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Submitted in partial compliance with the requirements for the Master’s degree in Technology: Chiropractic, Department of Chiropractic, Faculty of Health Sciences, Durban University of Technology, Durban, South Africa. 2015. / Low back stability and low back strengthening exercises have emerged as popular techniques related to optimal athletic/occupational performance and the rehabilitation of painful backs (McGill 2001). The core provides local strength and balance as well as reduces the risk of low back injury (Kibler, Press and Sciascia 2006). Core strength is important in providing a solid base for the body to exert or resist forces. According to Anderson and Behm (2005), however, it is still uncertain as to which type of training is most effective in providing trunk and joint stability in its role in injury prevention and its contribution to balance. Aim: To determine if exercises performed on an unstable surface would result in greater balance improvements in healthy female participants when compared with exercises performed on a stable surface. Methods Forty asymptomatic females between the ages of 18 and 30 were recruited via self-selection. The study was a randomised clinical trial where all participants underwent a case history, a physical examination and a lumbar spine regional examination. Thereafter, participants were asked to stand on the Biosway Portable Balance System where baseline readings of the Clinical Test of Sensory Integration and Balance (CTSIB) and the Postural Stability Test were taken. The CTSIB has four test conditions – Condition 1: eyes open firm surface, Condition 2: eyes closed firm surface, Condition 3: eyes open foam surface, and Condition 4: eyes closed foam surface. The Postural Stability Test was presented in terms of overall postural stability, anterior/posterior stability and medial/lateral stability. Participants were then taught how to activate their core muscles by means of the prone coactivation exercise. A Pressure Biofeedback Unit was used to provide an objective measurement of the successful execution of the exercise. Participants were then allocated to either Group A or B and were taught how to perform the various core strength exercises. Participants in Group A performed the side bridge and single leg extension hold on a stable surface; participants in Group B performed the prone bridge and the quadruped reach on a Swiss ball. Participants were instructed to perform their respective exercises daily at home and they were also told the required number of sets repetitions they were to do. During the first week the participants were to perform three sets of 30 second holds daily, for the bridge exercises and three sets of 60 seconds for the extensor exercises. During the second week the participants were to perform four sets of 30 and 60 second holds, respectively. In the third and fourth weeks the participants were expected to perform five sets of 30 and 60 second holds respectively. The study participants reported to the Chiropractic Day Clinic once a week for four weeks and performed their exercises in the presence of the researcher. In the fourth week, however, the participants were asked to stand on the Biosway Portable Balance System and final readings of their CTSIB and Postural Stability Test were taken. All data was collected by the researcher. SPSS version 21 was used to analyse the data. A p value < 0.05 was considered as statistically significant. Intra-group analysis was done on each treatment group individually to assess the effect of the treatment over time using repeated measures ANOVA for each outcome separately. Inter-group analysis was achieved using repeated measures ANOVA with a between group effect of the intervention. A significant time x group intervention effect would signify a treatment effect. Inter-group correlations between changes in outcomes over time were achieved using Pearson’s correlation coefficient. Results: The mean (± SD) age of the participants was 22.1 years. In terms of the CTSIB test under condition 1 there was no statistically significant effect of the intervention (p=0.431), group B showed a decrease in their sway index after the intervention. Under condition 2 group A participants showed a decline in their sway index, however results were statistically insignificant (p=0.129). Both groups showed a decrease in sway index overtime under conditions 3 and 4 with group B showing a faster decline in sway index overtime under condition 3. Results remained statistically insignificant for both conditions (p=0.171) and (p=0.766) respectively. In terms of the Postural Stability Test the intervention was found to have no effect on the balance of study participants (p=0.548). Conclusion: The results of this study demonstrated a statistically insignificant improvement in the core strength and balance of the participants in both study groups. Taking into account the nature of the study population there is a possibility of a clinically significant effect were this study to be conducted on older individuals instead of younger individuals. For some of the outcomes measured there was a non-statistically significant trend towards an effect of the intervention, however for others both groups displayed the same trend over time. The power of the study to show a significant effect where one might have existed was low and thus the study should be repeated with a larger sample size using the outcomes which showed differential results between the treatment groups.

Thesis(M. Mus.) -- Stellenbosch University, 1994. / ENGLISH ABSTRACT: The purpose of this study is to investigate the relationship between developing the voice and freeing the voice. The ultimate aim of developing the singing voice is expression through the medium of sound. For this to happen, a singer's voice has to function free and resonant. Every song demands certain expressive qualities, and the singing instrument should be able to react to a wide range of impulses. The singing instrument should be freed to enable optimal functioning, while authentically conveying powerful emotions. Developing and freeing the voice is a psycho-physical process. A person's psycho-physical functioning is manifested in body posture. As it were, the body conforms to a person's predisposition and muscle use. Muscle condition, muscle use and the singer's psychological state of mind influence the way in which sound is produced. Sensory perception, the body and breathing in balance, and the use of the body as singing instrument is discussed in chapter two. During the teaching of singing it is imperative that singers develop free habits and expectations. A process of releasing the voice is needed, because stressful habits and distorted sound-expectations have become part of the singer's performance. This inhibits expression in sound and causes the singing apparatus to operate ineffectively. The proper balance between effort and result is often disturbed. In chapter three it is pointed out that more attention should be paid to psycho-physical aspects, including psychological hindrances, the mind, motivation and body language. The teacher-pupil relationship and fear can also influence the development of the voice. In the process of freeing the voice, the Alexander technique can contribute to recognition of malfunctioning and tension in the body. A new and expanded approach to teaching and learning is needed - this will enable the singer to fully participate through thought, physical sensing, feeling and intuitive functions during teaching sessions. All these components interact with each other to support the singing process and develop good technical skills. In chapter four activities which can contribute to the freeing process of the voice and psycho-physical development are discussed. Activities used to promote the integration of all components are game playing as aid to singing development, characterisation as tool for personality and emotional development, imagery and imagination, and voice and movement. In the final chapter some conclusions and directives are given for future teaching of singing, with recommendations about areas in which more research is needed, including development of mental concepts in singing, sound and movement, and the role and influence of feeling and emotion during the singing process. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is 'n ondersoek na die verband tussen stemontwikkeling en stembevryding. Tydens sangstemontwikkeling is die uiteindelike doelwit ekspressie - om deur middel van klank uitdrukking te kan gee. Om dit te laat gebeur moet 'n sanger se stem vry en resonant klink. Elke lied stel sekere vereistes ten opsigte van uitdrukking en die sangapparaat behoort te kan reageer op 'n verskeidenheid van impulse. Die sangapparaat moet vry wees om optimaal te funksioneer en kragtige emosies getrou te verklank. Stemontwikkeling en stembevryding is 'n psigo-fisiese proses. Liggaamshouding IS 'n uiting of manifestasie van die mens se psigo-fisiese funksionering. Die liggaam neem as 't ware die vorm van die persoon se ingesteldheid en spiergebruik aan. Die toestand van spiere, die funksionering van spiere en die persoon se psigiese toestand het 'n invloed op die klank. Sensoriese waarneming, die liggaam en asemhaling in balans en die gebruik van die liggaam as sanginstrument word in hoofstuk twee bespreek. In sangonderrig is dit noodsaaklik dat sangers vrye gewoontes en verwagtinge sal ontwikkel. In Bevrydingsproses is dus nodig omdat spanningsvolle gewoontes en verwronge klankverwagtinge deel geword het van die sanger se denkwyse as gevolg van wanbegrippe oor sang. Dit inhibeer klankuitdrukking en laat die sangapparaat oneffektief funksioneer. Die korrekte verhouding tussen inspanning en resultaat is dikwels versteur. In hoofstuk drie word aangetoon dat in sangonderrig meer aandag gegee behoort te word aan psigo-fisiese aspekte, waaronder psigiese blokkerings, die denke, motivering en liggaamstaal. Ook die onderwyser-sanger-verhouding en vrees kan stemontwikkeling beinvloed. In die stembevrydingsproses kan lesse in die Alexandertegniek heelwat bydra tot die herkenning van wanfunksionering en spanning in die liggaam. 'n Nuwe en uitgebreide benadering tot onderrig en leer is dus wenslik, sodat die sanger tydens sangonderrig in sy totaliteit betrek kan word in sy denk-, fisiessintuiglike, gevoels- en intultiewe funksies. Al hierdie komponente werk interafhanklik saam om die sangproses te onderhou en goeie tegniese vaardighede te laat ontwikkel. In hoofstuk vier word aktiwiteite bespreek wat kan help met stembevryding en psigofisiese ontwikkeling. Die aktiwiteite wat integrasie van alle komponente bevorder, sluit in spel as hulpmiddel vir sangontwikkeling, karakterisering as middel tot persoonlikheids- en emosionele ontwikkeling, beeldingspel en verbeelding, en stem en beweging. In die finale hoofstuk word gevolgtrekkings en rigtingwysers vir toekomstige sangonderrig gemaak, met aanbevelings oor areas waaroor meer navorsing nodig is soos denkontwikkeling vir sangers, stem en beweging, en die funksionering en invloed van gevoel en emosie tydens die sangproses.

Thesis (M.A.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 116-122.

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Thesis (DHSc) -- AUT University, 2008. / Includes bibliographical references. Also held in print (xvii, 177 leaves : ill. (some col.) ; 30 cm.) in the Archive at the City Campus (T 616.7223062 REI)