Abstract
This study was performed out to examine the effects of gymnastic exercises on dynamic and static balance in children. A total of 31 volunteer children attending primary school in Bingöl, 9 male experimental groups (MEG) and 8 male control groups (MCG) and 7 female experimental groups (FEG) and 7 female control groups (FKG), participated in the study. For the MEG who participated in our study, the age was found to be 7.60 ± 1.51 years, the heigth was 127.30 ± 10.90 cm, the body weight was 25.60 ± 5.41 kg and the BMI was 15.74 ± 0.99 kg/m2; for the MCG who participated in our study, the age was 7.25 ± 1.26 years, the heigth was 125.80 ± 9.70 cm, the body weight was 26.51 ± 4.73 kg and the BMI was 17.72 ± 0.66 kg/m2. For the FEG who participated in our study, the age was found to be 7.25 ± 1.26 years, the heigth was 122.63 ± 4.21 cm, the body weight was 26.51 ± 5.38 kg and the BMI was 17.72 ± 0.66 kg/m2; for the FCG who participated in our study, the age was 7.75 ± 1.25 years, the heigth was 123.50 ± 4.30 cm, the body weight was 26.75 ± 5.52 kg and the BMI was 17.55 ± 0.62 kg/m2. While basic gymnastics training was applied to boys and girls experimental groups for 8 weeks, 3 days a week, control groups continued their classroom training and were not included in any physical activities. Star balance test for dynamic balance measurement and flamingo balance test for static balance measurement were applied before and after gymnastics training. Analysis of the data obtained SPSS package program was used. The normality of the distributions of the variables and the homogeneity of the variances were determined by Mauchly Sphericity and Levene Tests. Analyzes between the groups, within the group and the effect of training were made with multiple measures analysis of variance (MANOVA) in repeated measurements. Post Hoc comparisons in significant values were determined by Bonferroni Test. The degree of significance (p < 0.05) was accepted. According to the star balance test values applied before and after exercise, test*group interaction was observed in MEG in both the right foot and left foot Anterior, Anteromedial, Medial, Postoremedial, Posterior, Posterolateral, Lateral, Anterolateral values. It has been determined that this interaction is caused by intra-group development in MGE (p < 0.05). While anterior, anteromedial, medial, postoremedial, posterior, and anterolateral test*group interaction is observed for the right foot star balance test in girls, this interaction is due to intragroup development in the FEG (p < 0.05). Although the result did not express statistical significance in the posterolateral and lateral direction values, the results of the FEG in both values were determined to be higher than the values of the FCG. According to the results of the left foot star balance test in girls, Anterior, Anteromedial, Postoremedial, Posterior, Lateral, Anterolateral values are observed in the test*group interaction, this interaction is due to intragroup developments in the FEG (p < 0.05). Although there was no significant difference in the values of the medial and posterolateral sides, it was found that the measurements of FEG in both direction values were higher than the results of the FCG. According to the flamingo balance test values, which is the other balance test applied in our research, according to MEG in MCG in both right foot and left foot tests; a significant increase was statistically observed in the FEG compared to the FCG (p<0.05).
 
 As a result, it is possible to say that the 8-week gymnastic exercises applied in our research improve both static and dynamic balance in children. It can be explained by balance is an important component in all movements of gymnastics.
Highlights
The nervous system, balance, agility and coordination develop as children age
For the male experimental groups (MEG) who participated in our study, the age was found to be 7.60 ± 1.51 years, the heigth was 127.30 ± 10.90 cm, the body weight was 25.60 ± 5.41 kg and the BMI was 15.74 ± 0.99 kg/m2; for the male control groups (MCG) who participated in our study, the age was 7.25 ± 1.26 years, the heigth was 125.80 ± 9.70 cm, the body weight was 26.51 ± 4.73 kg and the BMI was 17.72 ± 0.66 kg/m2
While basic gymnastics training was applied to boys and girls experimental groups for 8 weeks, 3 days a week, control groups continued their classroom training and were not included in any physical activities
Summary
The nervous system, balance, agility and coordination develop as children age. In addition, mental and skill jel.ccsenet.orgJournal of Education and LearningVol 9, No 2; 2020 abilities of reaction time develop in a certain rate in primary school children (Kula, 2018). Primary education period is among the most important age range of physical development in children. Balance or postural control; It is statically defined as the ability to maintain the support base in the smallest movement and to do a job dynamically in a fixed position (Winter, Patla, & Frank, 1990; Bandy & Sanders, 2007; Heyward & Gibson, 2018; Yaprak et al, 2019). Blackburn et al (2000) states that force contributes to balance by producing muscle tension, which improves neuromuscular control by increasing proprioceptor sensitivity to strain and decreasing the electromechanical delay in the stress reflex It is defined as a complex motor ability that includes control of balance, planning flexible movement patterns, and integration of sensory inputs as well as implementation (Hrysomallis, 2011). For a coordinated movement of the body as a whole takes place in direct proportion to the balance skill (Taşkın et al, 2015)
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