Aim The aim of this study was to assess the improvement in balance ability of a group of third-grade primary school children by applying a specific experimental protocol. Subjects The experimental group (EG) and the control group (CG) consisted of two classes containing 16 children each. The experimental group (16 subjects, ages 8.46 ± 0.27 years, body mass 33.37 ± 8.13 kg, height 136.87 ± 5.71 cm) was given a specific introductory training to in-line roller skating and guidance physical activity on the game of mini-hockey. The control group (16 subjects, ages 8.3 ± 0.5 years, body mass: 32.56 ± 6.6 kg, height 134.87 ± 6.16 cm) did not receive any specific physical activity and pursued the regular syllabus offered by the school. Methods The physical activity project lasted 8 months and consisted of two training sessions per week. Each group underwent two assessments, at the start and end of the project. Four tests were proposed: two of which are specific balance ability tests (test 1 – dynamic balancing on mobile platform and test 2 – dynamic balancing on static platform) and two of them are eye-hand coordination tests using balls (test 3 – throwing ball at wall without moving, and test 4 – throwing ball at wall when moving). Results The experimental group (comparing initial and final values, non-parametric Wilcoxon test) yielded results that underscored significant differences in variable 1 associated with dynamic balance (p<0.05) The comparison between the results obtained from the two assessments on the control group showed no significant differences. The final statistical homogeneity test (non-parametric Mann-Whitney test) on the two groups yielded in a significant deviation in the variables associated with tests 1, 2 and 4 (p<0.05). According to the statistical analysis performed (Spearman test) there is no correlation between balance tests and coordination tests ( EG rs= 0,44; CG rs= 0,41; p >0.05) or any correlation between the time spent and the results obtained (EG rs= –0,18; CG rs= 0,17; p >0.05). Conclusions The significance of the physical activity results are enhanced if one considers them in the particular school context where the project was carried out. Pursuing as broad a basic physical teaching as possible is the main goal of education and didactics of physical education that all teachers and, consequently, all courses should abide by. Those who can move deftly in all circumstances will achieve greater confidence in their abilities and develop an improved adaptation to their everyday relationships and social lives.
Experimental study on balance ability achieved in primary school children
TINTO, Amalia;
2012-01-01
Abstract
Aim The aim of this study was to assess the improvement in balance ability of a group of third-grade primary school children by applying a specific experimental protocol. Subjects The experimental group (EG) and the control group (CG) consisted of two classes containing 16 children each. The experimental group (16 subjects, ages 8.46 ± 0.27 years, body mass 33.37 ± 8.13 kg, height 136.87 ± 5.71 cm) was given a specific introductory training to in-line roller skating and guidance physical activity on the game of mini-hockey. The control group (16 subjects, ages 8.3 ± 0.5 years, body mass: 32.56 ± 6.6 kg, height 134.87 ± 6.16 cm) did not receive any specific physical activity and pursued the regular syllabus offered by the school. Methods The physical activity project lasted 8 months and consisted of two training sessions per week. Each group underwent two assessments, at the start and end of the project. Four tests were proposed: two of which are specific balance ability tests (test 1 – dynamic balancing on mobile platform and test 2 – dynamic balancing on static platform) and two of them are eye-hand coordination tests using balls (test 3 – throwing ball at wall without moving, and test 4 – throwing ball at wall when moving). Results The experimental group (comparing initial and final values, non-parametric Wilcoxon test) yielded results that underscored significant differences in variable 1 associated with dynamic balance (p<0.05) The comparison between the results obtained from the two assessments on the control group showed no significant differences. The final statistical homogeneity test (non-parametric Mann-Whitney test) on the two groups yielded in a significant deviation in the variables associated with tests 1, 2 and 4 (p<0.05). According to the statistical analysis performed (Spearman test) there is no correlation between balance tests and coordination tests ( EG rs= 0,44; CG rs= 0,41; p >0.05) or any correlation between the time spent and the results obtained (EG rs= –0,18; CG rs= 0,17; p >0.05). Conclusions The significance of the physical activity results are enhanced if one considers them in the particular school context where the project was carried out. Pursuing as broad a basic physical teaching as possible is the main goal of education and didactics of physical education that all teachers and, consequently, all courses should abide by. Those who can move deftly in all circumstances will achieve greater confidence in their abilities and develop an improved adaptation to their everyday relationships and social lives.
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