There are a wide variety stretching procedures and it can be confusing to figure out which is the most effective. Some  practitioners advocate a short duration stretch (about 2-3 seconds) as used in the Mattes method of Active Isolated Stretching (AIS). Others advocate a long duration of static stretching (15-20 seconds or more), as in practices such as yoga.

The research literature has studied stretching extensively but there is no conclusive evidence for a best stretching method yet. It appears that certain stretching methods work better in one situation while others work better in another. As I was doing some research on stretching recently it occurred to me that there are some additional factors in stretching that we may want to investigate.

In any stretching procedure there are two primary components that need to be addressed to effectively encourage muscle elongation. The first is a neurological component that governs the muscle’s resistance to stretch. It is here that the proprioceptors play a major role in stretching techniques. Techniques such as PNF or other facilitated stretching methods have been developed to focus on the neurological components of stretching.

Another factor in stretching is the mechanical elasticity of connective tissue (fascia) that surrounds muscles and bundles of muscle fibers. This connective tissue has a resistance to tensile (stretching) forces when those forces are rapidly applied. As you hold tensile force on this connective tissue, its resistance to stretching decreases. The decreasing resistance to stretch tension in connective tissue is a property called creep. Maximizing the effectiveness of connective tissue creep is an argument for a longer held stretch.

Recent research into the physiological properties of fascia have shown that it contains contractile cells. It has also been determined that a prolonged tensile force on connective tissue, such as that used in myofascial release or other fascial techniques, can cause a reduction in contractile activity in these fascial cells.

We now know that connective tissue elongation is enhanced by manual therapy methods of stretching fascia. We also know that connective tissue stretch (resistance to creep) is a limiting factor in stretching methods.  What if we were to combine the two and encourage use of these myofascial techniques on muscles as they were in their fully stretched position? I’m sure some practitioners must be doing this already, so it would be interesting to see some comparative studies performed on this method.

There is no doubt that some things are better taught in a traditional classroom environment and some are better taught in distance education environments. And, of course, many topics that can be taught well in either environment. In most cases it is far more important to consider the instructional design method used for the course than the medium of course delivery. If the instructional design fits properly you can make a good educational experience in many different subject areas.

One topic that is also talked about in the debate about distance education is the quality of the assessment strategies. Web technologies have made it very easy to create simple multiple choice and true/false assessments. Many people who deploy online learning (e-learning) simply transfer material from a lecture type class (or in a worst case scenario, simply put a bunch of written text online) and then offer a multiple choice test at the end. This is not always bad if you are just trying to get people to memorize information, but hopefully the goals for most educators go beyond simple rote memorization.

In his book, Educative Assessment, Grant Wiggins states that assessment should be more than just a means to attempt documentation of learning. The assessment should be a learning process in and of itself. When designing tests or evaluations, I have always tried to keep that in mind.

I have been spending the last several days working on a comprehensive evaluation for our orthopedic massage certification program. I have become intrigued with the possibilities of the adaptive mode for test questions that is built into Moodle, our learning management system. When a student takes the exam and answers a question correctly they can immediately see that they got the question correct. Immediate feedback like this helps reinforce the learning process. When a question is answered incorrectly there is an opportunity to do the question again for a lower amount of credit and, if desired, see feedback on why the question was wrong. This ability to get immediate feedback about errors has great potential for using the assessment process for enhancing learning and not just measuring it. That kind of immediate feedback and grading option is not possible in a paper-based classroom evaluation test.