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Relationships between wheeling parameters and wheelchair skills in adults and children with SCI
Relationships between wheeling parameters and wheelchair skills in adults and children with SCI
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Relationships between wheeling parameters and wheelchair skills in adults and children with SCI
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Relationships between wheeling parameters and wheelchair skills in adults and children with SCI
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Relationships between wheeling parameters and wheelchair skills in adults and children with SCI
Relationships between wheeling parameters and wheelchair skills in adults and children with SCI
Journal Article

Relationships between wheeling parameters and wheelchair skills in adults and children with SCI

2015
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Overview
Study design: Cross-sectional. Objectives: To determine the relationships between (1) wheeling parameters using the SmartWheel Clinical Protocol (SCP) and wheelchair skills (wheelchair skills test 4.1 (WST)) and (2) push effectiveness (m per push) and the WST, among individuals with spinal cord injury. Setting: Biomechanics Laboratory, Canada. Methods: Sixteen adults and eight children participated in this study. Multiple regression analyses were used to determine significant SCP predictors (that is, weight-normalised peak force, speed, push frequency and mechanical effectiveness) of WST score. To determine relationships between push effectiveness and WST scores, Pearson’s correlations were calculated. Results: SCP-TILE: speed and mechanical effectiveness explained 36% of the variance in the WST score. SCP-RAMP and SCP-CARPET: speed explained 58% and 37% of the variance in the WST score, respectively. Push effectiveness was significantly correlated with the WST score on all three surfaces (tile, ramp and carpet). Conclusion: Wheeling speed was a significant predictor of the WST score for all surfaces tested. Regression analyses demonstrated that SCP-RAMP had the strongest relationship with WST score. Therefore, when time is restricted, the SCP-RAMP may be the most predictive test and speed may be the most useful variable to evaluate. However, the authors do not believe that one single variable should ever replace a full assessment of skills.