B A L A E C N What

B A L A E C N

What is Balance? ? ? • The ability to maintain equilibrium against force of gravity.

Two Types… Static & Dynamic

Examples: Posing for a photo Looking Static through a This is the ability to maintain equilibrium while stationary. microscope Assuming the position to shoot a

Examples: Dancing Dynamic This is the ability to maintain equilibrium while in motion or to move the body or parts of the body from one point to another and maintain equilibrium. Walking Driving a golf ball Bowling

Why Measure Balance? ? ? Balance is important!! To help improve one’s balance it must be measured to see what aspects of their balance need improving.

Balance can be improved through intensive practice of activities that place individuals, in a balanced positions that attempt to maintain and , in balance positions that help them develop a “feel” for such positions. The main point is that balance can be improved through activities that place individual’s in a state of imbalance, forcing them to recover balance. You should seek to develop the appropriate program for patients.

It is best not to administer balance Tests of Balance tests after any strenuous Also do not allow activity! practice! Balance test are classified as static or dynamic and are reviewed as practical, inexpensive to the administrator, and satisfactory for both sexes.

*Static Basic Tests* Stork Stand • Objective: to measure stationary balance while the body weight is supported on the ball of the foot of the dominant leg. • Age Level: 10 -college-age • Equipment: stopwatch • Validity: face validity • Reliability: Coefficients of. 85 and. 87 have been reported using the test-retest method • Objectivity: Johnson and Nelson report a study that found an objective coefficient of. 99 • Norms: chart on next slide

Norms

*Static Basic Test* Bass Stick Test (Lengthwise) • Objective: to measure stationary balance while the weight of the body is supported on a small base of support on the ball of the foot • Age Level: 10 -college-age • Equipment: Sticks 1” X 12” • Validity: Face validity is accepted • Reliability: . 90 • Norms: Chart on previous slide • Scoring: The score is the total time in seconds for all six trials, three on each foot.

*Static Basic Tests* Bass Stick Test (Crosswise) • This is the same as the lengthwise test except that the ball of the foot is placed crosswise on the stick.

*Dynamic Balance Tests* Johnson Modification of the Bass Test of Dynamic Balance • Test objective: to measure the ability to maintain balance during movement and upon landing form a leap. • Age Level: high school –college • Equipment: Stopwatch, tape measure, and floor tape • Validity: Face validity; . 46 when correlated with Bass test of dynamic balance • Reliability: . 75 using test-retest • Objectivity: . 97 • Norms: Johnson and Nelson provide norms for college women • Scoring: 5 points for landing on tape mark, 1 point for each second the steady position is help on tape mark ; which gives a maximum of 10 points per tape mark and a 100 points may be earned. • Test performer is penalized 5 points if: failing to stop upon landing, touching the floor with any part of the body other than the ball of the landing foot or failing to completely cover the tape mark with the ball of the foot.

* Dynamic Balance Tests* Balance Beam Walk • Test Objective: to measure balance while walking on a balance beam • Age Level: 9 -college-age • Equipment: regulation balance beam and stopwatch • Validity: face validity • Norms: no norms reposted • Scoring: pass/fail. No time limit for the beam walk. The test difficulty can be increased through the use of a 2 -inch balance beam.

*Dynamic Balance Tests* Modified Sideward Leap • Test Objective: to measure the ability to maintain balance during movement and upon landing from a leap. • Age Level: junior high- college • Equipment: Stopwatch, tape measure, and floor tape • Validity: face validity • Reliability: . 66 to. 88 at different age levels • Norms: no norms reported • Scoring: The maximum number of points for each trial is 15 1. 5 points for landing correctly on spot A 2. 5 points for leaning and pushing the object off spot B or C 3. 1 point for each second that balance is held on spot A, up to 5 seconds

S T TO I KNEE S V RK STA BALANCE N D Activities to Develop Balance SWAN STAND Nichols, Aresnault, and Giuffre recommended the following activities for the teaching of balance to elementary students, but the activities, or modifications of them, may be practiced at any level. RUG TWISTER G N I H P OP P LEA TAPE LINE HO P

Recapturing Balance Activities • 1. Jump off a low bench, landing with both feet inside a hoop. • 2. Jump forward off a chair and clap hands above head while in midair • 3. Jump forward off a chair with one foot going forward and the other backward, and land with the legs back together. • 4. Jump forward off a low bench, make a half turn in midair, and land facing the bench. • 5. Jump sideways off a low bench. Jump backward. • 6. Jump forward off a chair and catch a ball in midair. • The balance beam can be altered to increase difficulty by inclines, widths, and heights.