Relationship between Abnormalities the Arcus Form Static and Dynamic Balance Levels In Class 1-4 Students for Primary School Muhammadiyah Ambokembang Academic 2018/2019 in Pekalongan District

This study was conducted to determine the relationship between arch deformity with dynamic balance and static balance in students at SD Muhammadiyah Ambokembang. Arch deformity data was obtained from the pedis arch test, namely the wet footprint test, dynamic balance was obtained from the balance beam test and the static succession was obtained from a one foot stand test. This research was conducted on boys and girls at Muhammadiyah Ambokembang class 1-4 Primary School. In this study, there is a relationship between arch deformity with dynamic equilibrium (p <0.05) with value (p = 0,000) and static balance with values (p = 0,000). Many factors can affect a person's dynamic balance, namely physical, biomechanical, musculoskeletal, and somatosensory factors. However, from the results of this study it can be seen that musculoskeletal factors in the form of a pedis arch form in particular the arch form deformity turned out to greatly affect the dynamic balance in the elementary school students studied. Arche deformities can affect dynamic balance because the flat foot shape without curvature is less able to function as a rigid lever for leveraging the body when the foot will leave its footing in the walking process. This study provides the results that respondents experience impaired balance, especially when doing a static balance test that is by walking on long beams.

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Diferencias en función del género en el equilibrio estático y dinámico en estudiantes de educación primaria (Differences according to gender in static and dynamic balance in primary school students)

Retos ◽

10.47197/retos.v0i35.62848 ◽

2018 ◽

pp. 113-116

Author(s):

Josune Rodriguez-Negro ◽

Javier Yanci

Keyword(s):

Primary School ◽

Dynamic Balance ◽

Static Balance ◽

Education Students ◽

School Students ◽

Balance Tests ◽

Significant Difference ◽

The Right ◽

Educación Primaria ◽

Pais Vasco

Diferencias en función del género en el equilibrio estático y dinámico en estudiantes de educación primariaDifferences according to gender in static and dynamic balance in primary school studentsJosune Rodriguez-Negro, Javier YanciUniversidad del País Vasco (España) Resumen. Los objetivos principales de este estudio fueron describir, atendiendo al género, el equilibrio estático y dinámico de estudiantes de educación primaria (EP) mediante distintos test (MABC-2 estático, MABC-2 dinámico pasos, MABC-2 saltos pierna derecha, MABC-2 saltos pierna izquierda, standing stork pierna derecha y standing stork pierna izquierda), y analizar la asociación entre los resultados de los distintos test de equilibrio. 253 estudiantes de 2º a 5º de EP fueron evaluados, de los cuales 110 eran chicos (8.6 años, 133.7 ± 6.6 cm, 31.73 ± 6.1 kg, 17.6 ± 2,4 kg·m-2) y 143 chicas (8.7 años, 134.3 ± 9.1 cm, 32.9 ± 9.5 kg, 17.9 ± 3.3 kg·m-2). Los resultados obtenidos en el presente estudio muestran un mejor equilibrio estático en las chicas concretamente en las pruebas MABC-2 estático (p < .01, %Dif = -28.74%, TE = .3, bajo) y standing stork con la pierna derecha (p < .05, %Dif = 17.88%, TE = .2, bajo). Por el contrario, no se obtuvieron diferencias significativas entre chicos y chicas en el standing stork con la pierna izquierda, ni en ninguna de las pruebas de equilibrio dinámico (MABC-2 dinámico pasos, MABC-2 dinámico saltos con la pierna derecha y MABC-2 dinámico saltos con la pierna izquierda). Además, no se encontró ninguna correlación moderada, muy alta o casi perfecta (r > .50) entre los diferentes test de equilibrio. Los resultados obtenidos en este estudio muestran un mejor equilibrio estático en las chicas pero ninguna diferencia significativa atendiendo al género en el equilibrio dinámico. Abstract. The main objectives of this study were to describe, based on gender, the static and dynamic balance of primary education students through different tests (MABC-2 static, MABC-2 dynamic steps, MABC-2 jumps right leg, MABC- 2 jumps left leg, standing stork right leg and standing stork left leg), and analyze the association between the results of the different balance tests. 253 students from 2nd to 5th year of primary school were evaluated; 110 were boys (8.6 years, 133.7 ± 6.6 cm, 31.73 ± 6.1 kg, 17.6 ± 2.4 kg·m-2) and 143 girls (8.7 years, 134.3 ± 9.1 cm, 32.9 ± 9.5 kg, 17.9 ± 3.3 kg·m-2). The results obtained in the present study show a better static balance in girls, specifically in the static MABC-2 test (p < .01, %Dif = -28.74%, TE = .3, low) and standing stork with the right leg test (p < .05, % Dif = 17.88%, TE = .2, low). In contrast, no significant differences were found between boys and girls in the standing stork with the left leg, or in any of the tests of dynamic balance (MABC-2 dynamic steps, MABC-2 dynamic jumps with the right leg and MABC- 2 dynamic jumps with the left leg). In addition, no moderate, very high or almost perfect correlation (r> .50) were found between the different balance tests. The results obtained in this study show a better static balance in girls but no significant difference according to gender in dynamic balance.

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Effects of Gymnastics on Static and Dynamic Balance in Children (Bingol Province Sample)

Journal of Education and Learning ◽

10.5539/jel.v9n2p211 ◽

2020 ◽

Vol 9 (2) ◽

pp. 211

Author(s):

Harun Genc ◽

Oktay Kizar

Keyword(s):

Body Weight ◽

Dynamic Balance ◽

Group Interaction ◽

Test Group ◽

The Body ◽

Static Balance ◽

Control Groups ◽

Balance Test ◽

Before And After ◽

The Right

This study was performed out to examine the effects of gymnastic exercises on dynamic and static balance in children. A total of 31 volunteer children attending primary school in Bingöl, 9 male experimental groups (MEG) and 8 male control groups (MCG) and 7 female experimental groups (FEG) and 7 female control groups (FKG), participated in the study. For the MEG who participated in our study, the age was found to be 7.60 ± 1.51 years, the heigth was 127.30 ± 10.90 cm, the body weight was 25.60 ± 5.41 kg and the BMI was 15.74 ± 0.99 kg/m2; for the MCG who participated in our study, the age was 7.25 ± 1.26 years, the heigth was 125.80 ± 9.70 cm, the body weight was 26.51 ± 4.73 kg and the BMI was 17.72 ± 0.66 kg/m2. For the FEG who participated in our study, the age was found to be 7.25 ± 1.26 years, the heigth was 122.63 ± 4.21 cm, the body weight was 26.51 ± 5.38 kg and the BMI was 17.72 ± 0.66 kg/m2; for the FCG who participated in our study, the age was 7.75 ± 1.25 years, the heigth was 123.50 ± 4.30 cm, the body weight was 26.75 ± 5.52 kg and the BMI was 17.55 ± 0.62 kg/m2. While basic gymnastics training was applied to boys and girls experimental groups for 8 weeks, 3 days a week, control groups continued their classroom training and were not included in any physical activities. Star balance test for dynamic balance measurement and flamingo balance test for static balance measurement were applied before and after gymnastics training. Analysis of the data obtained SPSS package program was used. The normality of the distributions of the variables and the homogeneity of the variances were determined by Mauchly Sphericity and Levene Tests. Analyzes between the groups, within the group and the effect of training were made with multiple measures analysis of variance (MANOVA) in repeated measurements. Post Hoc comparisons in significant values were determined by Bonferroni Test. The degree of significance (p < 0.05) was accepted. According to the star balance test values applied before and after exercise, test*group interaction was observed in MEG in both the right foot and left foot Anterior, Anteromedial, Medial, Postoremedial, Posterior, Posterolateral, Lateral, Anterolateral values. It has been determined that this interaction is caused by intra-group development in MGE (p < 0.05). While anterior, anteromedial, medial, postoremedial, posterior, and anterolateral test*group interaction is observed for the right foot star balance test in girls, this interaction is due to intragroup development in the FEG (p < 0.05). Although the result did not express statistical significance in the posterolateral and lateral direction values, the results of the FEG in both values were determined to be higher than the values of the FCG. According to the results of the left foot star balance test in girls, Anterior, Anteromedial, Postoremedial, Posterior, Lateral, Anterolateral values are observed in the test*group interaction, this interaction is due to intragroup developments in the FEG (p < 0.05). Although there was no significant difference in the values of the medial and posterolateral sides, it was found that the measurements of FEG in both direction values were higher than the results of the FCG. According to the flamingo balance test values, which is the other balance test applied in our research, according to MEG in MCG in both right foot and left foot tests; a significant increase was statistically observed in the FEG compared to the FCG (p<0.05). As a result, it is possible to say that the 8-week gymnastic exercises applied in our research improve both static and dynamic balance in children. It can be explained by balance is an important component in all movements of gymnastics.

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Investigation of the Effect of Acute Muscular Fatigue on Static and Dynamic Balance Performances in Elite Wrestlers

Journal of Education and Learning ◽

10.5539/jel.v8n5p179 ◽

2019 ◽

Vol 8 (5) ◽

pp. 179

Author(s):

Ömer Özer

Keyword(s):

Aerobic Power ◽

Dynamic Balance ◽

Muscular Fatigue ◽

Static Balance ◽

Muscular Endurance ◽

Maximal Strength ◽

Balance Test ◽

Balance Exercise ◽

Fatigue Exercise ◽

Before And After

Maximal strength, muscular endurance, maximal aerobic power, and anaerobic capabilities, power are needed to have victory for wrestlers in a wrestling competition.The aim of the study is to investigate the effect of acute muscular fatigue on static and dynamic balance performances in elite wrestlers. Ten elite male wrestlers (25 ± 2.3 years, 181 ± 6.5 cm, 84 ± 4.2 kg) participated in the study voluntarily. Participants were undertaken dynamic and static balance test before fatigue exercise (in Cybex) and immediately after fatigue exercise, theywere undertaken dynamic and static balance test again. SPSS packet program was used to evaluate the data. There were no statistically significant differences in static and dynamic balance before and after fatigue. The results show that wrestlers’ balance is not affected by muscular fatigue, so there is no need for balance exercise after fatigue at least according to this study.

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Effect of Exercises in Water and Land on Balance and Cognitive Functions in Elderly and Old Persons

Reabilitacijos mokslai slauga kineziterapija ergoterapija ◽

10.33607/rmske.v1i18.746 ◽

2019 ◽

Vol 1 (18) ◽

Author(s):

Remigija Dekaminavičiūtė ◽

Vilma Dudonienė

Keyword(s):

Cognitive Functions ◽

Elderly Women ◽

Dynamic Balance ◽

Exercise Program ◽

Static Balance ◽

Trail Making Test ◽

Exercise Programs ◽

Balance Test ◽

Trail Making ◽

Better Than

Research background. Aging constantly manifests itself not only in physiological changes, but also in cognitive ones. Exercise programs for elderly have been created aiming at avoiding risk of falling, but there is little known about changes in cognitive functions under the eﬀect of exercise. The aim was to evaluate the eﬀect of water-based and land-based exercises on balance and cognitive functions in elderly women and men. Methods. The dynamic balance of study participants (n = 32) was evaluated using Timed Up & Go Test, the static balance was evaluated with a 4-position Static Balance Test and the cognitive functions were evaluated with Six-Item Cognitive Impairment Test, the Cognitive Failures Questionnaire and the Trail Making Test. The participants were randomly divided in two groups: water exercise and land-based exercise. Results. After 8 weeks of exercise in water and on land, static and dynamic balance and cognitive functions improved in both groups (p < 0.05), no statistically signifcant diﬀerence was found between the groups except for the trail making test, which was performed more quickly by subjects who attended exercise in water. After the exercise program, the men’s dynamic and static balance (while standing in the tandem position) were better than women’s, but women’s standing on one leg position was better than that of men’s (p < 0.05). Conclusion. There were no statistically signifcant diﬀerences in cognitive function between men and women after intervention. After both exercise programs, dynamic and static balance (in the tandem position) in men were better (p < 0.05) than those in women, standing on one leg but women’s position was statistically signifcantly better than that of men’s.Keywords: exercise program in water and land-based, static and dynamic balance, cognitive functions.

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Intervenciones educativas sobre nutrición y actividad física en niños de Educación Primaria: Una revisión sistemática

Enfermería Global ◽

10.6018/eglobal.380041 ◽

2020 ◽

Vol 19 (3) ◽

pp. 547-581

Author(s):

Marina Llosa Villa ◽

Francisco Javier Pérez Rivera ◽

Elena Andina Díaz

Keyword(s):

Physical Activity ◽

Childhood Obesity ◽

Primary School ◽

Experimental Studies ◽

Educational Interventions ◽

The Body ◽

Primary School Children ◽

School Students ◽

Revisión Sistemática ◽

Educación Primaria

Introducción: Las intervenciones educativas en el entorno escolar, parecen la forma más efectiva de actuar contra la obesidad infantil. Los objetivos de esta revisión sistemática fueron, describir las intervenciones educativas sobre alimentación y/o actividad física llevadas a cabo en alumnos de Educación Primaria con el fin de disminuir o prevenir la obesidad infantil y analizar la eficacia de dichas intervenciones.Metodología: Se realizó una búsqueda bibliográfica en las bases de datos WOS y SCOPUS. Los criterios de elegibilidad fueron establecidos en base al acrónimo PICOS: (P) niños de educación primaria (6-12 años), (I) estudios que llevaran a cabo intervenciones de nutrición y/o actividad física en el ámbito escolar, (C) no recibir ninguna intervención, (O) evaluar el efecto de los programas educacionales sobre la obesidad infantil, (S) estudios experimentales, publicados entre 2013 y 2017.Resultados y discusión: Se identificaron 571 artículos, y finalmente se incluyeron 22 estudios. Se encontró que las intervenciones más prometedoras fueron las combinadas. La duración, la participación de los padres, el sexo y nivel socioeconómico pueden influir en la efectividad de las intervenciones. Se observó una escasez de intervenciones teóricamente fundamentadas.Conclusiones: Las intervenciones con mejores resultados son las combinadas, con actividades incluidas en el currículo y la participación de los padres. Las intervenciones a largo plazo parecen tener mejores resultados. Estos programas ayudan a la adquisición de hábitos saludables y existe cierta evidencia de que son útiles en la disminución del Índice de Masa Corporal (IMC) o en la prevención de la obesidad infantil. Introduction: Educational interventions in the school environment seem the most effective way to act against childhood obesity. The objectives of this systematic review were to describe the educational interventions on nutrition and / or physical activity carried out in primary school students in order to reduce or prevent childhood obesity and analyze the effectiveness of these interventions.Methodology: A bibliographic search was carried out in the WOS and SCOPUS databases. Eligibility criteria were established based on the acronym PICOS: (P) primary school children (6-12 years), (I) studies that will carry out nutrition and / or physical activity interventions in the school setting, (C) not receive any intervention, (O) evaluate the effect of educational programs on childhood obesity, (S) experimental studies, published between 2013 and 2017.Results and discussion: 571 articles were identified, and finally 22 studies were included. It was found that the most promising interventions were the combined ones. Duration, parental involvement, gender and socioeconomic status can influence the effectiveness of interventions. A shortage of theoretically based interventions was observed.Conclusions: The interventions with the best results are the combined ones, with activities included in the curriculum and the participation of the parents. Long-term interventions seem to have better results. These programs help the acquisition of healthy habits and there is some evidence that they are useful in decreasing the Body Mass Index (BMI) or in the prevention of childhood obesity.

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Applying the Minimal Detectable Change of a Static and Dynamic Balance Test Using a Portable Stabilometric Platform to Individually Assess Patients with Balance Disorders

Healthcare ◽

10.3390/healthcare8040402 ◽

2020 ◽

Vol 8 (4) ◽

pp. 402 ◽

Cited By ~ 1

Author(s):

Juan De la Torre ◽

Javier Marin ◽

Marco Polo ◽

José J. Marín

Keyword(s):

Center Of Pressure ◽

Balance Control ◽

Dynamic Balance ◽

Static Balance ◽

Minimal Detectable Change ◽

Detectable Change ◽

Balance Test ◽

Balance Disorders ◽

Eyes Closed ◽

Specialist Physician

Balance disorders have a high prevalence among elderly people in developed countries, and falls resulting from balance disorders involve high healthcare costs. Therefore, tools and indicators are necessary to assess the response to treatments. Therefore, the aim of this study is to detect relevant changes through minimal detectable change (MDC) values in patients with balance disorders, specifically with vertigo. A test-retest of a static and dynamic balance test was conducted on 34 healthy young volunteer subjects using a portable stabilometric platform. Afterwards, in order to show the MDC applicability, eight patients diagnosed with balance disorders characterized by vertigo of vestibular origin performed the balance test before and after a treatment, contrasting the results with the assessment by a specialist physician. The balance test consisted of four tasks from the Romberg test for static balance control, assessing dynamic postural balance through the limits of stability (LOS). The results obtained in the test-retest show the reproducibility of the system as being similar to or better than those found in the literature. Regarding the static balance variables with the lowest MDC value, we highlight the average velocity of the center of pressure (COP) in all tasks and the root mean square (RMS), the area, and the mediolateral displacement in soft surface, with eyes closed. In LOS, all COP limits and the average speed of the COP and RMS were highlighted. Of the eight patients assessed, an agreement between the specialist physician and the balance test results exists in six of them, and for two of the patients, the specialist physician reported no progression, whereas the balance test showed worsening. Patients showed changes that exceeded the MDC values, and these changes were correlated with the results reported by the specialist physician. We conclude that (at least for these eight patients) certain variables were sufficiently sensitive to detect changes linked to balance progression. This is intended to improve decision making and individualized patient monitoring.

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EFFECTS OF CIRCADIAN RHYTHM ON BALANCE PERFORMANCE

Polish Journal of Sport and Tourism ◽

10.1515/pjst-2017-0016 ◽

2017 ◽

Vol 24 (3) ◽

pp. 155-161 ◽

Cited By ~ 3

Author(s):

Osman Karagul ◽

Gulbin Rudarli Nalcakan ◽

Yeliz Dogru ◽

Murat Tas

Keyword(s):

Physical Activity ◽

Circadian Rhythm ◽

Body Temperature ◽

Physical Activity Level ◽

Dynamic Equilibrium ◽

Dynamic Balance ◽

The Body ◽

Activity Level ◽

Leg Length ◽

Balance Performance

AbstractIntroduction. The aim of the study was to examine the effect of circadian rhythm on dynamic balance performance and to determine the role of physical activity level, body temperature, chronotype, and gender in this possible effect. Material andmethods. Forty-two young male and female subjects with different physical activity levels participated in the study. A dynamic equilibrium test, a Star Excursion Balance Test (SEBT), was conducted at 9:00, 13:00, and 17:00 on three different days with at least two days of interval between tests. The test scores were calculated by dividing the reaching distances by the leg length and multiplying the quotient by 100. The physical activity level and sleep state were evaluated using questionnaires. Before each test, body temperatures were measured orally. Results. The best SEBT scores were found at 13:00 and 17:00 in the male group and in the trained group. The body temperature changes increased parallel to SEBT scores. The scores for the non-dominant leg were found to be significantly different in posterior test directions, and those for the dominant leg were different in anterior directions. Chronotype did not affect the test results. Conclusions. Circadian rhythm was found to have an effect on dynamic balance performance. Body temperature, gender, and physical activity level were also found to play a role in this effect.

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The development of postural control in 6–17 old years healthy children. Part II Postural control evaluation – Limits of Stability Test (LOS) in 6–17 old year children

Otolaryngologia Polska ◽

10.5604/01.3001.0013.8594 ◽

2020 ◽

Vol 74 (4) ◽

pp. 18-24

Author(s):

Krystyna Orendorz-Frączkowska ◽

Marzena Kubacka

Keyword(s):

Postural Control ◽

Dynamic Equilibrium ◽

Dynamic Balance ◽

Age Groups ◽

Standing Position ◽

The Body ◽

Stability Test ◽

Healthy Children ◽

Movement Velocity ◽

Limits Of Stability

Introduction: The ability to Reach quickly to changing external stimuli, to move the body quickly and precisely in any direction and to maintain the centre of gravity above the support base, all contribute to maintaining balance in dynamic conditions. The Limits of Stability Test (LOS) provides information on the state of dynamic equilibrium in a standing position. Aim : Assessment of dynamic postural control in developmental age. Material : 127 healthy children (65 girls and 62 boys) aged 6 – 17years. Methods: All children underwent LOS test (posturograph NeuroCom) with registration of reaction time (RT), movement velocity (MVL), directional control (DCL) , maximum excursion (MXE) and endpoint excursion (EPE). Results: At the age of 6-7 years, not fully developed jumping strategy and visual feedback mechanism in the control of movement were observed. All tested parameters were significantly worse in children aged 6 – 9 years. After this period, a significant improvement in TR and MVL was observed, with no significant changes in subsequent age groups while significant improvement in MXE up to 12 , EPE and DCL up to 13 years of age was noted. No significant gender differences were fund in the LOS test parameters. Conclusions: 1 The LOS test showed significantly lower dynamic balance development in children aged 6 – 7 years. 2 The study showed a significant improvement in all parameters of the LOS test up to 13 years of age, which supports the termination of the function at that time.

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Differences in Static- and Dynamic-Balance Task Performance After 4 Weeks of Intrinsic-Foot-Muscle Training: The Short-Foot Exercise Versus the Towel-Curl Exercise

Journal of Sport Rehabilitation ◽

10.1123/jsr.21.4.327 ◽

2012 ◽

Vol 21 (4) ◽

pp. 327-333 ◽

Cited By ~ 50

Author(s):

Scott K. Lynn ◽

Ricardo A. Padilla ◽

Kavin K.W. Tsang

Keyword(s):

Task Performance ◽

Outcome Measures ◽

Repeated Measures ◽

Mixed Model ◽

Center Of Pressure ◽

Dynamic Balance ◽

Weight Bearing ◽

Static Balance ◽

Balance Test ◽

Balance Task

Context:Proper functioning of the intrinsic foot musculature (IFM) is essential in maintaining the integrity of the medial longitudinal arch (MLA). Improper functioning of the IFM leads to excessive pronation of the foot, which has been linked to various pathologies. Therefore, training the IFM to avoid excessive pronation may help prevent some of these pathologies; however, it is not clear how to train these muscles optimally.Objective:To investigate the effects of 2 different types of IFM training on the height of the MLA and static- and dynamic-balance task performance.Design:Randomized controlled trial, repeated-measures mixed-model design.Setting:University biomechanics laboratory for testing and a home-based training program.Participants:24 healthy, university-age volunteers (3 groups of 8) with no history of major lower limb pathology or balance impairment.Interventions:One experimental group performed 4 wk of the short-foot exercise (SFE) and the other performed 4 wk of the towel-curl exercise (TCE). Participants were asked to perform 100 repetitions of their exercise per day.Main Outcome Measures:Navicular height during weight bearing, the total range of movement of the center of pressure (COP) in the mediolateral (ML) direction for a static-balance test and a dynamic-balance test.Results:There were no differences in the navicular height or static-balance tests. For the dynamic-balance test, all groups decreased the ML COP movement on the dominant limb by a small amount (~5 mm); however, the SFE group was able to decrease COP movement much more than the TCE group in the nondominant limb.Conclusions:The SFE appeared to train the IFM more effectively than the TCE; however, there were differing results between the dominant and nondominant legs. These imbalances need to be taken into consideration by clinicians.

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A STUDY ON THE PSYCHOMOTOR POTENTIAL OF PRIMARY SCHOOL STUDENTS FROM BACAU SPORTS HIGH SCHOOL

GYMNASIUM ◽

10.29081/gsjesh.2015.16.1s.05 ◽

2017 ◽

Vol XVI (1 (Supplement)) ◽

Author(s):

Silviu Şalgău

Keyword(s):

Primary School ◽

Educational Process ◽

The Body ◽

Psychomotor Skills ◽

School Students ◽

Know How ◽

Motor Abilities ◽

Body Development ◽

Primary School Student ◽

Permanent Improvement

In the process of physical training of the 1st-4th grade pupils, the improvement of psychomotor skills depends on certain available bodily reserves based on a hereditary background, but also on the abilities acquired during the body development and it can be influenced by the instructional-educational process. The main way for developing psychomotor skills in the 1st to 4th grades is represented by the activity organized during lessons in order to form motor abilities and skills, but using specific methods and means to determine the desired process. This paper presents specific means for developing psychomotor skills during the physical education lesson and it deals with their efficiency to know how to act, according to the resulted gains or losses, in such a way as to adopt in future activities, different contents, strategies and forms to determine an increase of the efficiency of the teaching process as a permanent improvement of the physical available resources and the motor level of the age of a young primary school student.

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