Postural Balance
Conditions
Keywords
Balance training, Static balance, Dynamic balance, Postural control, Physical education, High school students, Adolescents, Y-Balance Test, Single-Leg Stance Test, Stork Test, Change-of-direction performance
Brief summary
This study will compare the effects of an 8-week balance-focused exercise program and traditional physical education on static and dynamic balance performance in high school students.
Detailed description
This quasi-experimental study will investigate the effects of an 8-week balance-focused exercise program compared with traditional physical education on balance performance in high school students. Participants will be assigned to either a balance-focused exercise group or a traditional physical education group based on their existing class groups. Both groups will participate in two approximately 40-minute sessions per week for eight weeks. The balance-focused exercise program will include structured exercises targeting static and dynamic balance, single-leg postural control, weight transfer, change-of-direction movements, jump and landing control, proprioceptive control, and reactive balance. Exercise difficulty will progressively increase throughout the intervention. The traditional physical education group will participate in regular school physical education activities without an additional structured balance training program. Static balance will be assessed using the Single-Leg Stance Test and Stork Test, while dynamic balance will be assessed using the Y-Balance Test. Change-of-direction performance will be evaluated as a secondary physical performance outcome using the 5+5 Change-of-Direction Test. Measurements will be performed before and after the eight-week intervention using standardized testing procedures. The primary purpose of the study is to determine whether a structured balance-focused exercise program produces greater improvements in static and dynamic balance performance than traditional physical education in high school students.
Interventions
BEHAVIORALBalance-Focused Exercise Program
An 8-week structured balance exercise program conducted twice weekly for approximately 40 minutes per session. Each session will include a 5-minute warm-up, 30 minutes of balance-focused exercises, and a 5-minute cool-down. Exercises will target static and dynamic balance, single-leg postural control, weight transfer, change-of-direction movements, jump and landing control, proprioceptive control, and reactive balance. Exercise difficulty will progressively increase throughout the intervention.
BEHAVIORALTraditional Physical Education
An 8-week traditional physical education program conducted twice weekly for approximately 40 minutes per session. Each session will include a 5-minute warm-up, 30 minutes of traditional physical education activities, and a 5-minute cool-down. Activities will include running and warm-up games, team sports such as football and basketball, basic strength exercises, and flexibility activities. No additional structured balance training program will be provided.
Sponsors
Eastern Mediterranean University
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
Participants will be assigned to either an 8-week balance training group or a traditional physical education group. The groups will be followed in parallel and assessed before and after the intervention.
Eligibility
Sex/Gender
ALL
Age
14 Years to 18 Years
Healthy volunteers
Yes
Inclusion criteria
* 14-18 years of age. * Enrolled in the 9th, 10th, or 11th grade at İskele Türk Maarif Koleji. * Able to participate in physical education classes. * No known health condition that prevents participation in physical activity. * No lower-extremity injury within the previous 6 months. * Parent or legal guardian has provided written informed consent. * Participant has provided assent and voluntarily agreed to participate in the study.
Exclusion criteria
* Lower-extremity injury within the previous 6 months. * Neurological or vestibular disease that may affect balance performance. * Known balance disorder. * Orthopedic condition causing movement limitation. * Any condition that prevents participation in physical education classes. * Active participation in a sport requiring regular structured balance training. * Failure to participate in any required pre-intervention or post-intervention assessment. * Withdrawal of parent or legal guardian consent. * Voluntary withdrawal from the study at any time.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Single-Leg Stance Test performance | Baseline (pre-intervention) and immediately after the 8-week intervention. | The best time maintained during the Single-Leg Stance Test on the dominant and non-dominant legs, measured in seconds. Higher values indicate better static balance performance. |
| Stork Test performance | Baseline (pre-intervention) and immediately after the 8-week intervention. | The best time maintained during the Stork Test on the dominant and non-dominant legs, measured in seconds. Higher values indicate better static balance performance. |
| Y-Balance Test performance | Baseline (pre-intervention) and immediately after the 8-week intervention. | The best reach distance in the anterior, posteromedial, and posterolateral directions on the dominant and non-dominant legs, measured in centimeters. Higher reach distances indicate better dynamic balance performance. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| 5+5 Change-of-Direction Test performance | Baseline (pre-intervention) and immediately after the 8-week intervention. | The best completion time for the 5+5 Change-of-Direction Test using the dominant and non-dominant legs for the 180-degree change of direction, measured in seconds. Lower completion times indicate better change-of-direction performance. |
Countries
Cyprus
Contacts
CONTACTJeffry Roy Chauchat, PhD
CONTACTMustafa Özkıran
STUDY_DIRECTORJeffry Roy Chauchat, PhD
Eastern Mediterranean University
Outcome results
None listed