Effects of Video Feedback with Verbal Cues on Performance of Basketball Free Throw Shooting by Female Junior Basketball Beginners

LANGUAGE NOTE | Document text in English; abstract also in Chinese. This study was to investigate whether with the aid of verbal cues, video modeling with verbal cues and self-video replay with verbal cues were effective in enhancing the free throw ability for female junior basketball beginners. Participants were 24 female learners aged 13 to 14 years with no or little experience in free throw shooting. With equal ability among groups, they were divided into four equal groups (n=6), (1) control group (CG), (2) verbal feedback group (VG), (3) verbal cues with videotaped modeling (VMG), and (4) verbal cues with video replay (VRG). After an observation of a video clip with successful shooting attempts by an expert player, all participants were given two days of acquisition sessions with 120 trials in total and a retention test one day after the practice sessions. Both scoring accuracy and shooting form were evaluated, and a two-way analysis of variance ANOVA (4 groups X 3 trials) with repeated measures on the trial factor was used to analyze the effects of four different feedback methods for two basketball skill performance. It was found that with the aid of verbal cues, both video modeling and self-video replay were effective in enhancing the basketball free throw form in female basketball beginners. 本研究旨在探討配合口頭回饋、示範錄像及自我重放錄像能否有效提升初中女籃球初學者之射罰球能力。24個參加者為中二級女生，他們被分成4個相等能力組別(n = 6)：(1) 對照組(CG)、(2) 口頭回饋(VG)組、(3) 示範錄像及口頭回饋(VMG)、(4) 自我重放錄像及口頭回饋(VRG)。評估內容包括投射準確度和動作技巧，並使用雙因素方差ANOVA分析不同的實驗組的表現。研究結果顯示，配合口頭回饋、示範錄像及自我重放錄像均能有效提升初中女籃球初學者之射罰球能力。

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The Effects of Video Feedback on Coaches’ Behavior and the Coach-Athlete Relationship

Journal of Clinical Sport Psychology ◽

10.1123/jcsp.4.4.323 ◽

2010 ◽

Vol 4 (4) ◽

pp. 323-340 ◽

Cited By ~ 3

Author(s):

Mathieu Simon Paul Meeûs ◽

Sidónio Serpa ◽

Bert De Cuyper

Keyword(s):

Repeated Measures ◽

Intervention Group ◽

Video Feedback ◽

Assessment System ◽

Control Group ◽

Positive Effects ◽

Frequency Table ◽

Coaching Behavior ◽

Intervention Condition ◽

Over Time

This study examined the effects of video feedback on the nonverbal behavior of handball coaches, and athletes’ and coaches’ anxieties and perceptions. One intervention group (49 participants) and one control group (63 participants) completed the Coaching Behavior Assessment System, Coaching Behavior Questionnaire, and Competitive State Anxiety Inventory-2 on two separate occasions, with 7 weeks of elapsed time between each administration. Coaches in the intervention condition received video feedback and a frequency table with a comparison of their personal answers and their team’s answers on the CB AS. Repeated-measures ANOVAs showed that over time, athletes in the intervention group reported significantly less anxiety and perceived their coaches significantly more positively compared with athletes in the nonintervention condition. Over time, coaches in the intervention group perceived themselves significantly more positively than coaches in the nonintervention condition. Compared with field athletes, goalkeepers were significantly more anxious and perceived their coaches less positively. It is concluded that an intervention using video feedback might have positive effects on anxiety and coach perception and that field athletes and goalkeepers possess different profiles.

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Video Feedback and 2-Dimensional Landing Kinematics in Elite Female Handball Players

Journal of Athletic Training ◽

10.4085/1062-6050-52.10.11 ◽

2017 ◽

Vol 52 (11) ◽

pp. 993-1001 ◽

Cited By ~ 3

Author(s):

Anne Benjaminse ◽

Wytze Postma ◽

Ina Janssen ◽

Egbert Otten

Keyword(s):

Range Of Motion ◽

Repeated Measures ◽

Sagittal Plane ◽

Cruciate Ligament ◽

Injury Rate ◽

Video Feedback ◽

Ligament Injury ◽

Control Group ◽

Initial Contact ◽

Video Group

Context: In team handball, an anterior cruciate ligament injury often occurs during landing after a jump shot. Many intervention programs try to reduce the injury rate by instructing athletes to land more safely. Video is an effective way to provide feedback, but little is known about its influence on landing technique in sport-specific situations. Objective: To test the effectiveness of a video-overlay feedback method on landing technique in elite handball players. Design: Controlled laboratory study. Setting: Laboratory. Patients or Other Participants: A total of 16 elite female handball players assigned to a control group (n = 8; age = 17.61 ± 1.34 years, height = 1.73 ± 0.06 m, mass = 69.55 ± 4.29 kg) or video group (n = 8; age = 17.81 ± 0.86 years, height = 1.71 ± 0.03 m, mass = 64.28 ± 6.29 kg). Intervention(s): Both groups performed jump shots in a pretest, 2 training sessions, and a posttest. The video group received video feedback of an expert model with an overlay of their own jump shots in training sessions 1 and 2, whereas the control group did not. Main Outcome Measure(s): We measured ankle, knee, and hip angles in the sagittal plane at initial contact and peak flexion; range of motion; and Landing Error Scoring System (LESS) scores. One 2 × 4 repeated-measures analysis of variance was conducted to analyze the group, time, and interaction effects of all kinematic outcome measures and the LESS score. Results: The video group improved knee and hip flexion at initial contact and peak flexion and range of motion. In addition, the group's average peak ankle flexion (12.0° at pretest to 21.8° at posttest) and LESS score (8.1 pretest to 4.0 posttest) improved. When we considered performance variables, no differences between groups were found in shot accuracy or vertical jump height, whereas horizontal jump distance in the video group increased over time. Conclusions: Overlay visual feedback is an effective method for improving landing kinematics during a sport-specific jump shot. Further research is warranted to determine the long-term effects and transfer to training and game situations.

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Using Video Feedback Through Smartphone Instant Messaging in Fundamental Nursing Skills Teaching: Observational Study (Preprint)

10.2196/preprints.15386 ◽

2019 ◽

Author(s):

Xiaoxian Yang ◽

Ri-Hua Xie ◽

Si Chen ◽

Wei Yu ◽

Yan Liao ◽

...

Keyword(s):

Nursing Students ◽

Teaching Method ◽

Instant Messaging ◽

Video Feedback ◽

Control Group ◽

Feedback Group ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Nursing Skills ◽

General Self Efficacy

BACKGROUND Video feedback has been shown to be an effective teaching tool that can improve student learning when having them view their own performance. However, the literature on the effect of integrating smartphones with video feedback in fundamental nursing skills teaching is sparse. OBJECTIVE This study aimed to explore the potential effects of video feedback through smartphone-based instant messaging on teaching undergraduate nursing students fundamental nursing skills. METHODS We conducted a study on teaching fundamental nursing skills to 6 classes of second-year undergraduate nursing students. In 2 classes (the intervention group), the instructor elected to use smartphone-based video feedback to facilitate teaching; instructors in the other 4 classes (the control group) elected to use routine methods of teaching without video feedback. Scores from the final examination, in-class assignments, and the General Self-Efficacy Scale questionnaire were collected and compared between the two groups. Multiple linear regression analysis was performed to estimate the independent effect of video feedback after adjusting for gender, age, and prior experience in the use of WeChat/QQ in learning applications. An ad hoc questionnaire was used for student evaluation of the novel smartphone-based video feedback teaching method. RESULTS A total of 195 nursing students (65 in the video feedback group and 130 in the control group) completed the study and were included in the final analysis. Mean and standard deviation of scores on the final examination, bed making, aseptic procedure, vital signs measurement, and oxygen therapy were 91.29 (SD 2.36), 90.52 (SD 3.18), 93.23 (SD 3.16), 91.65 (SD 4.21), and 92.06 (SD 3.58), respectively, in the video feedback group and 89.99 (SD 3.12), 81.71 (SD 8.63), 87.12 (SD 5.50), 87.45 (SD 8.00), and 90.37 (SD 6.36), respectively, in the control group (differences were statistically significant). The mean and standard deviation of scores for assignments in catheterization and enema and General Self-efficacy Scale were 89.69 (SD 3.22), 91.14 (SD 3.15), and 24.52 (SD 5.35), respectively, in the video feedback group and 88.82 (SD 7.48), 90.79 (SD 6.08), and 24.50 (SD 6.16), respectively, in the control group (differences were not statistically significant). The majority (over 98%) of nursing students were satisfied with this smartphone-based video feedback teaching method. CONCLUSIONS Video feedback through smartphone-based instant messaging may be an effective way to improve nursing students’ academic performance and professional skills.

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Sustainability of INFORM: A Complex Team-Based Improvement Intervention in Long-Term Care

Innovation in Aging ◽

10.1093/geroni/igab046.1444 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. 374-374

Author(s):

Matthias Hoben ◽

Liane Ginsburg ◽

Whitney Berta ◽

James Dearing ◽

Peter Norton ◽

...

Keyword(s):

Nursing Home ◽

Repeated Measures ◽

Nursing Home Care ◽

Control Group ◽

Feedback Group ◽

Term Care ◽

Long Term Follow Up ◽

Care Aides

Abstract Improving Nursing Home Care Through Feedback On perfoRMance Data (INFORM) was a complex, theory-based, three-arm, parallel cluster-randomized trial. In 2015–2016, we successfully implemented two theory-based feedback strategies (compared to a standard approach to feedback) to increase nursing home (NH) care aides’ involvement in formal communications about resident care (formal interactions [FI], the primary outcome). Here, we report the extent to which FI was sustained 2.5 years following withdrawal of intervention supports. We also report on several determinants of sustainability. We analyzed data from 18 NHs (46 units, 529 care aides) in the control group, 19 NHs (60 units, 731 care aides) in the basic assisted feedback group (BAF), and 14 homes (41 units, 537 care aides) in the enhanced assisted feedback group (EAF). We assessed sustainability of FI, using repeated measures, hierarchical mixed models, adjusted for care aide, care unit and facility variables. In EAF, FI scores increased from T1 (baseline) to T2 (end of intervention) (1.30–1.42, p=0.010), remaining stable at T3 (long-term follow-up) (1.39 p=0.065). FI scores in BAF increased from T1 to T2 (1.33–1.44, p=0.003) and continued to increase at T3 (1.49, p<0.001). In the control group, FI did not change from T1 to T2 (1.25–1.24, p=0.909), but increased at T3 (1.38, p=0.003). Better culture, evaluation and fidelity enactment significantly increased FI at long-term follow-up. Theory-informed feedback provides long lasting benefits in care aides' involvement in FI. Greater intervention intensity neither implies greater effectiveness nor sustainability. Modifiable context elements and fidelity enactment may facilitate sustained improvement.

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Benefits of a Guided Motor-Mental Preperformance Routine on Learning the Basketball Free Throw

Perceptual and Motor Skills ◽

10.1177/0031512519870648 ◽

2019 ◽

Vol 127 (1) ◽

pp. 248-262

Author(s):

Jalil Moradi

Keyword(s):

Analysis Of Variance ◽

Repeated Measures ◽

Motor Pattern ◽

Self Regulation ◽

Past Research ◽

Control Group ◽

Free Throw ◽

Significant Difference ◽

Transfer Testing ◽

And Control

While past research has shown the benefits of preperformance routines (PPRs) on athletes’ performances, only a few studies have addressed PPR effects on novices’ learning or performance. This study investigated the effect of motor-mental PPR on learning the basketball free throw. We categorized 45 undergraduate male students into three 15-session training groups receiving (a) a five-step PPR based on Singer’s model, (b) a self-regulation PPR, and (c) no PPR, but only a basketball free throw performance (control group). One week later, we conducted retention and transfer testing. A repeated measures analysis of variance and two-way mixed design analysis of variance showed that, in the acquisition and test phases, the five-step PPR group performed better than the other two groups ( p < .001), and there was no significant difference between the self-regulation PPR and control groups. The results also showed that, in accordance with the specificity of practice hypothesis, participants’ performance decreased significantly on transfer testing when PPR was removed from the experimental groups. A well-guided motor-mental PPR was superior to a self-regulated PPR for novices learning this basketball skill, probably because it increased the participants’ concentration during acquisition and helped them learn it as part of a motor pattern.

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Using Video Feedback Through Smartphone Instant Messaging in Fundamental Nursing Skills Teaching: Observational Study

JMIR mhealth and uhealth ◽

10.2196/15386 ◽

2019 ◽

Vol 7 (9) ◽

pp. e15386 ◽

Cited By ~ 1

Author(s):

Xiaoxian Yang ◽

Ri-Hua Xie ◽

Si Chen ◽

Wei Yu ◽

Yan Liao ◽

...

Keyword(s):

Nursing Students ◽

Teaching Method ◽

Instant Messaging ◽

Video Feedback ◽

Control Group ◽

Feedback Group ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Nursing Skills ◽

General Self Efficacy

Background Video feedback has been shown to be an effective teaching tool that can improve student learning when having them view their own performance. However, the literature on the effect of integrating smartphones with video feedback in fundamental nursing skills teaching is sparse. Objective This study aimed to explore the potential effects of video feedback through smartphone-based instant messaging on teaching undergraduate nursing students fundamental nursing skills. Methods We conducted a study on teaching fundamental nursing skills to 6 classes of second-year undergraduate nursing students. In 2 classes (the intervention group), the instructor elected to use smartphone-based video feedback to facilitate teaching; instructors in the other 4 classes (the control group) elected to use routine methods of teaching without video feedback. Scores from the final examination, in-class assignments, and the General Self-Efficacy Scale questionnaire were collected and compared between the two groups. Multiple linear regression analysis was performed to estimate the independent effect of video feedback after adjusting for gender, age, and prior experience in the use of WeChat/QQ in learning applications. An ad hoc questionnaire was used for student evaluation of the novel smartphone-based video feedback teaching method. Results A total of 195 nursing students (65 in the video feedback group and 130 in the control group) completed the study and were included in the final analysis. Mean and standard deviation of scores on the final examination, bed making, aseptic procedure, vital signs measurement, and oxygen therapy were 91.29 (SD 2.36), 90.52 (SD 3.18), 93.23 (SD 3.16), 91.65 (SD 4.21), and 92.06 (SD 3.58), respectively, in the video feedback group and 89.99 (SD 3.12), 81.71 (SD 8.63), 87.12 (SD 5.50), 87.45 (SD 8.00), and 90.37 (SD 6.36), respectively, in the control group (differences were statistically significant). The mean and standard deviation of scores for assignments in catheterization and enema and General Self-Efficacy Scale were 89.69 (SD 3.22), 91.14 (SD 3.15), and 24.52 (SD 5.35), respectively, in the video feedback group and 88.82 (SD 7.48), 90.79 (SD 6.08), and 24.50 (SD 6.16), respectively, in the control group (differences were not statistically significant). The majority (over 98%) of nursing students were satisfied with this smartphone-based video feedback teaching method. Conclusions Video feedback through smartphone-based instant messaging may be an effective way to improve nursing students’ academic performance and professional skills.

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Intracisternal BioGlue injection in the fetal lamb: a novel model for creation of obstructive congenital hydrocephalus without additional chemically induced neuroinflammation

Journal of Neurosurgery Pediatrics ◽

10.3171/2019.6.peds19141 ◽

2019 ◽

Vol 24 (6) ◽

pp. 652-662 ◽

Cited By ~ 1

Author(s):

Marc Oria ◽

Soner Duru ◽

Federico Scorletti ◽

Fernando Vuletin ◽

Jose L. Encinas ◽

...

Keyword(s):

Calcium Binding ◽

Repeated Measures ◽

Obstructive Hydrocephalus ◽

Critical Threshold ◽

Control Group ◽

Chronic Obstructive ◽

Fetal Sheep ◽

Cisterna Magna ◽

Lateral Ventricles ◽

Fetal Lamb

OBJECTIVEThe authors hypothesized that new agents such as BioGlue would be as efficacious as kaolin in the induction of hydrocephalus in fetal sheep.METHODSThis study was performed in 34 fetal lambs randomly divided into 2 studies. In the first study, fetuses received kaolin, BioGlue (2.0 mL), or Onyx injected into the cisterna magna, or no injection (control group) between E85 and E90. In the second study, fetuses received 2.0-mL or 2.5-mL injections of BioGlue into the cisterna magna between E85 and E90. Fetuses were monitored using ultrasound to assess lateral ventricle size and progression of hydrocephalus. The fetuses were delivered (E120–E125) and euthanized for histological analysis. Selected brain sections were stained for ionized calcium binding adaptor 1 (Iba1) and glial fibrillary acidic protein (GFAP) to assess the presence and activation of microglia and astroglia, respectively. Statistical comparisons were performed with Student’s t-test for 2 determinations and ANOVA 1-way and 2-way repeated measures for multiple determinations.RESULTSAt 30 days after injection, the lateral ventricles were larger in all 3 groups that had undergone injection than in controls (mean diameter in controls 3.76 ± 0.05 mm, n = 5). However, dilatation was greater in the fetuses injected with 2 mL of BioGlue (11.34 ± 4.76 mm, n = 11) than in those injected with kaolin (6.4 ± 0.98 mm, n = 7) or Onyx (5.7 ± 0.31 mm, n = 6) (ANOVA, *p ≤ 0.0001). Fetuses injected with 2.0 mL or 2.5 mL of BioGlue showed the same ventricle dilatation but it appeared earlier (at 10 days postinjection) in those injected with 2.5 mL. The critical threshold of ventricle dilatation was 0.1 for all the groups, and only the BioGlue 2.0 mL and BioGlue 2.5 mL groups exceeded this critical value (at 30 days and 18 days after injection, respectively) (ANOVA, *p ≤ 0.0001). Moderate to severe hydrocephalus with corpus callosum disruption was observed in all experimental groups. All experimental groups showed ventriculomegaly with significant microgliosis and astrogliosis in the subventricular zone around the lateral ventricles. Only kaolin resulted in significant microgliosis in the fourth ventricle area (ANOVA, *p ≤ 0.005).CONCLUSIONSThe results of these studies demonstrate that BioGlue is more effective than Onyx or kaolin for inducing hydrocephalus in the fetal lamb and results in a volume-related response by obstructive space-occupancy without local neuroinflammatory reaction. This novel use of BioGlue generates a model with potential for new insights into hydrocephalus pathology and the development of therapeutics in obstructive hydrocephalus. In addition, this model allows for the study of acute and chronic obstructive hydrocephalus by using different BioGlue volumes for intracisternal injection.

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Effectiveness of Abdominal and Gluteus Medius Training in Lumbo-Pelvic Stability and Adductor Strength in Female Soccer Players. A Randomized Controlled Study

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18041528 ◽

2021 ◽

Vol 18 (4) ◽

pp. 1528

Author(s):

Héctor Guerrero-Tapia ◽

Rodrigo Martín-Baeza ◽

Rubén Cuesta-Barriuso

Keyword(s):

Repeated Measures ◽

Gluteus Medius ◽

Soccer Players ◽

Controlled Study ◽

Control Group ◽

Extrinsic Factors ◽

Randomized Controlled ◽

Limb Injuries ◽

Experimental Group

Background. Abdominal and lumbo-pelvic stability alterations may be the origin of lower limb injuries, such as adductor pathology in soccer players. Imbalance can be caused by both intrinsic and extrinsic factors. Methods: In this randomized controlled trial over 8 weeks, 25 female footballers were randomly allocated to an experimental group (isometric abdominal training and gluteus medius-specific training) or a control group (isometric abdominal training). Evaluations were performed at baseline, at the end of the intervention and after a 4-week follow-up period. The exercise protocol in common for both groups included three exercises: Plank, Lateral plank and Bird dog. Specific exercises for the gluteus medius were: Pelvic drop and Stabilization of the gluteus medius in knee valgus. Outcome measures were lumbar-pelvic stability and adductor strength. Results: After the intervention, there was an increase in lumbo-pelvic stability in both groups, being greater in the control group than in the experimental group (mean differences [MD]: 4.84 vs. MD: 9.58; p < 0.01) with differences in the analysis of repeated measures (p < 0.001), but not in group interaction (p = 0.26). Changes were found in adductor strength in the experimental group (MD: −2.48; p < 0.001 in the left adductor; MD: −1.48; p < 0.01 in right adductor) and control group (MD: −1.68; p < 0.001 in the left adductor; MD: −2.05; p < 0.001 in the right adductor) after the intervention, with differences in the analysis of repeated measures in left (p < 0.001) and right (p < 0.001) adductor strength. Conclusions: An abdominal and gluteal training protocol shows no advantage over a protocol of abdominal training alone for lumbo-pelvic stability and adductor strength, while improvements in both variables are maintained at four weeks follow-up.

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Cytotoxicity assessment of different doses of ozonated water on dental pulp cells

BMC Oral Health ◽

10.1186/s12903-021-01392-8 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Ferdiye Küçük ◽

Sibel Yıldırım ◽

Serap Çetiner

Keyword(s):

Cell Viability ◽

Repeated Measures ◽

Dental Pulp ◽

Control Group ◽

Dental Pulp Cells ◽

Time Points ◽

Significant Difference ◽

Pulp Cells ◽

Time Point ◽

Ozonated Water

Abstract Background The purpose of this study was to assess the cytotoxicity of various concentrations of ozonated water (OW) on human primary dental pulp cells. Methods Human primary dental pulp cells were isolated from exfoliated primary canine teeth of an 11-year-old patient with good systemic and oral health. Afterwards, cells were divided into 6 experimental groups; four groups of OW in concentrations of 2 mg/L, 4 mg/L, 8 mg/L, and 16 mg/L, untreated control group, and cell culture without cells. Cytotoxicity was evaluated after exposure for 5-min exposure using Mosmann’s Tetrazolium Toxicity (MTT) assay at 0 h and 48 h time points. Data were analyzed using a repeated measures analysis of variance and Post-hoc tests were performed using Bonferroni correction for multiple comparisons. Results All experimental groups showed proliferation at 0 h time point. However, all groups also experienced a decrease in overtime at 48 h time point (p < 0.05). At both time points 2 mg/L OW showed the highest cell viability as well as proliferation. At 0 h time point, the increase in cell viability for all experimental groups was found statistically significant when compared to positive control group (p < 0.05). At 48 h time point, although 8 mg/L and 16 mg/L OW showed statistically significant reduction in compare to 0 h time point, 2 mg/L and 4 mg/L OW groups didn’t experience any statistically significant difference (p < 0.05). Conclusion Considering our findings, due to ozonated water's induced a higher proliferation rate of dental pulp cells, indicating their biocompatibility and a possible adjuvant on irrigating agent in regenerative endodontic procedures.

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Myopia control effect of defocus incorporated multiple segments (DIMS) spectacle lens in Chinese children: results of a 3-year follow-up study

British Journal of Ophthalmology ◽

10.1136/bjophthalmol-2020-317664 ◽

2021 ◽

pp. bjophthalmol-2020-317664

Author(s):

Carly SY Lam ◽

Wing Chun Tang ◽

Paul H Lee ◽

Han Yu Zhang ◽

Hua Qi ◽

...

Keyword(s):

Repeated Measures ◽

Mean Difference ◽

Historical Control ◽

Control Group ◽

Control Effect ◽

Myopia Progression ◽

The Third ◽

Spherical Equivalent Refraction ◽

Mean Differences ◽

Myopia Control

AimsTo determine myopia progression in children who continued to wear the defocus incorporated multiple segments (DIMS) lenses or switched from single vision (SV) to DIMS lenses for a 1-year period following a 2-year myopia control trial.Methods128 children participated in this study. The children who had worn DIMS lenses continued to wear DIMS lenses (DIMS group), and children who had worn SV lenses switched to wear DIMS lenses (Control-to-DIMS group). Cycloplegic spherical equivalent refraction (SER) and axial length (AL) were measured at 6-month interval. Historical controls were age matched to the DIMS group at 24 months and used for comparing the third-year changes.ResultsOver 3 years, SER and AL changes in the DIMS group (n=65) were −0.52±0.69D and 0.31±0.26 mm; these changes were not statistically significant over time (repeated measures analysis of variance, p>0.05).SER (−0.04±0. 38D) and AL (0.08±0.12 mm) changes in the Control-to-DIMS group (n=55) in the third year were less compared with the first (mean difference=0.45 ± 0.30D, 0.21±0.11 mm, p<0.001) and second (0.34±0.30D, 0.12±0.10 mm, p<0.001) years.Changes in SER and AL in both groups over that period were significantly less than in the historical control group (DIMS vs historical control: mean difference=−0.18±0.42D, p=0.012; 0.08±0.15 mm, p=0.001; Control-to-DIMS versus historical control: adjusted mean differences=−0.30±0.42D, p<0.001; 0.12±0.16 mm, p<0.001).ConclusionsMyopia control effect was sustained in the third year in children who had used the DIMS spectacles in the previous 2 years and was also shown in the children switching from SV to DIMS lenses.

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