Effects of Functional Balance Exercises on Balance Abilities and Golf Performance Abilities in Elementary School Golf Players

Author(s):  
Jeong Min Park ◽  
◽  
Min Cheol Kang ◽  
2020 ◽  
Vol 40 (01) ◽  
pp. 39-49 ◽  
Author(s):  
Arva Khuzema ◽  
A. Brammatha ◽  
V. Arul Selvan

Background: Individuals with Parkinson’s disease (PD) invariably experience functional decline in a number of motor and non-motor domains affecting posture, balance and gait. Numerous clinical studies have examined effects of various types of exercise on motor and non-motor problems. But still much gap remains in our understanding of various therapies and their effect on delaying or slowing the dopamine neuron degeneration. Recently, Tai Chi and Yoga both have gained popularity as complementary therapies, since both have components for mind and body control. Objective: The aim of this study was to determine whether eight weeks of home-based Tai Chi or Yoga was more effective than regular balance exercises on functional balance and mobility. Methods: Twenty-seven individuals with Idiopathic PD (Modified Hoehn and Yahr stages 2.5–3) were randomly assigned to either Tai Chi, Yoga or Conventional exercise group. All the participants were evaluated for Functional Balance and Mobility using Berg Balance Scale, Timed 10[Formula: see text]m Walk test and Timed Up and Go test before and after eight weeks of training. Results: The results were analyzed using two-way mixed ANOVA which showed that there was a significant main effect for time as F (1, 24) [Formula: see text], [Formula: see text], [Formula: see text] for overall balance in Berg Balance Scale. There was also significant main effect of time on mobility overall as F(1, 24) [Formula: see text], [Formula: see text], [Formula: see text] in Timed up and Go test and F(1, 24) [Formula: see text], [Formula: see text], [Formula: see text] for 10[Formula: see text]m Walk test. There was a significant interaction effect for [Formula: see text] with F(2, 24) [Formula: see text], [Formula: see text], [Formula: see text] for balance. With respect to mobility, the values F(2, 24) [Formula: see text], [Formula: see text], [Formula: see text] in Timed Up and Go test and F(2, 24) [Formula: see text], [Formula: see text], [Formula: see text] in 10[Formula: see text]m Walk test showed a significant interaction. But there was no significant main effect between the groups for both balance and mobility. Conclusion: The findings of this study suggest that Tai Chi as well as Yoga are well adhered and are attractive options for a home-based setting. As any form of physical activity is considered beneficial for individuals with PD either Tai Chi, Yoga or conventional balance exercises could be used as therapeutic intervention to optimize balance and mobility. Further studies are necessary to understand the mind–body benefits of Tai Chi and Yoga either as multicomponent physical activities or as individual therapies in various stages of PD.


1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.


1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.


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