Balance Training Versus Traditional Physical Education in High School Students

Overview

This study will compare the effects of an 8-week balance-focused exercise program and traditional physical education on static and dynamic balance performance in high school students.

This quasi-experimental study will investigate the effects of an 8-week balance-focused exercise program compared with traditional physical education on balance performance in high school students. Participants will be assigned to either a balance-focused exercise group or a traditional physical education group based on their existing class groups. Both groups will participate in two approximately 40-minute sessions per week for eight weeks. The balance-focused exercise program will include structured exercises targeting static and dynamic balance, single-leg postural control, weight transfer, change-of-direction movements, jump and landing control, proprioceptive control, and reactive balance. Exercise difficulty will progressively increase throughout the intervention. The traditional physical education group will participate in regular school physical education activities without an additional structured balance training program. Static balance will be assessed using the Single-Leg Stance Test and Stork Test, while dynamic balance will be assessed using the Y-Balance Test. Change-of-direction performance will be evaluated as a secondary physical performance outcome using the 5+5 Change-of-Direction Test. Measurements will be performed before and after the eight-week intervention using standardized testing procedures. The primary purpose of the study is to determine whether a structured balance-focused exercise program produces greater improvements in static and dynamic balance performance than traditional physical education in high school students.

Conditions

Interventions

Eligibility

Locations (1)

Outcomes

Central Contacts