intervention group Alexander's Technique: In the AT group, adolescents were taught the considerations and habits they should remember and focus on in their daily lives. These included teaching ergonomic considerations and individual postural habits during daily activities such as standing, walking, sitting, sleeping, reading, using a computer, and other repetitive and continuous activities performed during the day. These matters were taught and reminded to individuals in one to two sessions per week at school, and their implementation was reported to the researcher by parents. Parents played a fundamental role in this program and were responsible for reminding their children of correct postural habits and points through predetermined verbal instructions throughout the day. Additionally, correct postural habits of standing, sitting, and lying down were included in a poster with images and made available to individuals to be installed in a suitable location at home so that by observing it, students would always remember to maintain correct posture. Yes - There is a plan to make this available What will be shared: The data files will be available to researchers after the publication of the abstracted article When: After publication the article To whom: Other researchers Conditions: There are no special conditions Where to obtain: All researchers How to obtain: Coordinate with the corresponding author Comments:
public Karim Khalaghi
Khorasan Razavi province, Qochan, Sento Qochan-Mashhad road, in front of Saipa agency
Qochan Iran (Islamic Republic of) 9471787194 +98 51 4721 1773 karim.khalaghi@yahoo.com Hakim Nizami Qochan Institute of Higher Education scientific karim khalaghi
Khorasan Razavi province, Qochan, Sento Qochan-Mashhad road, in front of Saipa agency
Qochan Iran (Islamic Republic of) 9471787194 +98 51 4721 1773 karim.khalaghi@yahoo.com Hakim Nizami Qochan Institute of Higher Education Iran (Islamic Republic of) In order to be included in the study, participants had to have postural abnormalities such as kyphosis, FH, and RS simultaneously and express a willingness to participate. 13 years 16 years Female Observing any pathological symptoms History of fractures, surgeries, joint diseases, and injuries in the cervical, thoracic, and lumbar spine region, skeletal-muscular imbalances, lower limb cross syndrome Having BMI outside the normal range Having regular physical activity of at least 6 hours per week M95.8 Other acquired deformities of musculoskeletal system and connective tissue Rehabilitation Rehabilitation Rehabilitation Intervention group Pilates exercises: In the first session of PE, the basic principles of PE were explained to the group and an attempt was made to adhere to them in all sessions. The following steps were taken in each PE session, including checking the posture (pelvis and spinal column), controlling breathing and standing in class (about 5 minutes), performing Pilates breathing and stretching exercises with coach explanations (about 10 minutes), performing modified specific exercises (about 40 minutes), and returning to the initial state (5 minutes). The exercises started from low levels and gradually progressed until the participants were able to control their spinal column in various positions. The intensity of the exercises was determined for each participant based on their exercise tolerance threshold and pain. As a result, with continued exercise, the participants were able to do more repetitions without feeling pain or fatigue. The exercises started with 8 repetitions and ended with 16 repetitions. In each session, new exercises were added in addition to the previous session's exercises. Intervention group corrective exercises:Selected CE was designed to correct posture and address the mentioned abnormalities through stretching exercises for shortened muscles and strengthening exercises for weak muscles for the individual. These exercises included a 5-10-minute warm-up followed by stretching exercises for the chest, hip-flexor-psoas, upper trapezius, intercostal muscles, upper neck extensors, and then strengthening exercises for the shoulder protractors, deep neck flexors, lower neck extensors, and thoracic spine extensors. Intervention group Alexander's Technique: In the AT group, adolescents were taught the considerations and habits they should remember and focus on in their daily lives. These included teaching ergonomic considerations and individual postural habits during daily activities such as standing, walking, sitting, sleeping, reading, using a computer, and other repetitive and continuous activities performed during the day. These matters were taught and reminded to individuals in one to two sessions per week at school, and their implementation was reported to the researcher by parents. Parents played a fundamental role in this program and were responsible for reminding their children of correct postural habits and points through predetermined verbal instructions throughout the day. Additionally, correct postural habits of standing, sitting, and lying down were included in a poster with images and made available to individuals to be installed in a suitable location at home so that by observing it, students would always remember to maintain correct posture. Upper crossed syndrome (UCS). Timepoint: At the beginning of the study (before the start of the intervention) and at the end of the study (6 weeks after the intervention). Method of measurement: Assessment of Forward Head Posture and Rounded Shoulders. Supporting the master's thesis Approved 2022-12-25 Ethics Committee of Sport Sciences Research Institute No. 3, 5th Alley, Miremad Street, Motahhari Street, Tehran, Iran. tehran Tehran Iran (Islamic Republic of)