Effects of different balance interventions for primary school students

Abstract

This study examines the effects of two different 8-week balance intervention programs for students of primary school age. Static and dynamic balance were assessed in 380 students (6–12 years) before and after an 8-week balance intervention program. Students were divided and assigned into a no intervention control group, a direct instructional model (DIM) or a tactical games model (TGM). Static and dynamic balance improved after both intervention programs, but results differed by grade (age). DIM was the most effective for G2 (7–8 years), and TGM was most effective for G4-G6 (9–12 years) students. Thus, at the youngest ages of primary school DIM balance programs in which skills are taught and practised in isolation and students work individually are more effective, but for improving balance. At more advanced ages (>8 years), TGM balance programs may be more effective.