Effects of an Eight-Week Balance-Focused Exercise Program Versus Traditional Physical Education on Static and Dynamic Balance Performance in High School Students
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 入组人数
- 68
- 试验地点
- 1
- 主要终点
- Single-Leg Stance Test performance
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 14 Years 至 18 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •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.
排除标准
- •xclusion 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.
研究组 & 干预措施
Balance-Focused Exercise Group
Participants will complete an 8-week balance-focused exercise program consisting of two approximately 40-minute sessions per week. 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.
干预措施: Balance-Focused Exercise Program (Behavioral)
Traditional Physical Education Group
Participants will continue their regular school physical education classes for 8 weeks, with two approximately 40-minute sessions per week. Each session will include a 5-minute warm-up, 30 minutes of traditional physical education activities, and a 5-minute cool-down. Activities may 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.
干预措施: Traditional Physical Education (Behavioral)
结局指标
主要结局
Single-Leg Stance Test performance
时间窗: 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
时间窗: 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
时间窗: 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.
次要结局
- 5+5 Change-of-Direction Test performance(Baseline (pre-intervention) and immediately after the 8-week intervention.)
研究者
Jeffry Roy Chauchat
Assistant Professor
Eastern Mediterranean University