Chapter 10 Balance

Chapter Objectives After completing this chapter, you should be able to 1. Define and measure static and dynamic balance. 2. State why balance should be measured. 3. Describe responsibilities after the measurement of balance and prescribe activities to improve balance.

Balance Balance is the ability to maintain equilibrium against the force of gravity. Factors that contribute to balance: 1. Balance center (semicircular canal) in the inner ear 2. Kinesthetic sense in the muscles and joints 3. Visual perception

Types of Balance Two basic types of balance Static balance - ability to maintain equilibrium while stationary; often thought of as steadiness. Center of gravity must be over the base of support. Examples - in position to shoot a rifle, looking through a microscope, posing for a photograph

Types of Balance Dynamic balance - 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 Examples - dancing, walking, driving a golf ball, and bowling Recovery of balance after the body’s balance has been disturbed may also be considered a type of balance. Examples - running, hopping, kicking, gymnastic routines, and wrestling

Why Measure Balance? *Balance necessary usual, everyday activities. *Individuals with poor balance are at a disadvantage in performing most physical activities; also at greater risk to fall. *Individual’s ability to maintain balance can be improved.

Why Measure Balance? Since balance important in performance of physical activity and since balance can be improved, balance tests should be used to identify individuals with poor balance. Balance specific to a sport or physical activity; different types of balance tests should be used for diagnostic purposes; also different types of activities designed to improve balance should be prescribed.

Responsibilities after Measurement Identify students who do not have necessary strength to maintain good balance and prescribe appropriate program Balance can be improved through extensive practice of activities that place individuals: -in balanced positions that they attempt to maintain -in balanced positions that help them develop a “feel” for such positions.

Responsibilities after Measurement Balance also can be improved through activities that place individuals in a state of imbalance, forcing them to recover balance

Tests of Balance Balance tests are classified as static or dynamic. Tests reviewed are practical, inexpensive to administer, satisfactory for males and females. Recommended that balance test norms be used to develop criterion-referenced standards. Fatigue may influence test performance. Should permit test performers to practice test.

Stork Stand Test objective. To measure stationary balance while the body weight is supported on the ball of the foot of the dominant leg. Age level. Ten through college-age. Face validity; reliability and objectivity coefficients reported. Figure 10.1 illustrates test; table 10.1 reports norms for college students. Modifications in the administration of this test can decrease or increase its difficulty.

Bass Stick Test (Lengthwise) Test objective. To measure stationary balance while the weight of the body is support on a small base of support on the ball of the foot. Age level. Ten through college. Validity and reliability coefficients reported. Figure 10.2 illustrates test. Table 10.1 includes norms for college students.

Bass Stick Test Test objective. Same balance measurement as lengthwise test except placement of foot is different. Table 10.1 reports norms for college students.

Johnson Modification of the Bass Test of Dynamic Balance Test objective. To measure the ability to maintain balance during movement and upon landing from a leap. Age level. High school through college. Validity, reliability, and objectivity coefficients reported. See figure 10.3. Johnson and Nelson (1986) provide norms for college women.

Figure 10.3 Floor pattern for modified Bass dynamic balance test.

Balance Beam Walk Test objective. To measure balance while walking on a balance beam. Age level. Nine through college. Face validity; reliability and objectivity not reported. No norms reported.

Modified Sideward Leap Test objective. To measure the ability to maintain balance during movement and upon landing from a leap. Age level. Junior high through college. Face validity; reliability coefficient reported. See figure 10.4. No norms reported.

Figure 10.4 Floor marking for the modified sideward leap test.

Star Excursion Balance Test Test Objective. To measure dynamic balance and postural control with a single-leg stance. Age level. High school through adulthood. Face validity; reliability coefficient reported. See figure 10.5. No norms reported; test may be used to determine if major differences exist in left and right leg performances.

Figure 10.5

Activities to Develop Balance Activities that may be used to develop balance are described in text. The activities include: Static Balance Activities Dynamic Balance Activities Recapturing Balance Activities