Effects of slackline training on core endurance and dynamic balance (Efectos del entrenamiento en slackline sobre la resistencia del core y el equilibrio dinámico)
Why this work is in the frame
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Bibliographic record
Abstract
Slackline challenges balance by walking on a tensioned strap, where the trunk muscles help to maintain or regain balance. This study aimed to compare a cohort of individuals who regularly practiced slackline and physically inactive individuals on core endurance (CE) and dynamic balance (DB) and to determine whether CE is associated with years of slackline practice. Nine individuals (7 men) who practiced slackline regularly (SG; age= 24.5±3.6 years) and nine physically inactive individuals (7 men) (CG; age= 23.2±3.3 years) were compared. CE was assessed with the McGill battery (trunk flexor, extensor, and side-bridge test) and the plank test. DB was measured with the modified star excursion balance test in stable and unstable conditions. The SG maintained a 36.2% and 45% longer time in left lateral bridge (p=.049) and plank (p=.031), respectively, compared to the CG. The distance achieved in the stable DB test was similar between groups, but in unstable condition was 37.8% greater (p=.016) in SG in both legs and 46.6% greater in the non-dominant leg (p=.039) compared to CG. The SG showed a correlation between years of slackline practice and flexor (r=.674; p=.046), right lateral (r=.765; p=.016) and left (r=.730; p=.026) trunk endurance. In conclusion, those who practice slackline maintain a longer time in the plank and left lateral bridge test and achieve a higher reach distance in unstable DB compared to physically inactive individuals who do not practice slackline. Resumen. El slackline desafía el equilibrio al caminar sobre una cinta en tensión, donde los músculos del tronco ayudan a mantener o recuperar el equilibrio. El objetivo de este estudio fue comparar individuos que practicaban slackline e individuos inactivos fisicamente (IF) en resistencia del core (RC) y equilibrio dinámico (ED), y conocer si la RC se asocia a los años de practica de slackline. Nueve individuos (7 hombres) que practicaban slackline regularmente (GS; edad= 24.5±3.6 años) y nueve individuos IF (7 hombres) (GC; edad= 23.2±3.3 años) fueron comparados. La RC se evaluó con la bateria de McGill (prueba de flexores y extensores de tronco y puente lateral) y la prueba de la plancha. El ED se midió con la prueba de excursión de la estrella modificada en condiciones estables e inestables. El GS mantuvo un tiempo 36.2% y 45% mayor en puente lateral izquierdo (p=.049) y plancha (p=.031) respectivamente comparado con el GC. La distancia alcanzada en la prueba de ED estable fue similar entre grupos, pero en condición inestable fue 37.8% mayor (p=.016) en GS en ambas piernas y 46.6% mayor en la pierna no dominante (p=.039) comparado al GC. El GS mostró una correlación entre años de práctica de slackline y resistencia flexora (r=.674; p=.046), lateral derecha (r=.765; p=.016) e izquierda (r=.730; p=.026) de tronco. En conclusión, quienes practican slackline mantienen un tiempo mayor la prueba de la plancha y puente lateral izquierdo y logran un mayor alcance en ED inestable comparados con individuos IF que no lo practican.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it