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Relationship between static and dynamic balance in 4-to-5-year-old preschoolers: a cross-sectional study
Ruqiang Liu1,2, Juan Yang3, Feifei Xi4
1Suzhou Early Childhood Education College, Suzhou, Jiangsu Province, China. liuruqiang_116@163.com.
Insights
Static and dynamic balance in preschool children show a weak relationship. These two types of balance may require separate interventions for optimal physical development in young children.
Area of Science:
- Pediatric motor development
- Kinesiology
- Childhood physical activity
Background:
- Balance is fundamental for preschool children's physical development.
- Understanding the interplay between different balance types aids in comprehending early motor skills.
- Existing research predominantly focuses on adult balance, with limited data on preschool-aged children.
Purpose of the Study:
- To investigate the relationship between static and dynamic balance in 4- to 5-year-old preschool children.
- To identify correlations between various static balance measures and dynamic balance during a beam walking task.
Main Methods:
- 128 preschool children (4-5 years) participated.
- Inertial sensors measured center of mass (COM) movement during static balance tests (eyes open/closed, firm/foam surfaces) and dynamic balance (beam walking).
- Pearson correlation coefficient analyzed the relationship between static (COM angular velocity, pitch, roll angles) and dynamic balance (time, COM angular velocity, pitch, roll angles) indicators.
Main Results:
- No significant correlation was found between static balance measures (angular velocity, pitch, roll angles) and the time taken to complete the dynamic balance task.
- Weak correlations were observed between static balance measures and dynamic balance (angular velocity, pitch, roll angles) during beam walking.
- Specific static balance indicators showed weak associations with dynamic balance performance.
Conclusions:
- The relationship between static and dynamic balance in 4- to 5-year-old children is weak.
- Static and dynamic balance skills in preschool children may develop and be trained independently.
- Targeted, separate interventions may be necessary for improving both static and dynamic balance in early childhood.
Background:
Balance is crucial for physical development in preschool children. Exploring the relationship between different types of balance can help understand early physical development in children. Currently, research is mostly focused on the relationship between different types of balance in the adult population and lacks exploration of the preschool population. The aim of this study explored the relationship between static and dynamic balance in preschool children aged 4 to 5 years.
Methods:
A total of 128 preschool children between the ages of 4 to 5 years were selected. The following tests were conducted as they wore inertial sensors detecting their centers of mass (COM): T1, standing with eyes open; T2, standing with eyes closed; T3, standing with eyes open on foam; T4, standing with eyes closed on foam; and T5, walking on the balance beam. Static balance was measured by the angular velocity modulus (ω-T1-ω-T4) of the shaking COM, as well as the pitch angle (θ-T1-θ-T4) and roll angle (φ-T1-φ-T4) indicators in T1-T4 testing. Dynamic balance was measured by the time (t) and angular velocity modulus (ω-T5), as well as the pitch angle (θ-T5) and roll angle (φ-T5) indicators in the T5 test. The Pearson product-moment correlation coefficient was used to test the correlation between static and dynamic balance indicators.
Results:
There is no correlation between ω-T1-ω-T4 and t (P > 0.05), while ω-T1-ω-T4 and ω-T5 (r = 0.19-0.27, P < 0.05) and ω-T1-ω-T4 and θ-T5, φ-T5 (r = 0.18-0.33, P < 0.05) were weakly correlated. There is no correlation between θ-T1-θ-T4, φ-T1-φ-T4 and t (P > 0.05), while θ-T1-θ-T4, φ-T1-φ-T4, and θ-T5, φ-T5 were weakly correlated (r = 0.01-0.28, P < 0.05).
Conclusions:
The relationship between static and dynamic balance in preschool children aged 4-5 years is weak. Static and dynamic balance in children needs to be intervened separately for the development of children.
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