1. DEVELOPING BALANCE AND MOBILITY AT PRIMARY SCHOOL LEVEL
Sopa Ioan Sabin a*, Pomohaci Marcel b,
a* National University of Physical Education and Sport, Address: Str. Constantin Noica, No. 140, Sector 6, Bucharest, C.P , Romania
b University “Lucian Blaga”, Faculty of Science, Departament of Enviroment Sciences, Physics, Physical Education and Sport , Adress: Str. Ion Raţiu, No. 5-7, Sibiu, C.P , Romania
INTRODUCTION
Balance skill is defined by many scientists in to separate ways: static balance is described as “the ability to maintain a base of support with minimal movement”, and second way of defining this skill is dynamic balance as “the ability to perform a task while maintaining a stable position” (Winter et al., 1990). Balance skill is determined by a complex group of factors which are: “sensory information (from somatosensory, visual and vestibular systems), joint range of motion (ROM), and strength” (Grigg, 1994; Nasher et al., 1982; Palmieri et al., 2002), and it is an important factor in the correct execution of complex sport specific actions, as well as for protection against injuries.
The flexibility skill is also an important factor of normal human function. Low flexibility level can predispose a sportive to several musculoskeletal injuries and can affect sportive performance level. Also a low flexibility level with muscular system tight and inflexible determines a high risk factor for the development of a muscle injury. Muscular problems are among the most evident, as well as the most frustrating, groups of injuries for athletes and health care professionals. (Cross K M; Worrell T W., 1999)
OBJECTIVES
The experimental study had as main objectives developing and evaluating the basic skills of flexibility and balance of two scholar groups at primary school level. We tried to see if working different exercises from the basic school program, with more stretching and balance exercises, we could develop skills like flexibility, mobility and balance.
RESEARCH SAMPLE
Our experiment was conducted in School No. 179 from Bucharest, from November 2014 until May 2015, with two scholar groups from primary school level. The first group was the experimental group with 22 students, 12 girls and 10 boys, age between 9 and 10, with whom we worked with different exercises from the basic school program so we could see if we manage to develop skills like balance and flexibility; and the second group was the control group with 20 students, 13 girls and 7 boys, age between 9 and 10, with whom we worked following the basic school program for developing balance and flexibility.
HYPOTHESIS
Using specific exercises of stretching and balance, different from the basic school program, we can develop more easily and efficient the basic skills of flexibility, mobility and balance.
RESULTS
Results of the test showed us real improvements mainly at the experimental group but also little progress also in the control group. As we can see in Table 6 we have the initial tests for experimental group (G1) and control group (G2). We calculated the arithmetic mean, standard deviation and error and the lower and upper bound.
Table 6. Testing flexibility and balance at primary school level – Initial Tests
Final tests showed us that both experimental and control group improved their flexibility and balance. The experimental group has developed better the skills of flexibility and balanced than the control group as we can compare results from Table 6 to the results in the Table 7.
Table 7. Testing flexibility and balance at primary school level – Final Tests
Figure 9. Experimental group graphic for Initial Test and Final Test
Flexibility and Balance Test
Aritmethic mean
Standard Deviation
Standard Error
Confidence Interval for Mean
Lower Bound
Upper Bound G1 G2
1. Sit and Reach Flexibility Test 5 4
3.567
3.691
0.765
0.824 1 7 6
2. Groin Flexibility Test
2.126
2.368
0.643
0,678 2 12 10
3. Calf Muscle Flexibility Test
2.098
2,237
0.601
0.657 3 8
4. Shoulder Back Stretch
3.193
3,232
0.732
0.798 9
5. Flamingo Balance 36 30
3.121
3,127
0.987
0.743 25 23 42 40
6. Stork Balance Stand
3.332
3,321
0.742
0.782 33 53 45
7. Standing Balance Test 50
3.247
3.221
0.429
0.804 34 54
8. Modified Bass Test of Dynamic Balance 52
2.106
2.308
0.532
0,608 57
Figure 10. Control group graphic for Initial Test and Final Test
CONCLUSIONS
Basic motor skills like balance and flexibility are well developed in young generations and should be a priority in modern programs for physical education and sport lessons. In our study we tried to see if working with specific training programs can develop more easily skills like flexibility and balance. As we can see in Table 6 and Table 7 the experiment group that worked with specific programs for developing flexibility and balance developed more easily the motor skills as the control group.
Flexibility and Balance Test
Aritmethic mean
Standard Deviation
Standard Error
Confidence Interval for Mean
Lower Bound
Upper Bound G1 G2
1. Sit and Reach Flexibility Test 12 7
2.568
2.633
0.562
0.851 3 2 15 11
2. Groin Flexibility Test 8
2.006
2.242
0.445
0,777 5 14
3. Calf Muscle Flexibility Test 6
2.003
2,222
0.541
0.550 10
4. Shoulder Stretch Test
3.236
2,831
0.431
0.568 1
5. Flamingo Balance 45 36
3.106
3,224
0.686
0.733 30 23 58 42
6. Stork Balance Stand 50 43
3.292
3,323
0.540
0.792 40 59
7. Standing Balance 55 47
2.495
3.220
0.524
0.914 52
8. Modified Bass Test of Dynamic Balance
2.095
2.223
0.622
0,648 48 57
Acknowledgements
This paper is made and published under the aegis of the Research Institute for Quality of Life, Romanian Academy as a part of program co-funded by the European Union within the Operational Sectorial Program for Human Resources Development through the project for Pluri and interdisciplinary in doctoral and post-doctoral program Project Code: POSDRU/159/1.5/S/