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Training-induced increase in Achilles tendon stiffness affects tendon strain pattern during running
(2019)
Background
During the stance phase of running, the elasticity of the Achilles tendon enables the utilisation of elastic energy and allows beneficial contractile conditions for the triceps surae muscles. However, the effect of changes in tendon mechanical properties induced by chronic loading is still poorly understood. We tested the hypothesis that a training-induced increase in Achilles tendon stiffness would result in reduced tendon strain during the stance phase of running, which would reduce fascicle strains in the triceps surae muscles, particularly in the mono-articular soleus.
Methods
Eleven subjects were assigned to a training group performing isometric singleleg plantarflexion contractions three times per week for ten weeks, and another ten subjects formed a control group. Before and after the training period, Achilles tendon stiffness was estimated, and muscle-tendon mechanics were assessed during running at preferred speed using ultrasonography, kinematics and kinetics.
Results
Achilles tendon stiffness increased by 18% (P <0:01) in the training group, but the associated reduction in strain seen during isometric contractions was not statistically significant. Tendon elongation during the stance phase of running was similar after training, but tendon recoil was reduced by 30% (P <0:01), while estimated tendon force remained unchanged. Neither gastrocnemius medialis nor soleus fascicle shortening during stance was affected by training.
Discussion
These results show that a training-induced increase in Achilles tendon
stiffness altered tendon behaviour during running. Despite training-induced changes in tendon mechanical properties and recoil behaviour, the data suggest that fascicle shortening patterns were preserved for the running speed that we examined. The asymmetrical changes in tendon strain patterns supports the notion that simple inseries models do not fully explain the mechanical output of the muscle-tendon unit during a complex task like running.
The complex questions of today for a world of tomorrow are characterized by their global impact. Solutions must therefore not only be sustainable in the sense of the three pillars of sustainability (economic, environmental, and social) but must also function globally. This goes hand in hand with the need for intercultural acceptance of developed services and products. To achieve this, engineers, as the problem solvers of the future, must be able to work in intercultural teams on appropriate solutions, and be sensitive to intercultural perspectives. To equip the engineers of the future with the so-called future skills, teaching concepts are needed in which students can acquire these methods and competencies in application-oriented formats. The presented course "Applying Design Thinking - Sustainability, Innovation and Interculturality" was developed to teach future skills from the competency areas Digital Key Competencies, Classical Competencies and Transformative Competencies. The CDIO Standard 3.0, in particular the standards 5, 6, 7 and 8, was used as a guideline. The course aims to prepare engineering students from different disciplines and cultures for their future work in an international environment by combining a digital teaching format with an interdisciplinary, transdisciplinary and intercultural setting for solving sustainability challenges. The innovative moment lies in the digital application of design thinking and the inclusion of intercultural as well as trans- and interdisciplinary perspectives in innovation development processes. In this paper, the concept of the course will be presented in detail and the particularities of a digital implementation of design thinking will be addressed. Subsequently, the potentials and challenges will be reflected and practical advice for integrating design thinking in engineering education will be given.