Chapter 10

Balance

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 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.

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 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

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 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

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 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
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 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.

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 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.

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 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.

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 Responsibilities after Measurement

Balance also can be improved through

activities that place individuals in a state of
imbalance, forcing them to recover balance

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 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.

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 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.
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 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.

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 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.

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 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.
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Figure 10.3 Floor pattern for modified Bass dynamic balance test.
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 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.
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 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.
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Figure 10.4 Floor marking for the modified sideward
leap test.
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 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.
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Figure 10.5

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 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

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