Transcript KIN 396, 10

Chapter 10
Balance
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
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.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-2
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
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-3
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
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-4
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
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-5
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.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-6
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.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-7
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.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-8
Responsibilities after Measurement
Balance also can be improved through
activities that place individuals in a state of
imbalance, forcing them to recover balance
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-9
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.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-10
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.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-11
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.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-12
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.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-13
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.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-14
Figure 10.3 Floor pattern for modified Bass dynamic balance test.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-15
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.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-16
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.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-17
Figure 10.4 Floor marking for the modified sideward
leap test.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-18
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.
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-19
Figure 10.5
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-20
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
©2013, The McGraw-Hill Companies, Inc. All Rights Reserved
10-21