EFFECTIVENESS OF MOBILITY AND STABILITY EXERCISES IN RESISTANCE-TRAINED MALES WITH SHOULDER IMMOBILITY IN DIFFERENT AGE GROUPS

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Abstract

Background. Resistance-trained males aim to increase their overall health, strength and fitness level. Many resistance-trained males aiming to increase their strength neglect the muscles that stabilize the scapular and glenohumeral joints. The shoulder joint is among the most frequently injured areas in resistance-trained males. In addition, strength training displays different effects in young and old individuals. The study purpose was to investigate the effects of stability and mobility exercises on range of motion, posture and body awareness in resistance-trained males with shoulder immobility. Materials and methods. Thirty-two resistance-trained males diagnosed with shoulder immobility were divided into two groups according to their age ranges (G1: Adult, G2: Young Adult). The program consisting of mobility and stability exercises was applied 3 days a week for 8 weeks. The participants were evaluated with a universal goniometer, the New York Posture Rating, and the Body Awareness Questionnaire before and after the treatment lasting 8 weeks. Results. Following the 8-week treatment, improvements in body awareness and range of motion were observed in all participants (p≤0.05). There were improvements in the scores of the New York Posture Rating and Body Awareness Questionnaire in both groups, but they were not statistically significant (p≥0.05). Conclusions. An exercise program combining stability and mobility exercises was applied to resistance-trained males with shoulder immobility and it was observed to have positive effects on the range of motion of the joint, body awareness and posture. We are of the opinion that various types of exercise should be implemented when planning exercise programs.

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Genç, H., Tahmaz, T., & Akgöl, O. (2022). EFFECTIVENESS OF MOBILITY AND STABILITY EXERCISES IN RESISTANCE-TRAINED MALES WITH SHOULDER IMMOBILITY IN DIFFERENT AGE GROUPS. Physical Education Theory and Methodology, 22(4), 544–550. https://doi.org/10.17309/tmfv.2022.4.13

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