STATIC AND DYNAMIC BALANCE IN PRIMARY SCHOOL STUDENTS

Encep Sudirjo1, Ayi Suherman1 , Anggi Setia Lengkana1

Program Studi PGSD Penjas Sumedang, Universitas Pendidikan Indonesia, Bandung, Indonesia
asetialengkana@upi.edu
encepsudirjo@upi.edu
ayisuherman@upi.edu

Keywords: 	Static and Dynamic Balance, Elementary School

Abstract:	Balance is the body's ability to react to any changes in body position, so that the body remains stable and under control. A good balance will allow a person to carry out activities or movements effectively and efficiently with minimum risk of falling. Children who participate in various sports in primary school age were given various forms of balance training. This study aims at determining the effect of Static and Dynamic Balance in Primary School Students. The method used was the experimental research method done by using Randomized Pretest-Posttest Control Group Design as the research design. The instruments used were tests, namely the standing stork test and Star Balance Excursion Balance Test (SEBT). This study was conducted in a primary school in Sumedang Regency, which involved fifth grade and sixth grade as the population.

INTRODUCTION
(Course, 2014) states that education as a process of human building lasts a lifetime. It is considered that education is a life-long process that includes all experiences that the child receives in the school or at home, in the community and society through interactions with various sorts and activities. Children are not ‘small adults’. Their body and mentality are quantitatively and qualitatively different from adults, therefore, they must be considered not only smaller, but also different. Effective training programs for children must take into account the psycho-physical characteristics of each age range in order to be able to focus and take advantage of the age-specific level of motoric learning abilities at the maximum level.
Physical education taught in schools has an important role to provide opportunities for students to be directly involved in various learning experiences through systematic physical, sports, and health activities. This learning experience is directed at fostering better physical growth and psychological development while forming a healthy and fit lifestyle throughout life. Physical Education is education through physical activities to the development of total personality of the child and its fulfilment and perfection in body mind and spirit (Flavier, Bertone, Hauw, & Durand, 2002). In accordance, Physical Education provides learning experiences that are directed to foster better physical conditions and psychological development while at the same time forming a lifelong healthy and fit lifestyle. 
(Sajoto, 1995) states that there are 10 components of physical condition, namely strength, endurance, muscular power, speed, flexibility, balance, coordination, agility, accuracy, and reaction. One of the physical conditions explore further in this study is balance because currently there are still many young athletes who are seriously injured as a result of fatigue. This is a big problem for the athletes’ achievements in the future. A research found that a person’s body balance was affected by fatigue. Another major concern about the effects of fatigue on balance was in the athletic population. So far, researchers were only able to estimate that athletes need 8-20 minutes of rest before testing balance (Fox, Mihalik, Blackburn, Battaglini, & Guskiewicz, 2008), (Nardone, Tarantola, Giordano, & Schieppati, 1997), (Susco, McLeod, Gansneder, & Shultz, 2004). It can be a big difference depending on the situation. Thus, after undergoing heavy training or in the final minutes of a game, players will have lesser balance so that it is easier for them to fall and become vulnerable to injury. 
Balance is the ability to maintain the balance of the body when placed in various positions. Balance, according to O'Sullivan, et al. (Means, Rodell, & O’sullivan, 2005), is the ability to maintain the center of gravity in the fulcrum, especially when in an upright position. Balance is considered as a key component of normal daily activities, for instance, walking, running and climbing stairs. In the simplest terms, balance can be defined as “the ability to maintain the body’s center of gravity within the limits of stability as determined by the base of support (Yim-Chiplis & Talbot, 2000). The center of gravity can be thought of the point at which we can compute gravitational torque for the object as if gravity were acting at that point and limits of stability are the sway angles, which, if exceeded, will place the center of gravity out of the base of support (Yim-Chiplis & Talbot, 2000). Balance is an important ability because it is used in daily activities, such as walking, running, and in most sports and games. Coordinative abilities (dexterity) rely on the movement control and regulation processes, and they are fundamental in sports, as they allow athletes to easily control their own motor actions. In addition, they allow the complex movements learning in a relatively rapid way. One of the main components of coordinative abilities is balance (Ricotti, 2011). Balance is very necessary for children because it supports their activities while doing sports and it enables them to avoid sports injuries. This is in accordance with (Gilchrist et al., 2008) Moreover, injuries to the knee and ankle are common in today’s athletes, and they are very often suffered by athletes from cutting and jumping sports, such as volleyball, football, soccer and basketball. The ankle and the knee are joints of motion and joints of support and balance of the body so that they are vulnerable to injury. Data in the United States mention the high incidence of sports injuries in both adults and children. In adults, there are 1.5 million incidents a year, and half of them are serious injuries. In children and adolescents, the numbers were higher, 3-4.3 million incidents per year. The incidents are the same between men and women, but twice as high in contact sports compared to non-contact sports. The body part that is often injured is the knee (Rahimi, Halabchi, GHasemi, & Zolaktaf, 2009).. Additionally, balance also has the potential to develop basic skills as an important foundation for mastering the technical skills of a sport. This will become a very serious problem when body balance is not put into attention and it will affect the development of other aspects in improving sports performance. Thus, it is clear that good physical condition is needed by children, one of which is balance so that children will be ready to do any motion or physical activity without fear since they have already developed the foundation of the physical condition.
There are two types of balance, namely static balance and dynamic balance. Static balance is the body’s ability to maintain the balance of the body in a stationary position and for a certain time, for example when standing still and standing. One example of this movement is Core Stability Exercise (CSE) as an important component in providing local strength and balance to maximize activities efficiently. The activity of the core muscles is an integrated work of before the integrated movement of one joint or many joints to maintain stability and movement. Core stability is defined in athletic settings as the optimum production, which can transfer and control the force from the center of the body to the limbs, through stabilization of the position and motion of torso (Kibler, Press, & Sciascia, 2006). Similarly, (Carpes, Reinehr, & Mota, 2008) describe it as a central motor control of the lumbar-pelvic-thigh to maintain the stability of the core region against different postural and external forces. Core stability describes the ability to control the position and movement of the center of the body. Core stability is detected in the abdominal muscles that connect the pelvis, spine and shoulders, which help maintain posture and provide the basis for all arm and leg movements (Sorosky, Stilp, & Akuthota, 2008). 
Meanwhile, dynamic balance is the body's ability to maintain balance while moving, for example when walking, running, and getting up from a sitting position and doing dexterity movements. Dynamic balance is a major component of injury prevention and rehabilitation in sports. Core muscle training has been hypothesized as an intervention to improve balance. Dynamic balance movement emphasizes on several points of movement, such as moving little boxes, wall pass, balance obstacle parkour, throw and catch, jumping with one leg, lying on the Swiss ball, and so on. The balance exercises are carried out on a flat surface and use special tools or facilities, such as gym ball, balance board, vital physio stepping, balance beam, hoppers and balls, steppers and walkers, and so on.
Based on the background of the problems, it is interesting to try examining and understanding the effects of static and dynamic balance on the balance of primary school students in Sumedang Regency.

METHODOLOGY
The method used in this study was experimental research method. According to (Fraenkel, Wallen, & Hyun, 2011), experimental research is unique in two very important respects: (1) Itis the only type of research that directly tries to influence a particular variable when properly applied; and (2) Itis also the best type of research in testing the hypothesis of causality.
The research design was Pretest-Posttest Group Design (Fraenkel et al., 2011). The description of the design is presented in the following figure:

SB      O1	   X1	   O2
DB     O3	X2	O4

Figure 1. Research Design

Description: 	
SB		= Static Balance Group
DB		= Dynamic Balance Group
O1&O3	= Pretest 
O2& O4	= Posttest 
X1 X2		= Treatment 

Subjek Penelitian
The population in this study was all primary school students in Cluster 1 in Sumedang Regency. The sample in this study was chosen based on the feasibility with the Random Cluster Sampling Technique.  

Instrumen Pengumpulan Data
The instrument used in this study was tests. This study has only two data collection instruments according to the measured variables namely Standing Stork Test and Star Balance Excursion Balance Test (SEBT). The test used was the Standing Stork Test blind. Postural static balance was evaluated using the Stork Stand Balance Test [7-9].

Tabel 1. Norms of Static Balance, Standing Stork Test (Mackenzie, 2005)
No	Male	Category	Female	
1	51 – over	Very Good	28 – over	
2	37 – 50	Good	23 – 27	
3	15 - 36	Moderate	8 - 22	

Before the SEBT could be conducted, a small number of settings were needed. Four strips of athletic tape were needed and each had 6-8 feet of length. Two strips were used to form a plus ‘+’ sign and the other two were placed above it to form an ‘×’ so that a star shape was formed. It is important that the lines had an angle of 45° (Olmsted, Carcia, Hertel, & Shultz, 2002).The aim of SEBT is to maintain the position on one leg while reaching as far as possible with the contralateral leg (Plisky et al., 2009).
The test participant had to maintain a balance on one leg, while using the other leg to reach as far as possible in 8 different directions. The participant (e.g. standing on his left foot) must reach eight different positions once in each of the following directions, namely anterior, anteromedial, medial, posteromedial, posterior, posterolateral, lateral, and anterolateral (Olmsted et al., 2002). Anterior, posteromedial, and posterolateral directions appeared to be important to identify individuals’ chronic ankle instability and greater risk of lower limb injuries suffered by athletes (Plisky et al., 2009).
With the test complete and all performances measured and recorded, the test administrator can then calculate the athlete’s SEBT performance scores using the following simple equations: Average distance in each direction (cm) = Reach 1 + Reach 2 + Reach 3 / 3, Relative (normalised) distance in each direction (%) = Average distance in each direction / leg length x 100. These calculations should be performed for both the right and left leg in each direction, providing you with a total of 16 scores per athlete (Miller & others, 2012).

	1.	Anterior
2.	Anteromedial
3.	Medial
4.	Posteromedial
5.	Posterior
6.	Posterolateral
7.	Lateral
8.	Anterolateral

Figure 2. Star Balance Excursion Balance Test (SEBT) (Miller & others, 2012)

RESULT
Table 2. The distribution of initial score and final score of the standing stork test on the respondents
	No	Characteristics	Right Leg	Left Leg	
	1	Initial Score of Standing Stork Test			
		Mean	11.22	8.71	
		SD	5.15	4.68	
	2	Final Score of Standing Stork Test			
		Mean	15.01	14.30	
		SD	1.05	1.16	
	
Table 2 presents that the mean score on the standing stork test of right leg before conducting test was 11.22 with the SD of 5.15, and after conducting the test, the mean score was 15.01 the SD was 1.05. Meanwhile, the mean score on the standing stork test of left leg before conducting test was 8.71 with the SD of 4.68, and after conducting the test, the mean score was 14.30 with the SD was 1.16. Balance changes were measured using the standing stork test in which the results were continuum data
Table 3. The distribution of initial score and final score of the Star Balance Excursion Balance Test (SEBT) on the respondents
	No	Characteristics	Right Limb	Left Limb	
	1	Initial Score of (SEBT)			
		Mean	10.56	9.68	
		SD	6.34	5.76	
	2	Final Score of (SEBT)			
		Mean	15.47	14.87	
		SD	1.12	1.24	
	
Table 3 presents that the mean score on the Star Balance Excursion Balance Test (SEBT) of right leg before conducting test was 10.56 with the SD of 6.34, and after conducting the test, the mean score was 15.47 the SD was 1.12. Meanwhile, the mean score on the Star Balance Excursion Balance Test (SEBT) of left leg before conducting test was 9.68 with the SD of 5.76, and after conducting the test, the mean score was 14.87 with the SD was 1.24. Balance changes were measured using the Star Balance Excursion Balance Test (SEBT) in which the results were continuum data

Results of Data Normality Test
Data normality test used in this research was the statistical Lilliefors test. Each data from the test results was informed in Table 4 below:

Table 4. Results of Data Normality Test of the Standing Stork Test
Test Group	Lcount	Ltable	Result	
Initial Test
Final Test	0.075
0.185	0.220
0.220	Normal
Normal	
	
Table 4 above shows that Lcount (L0) was smaller than Ltable with the significant level of 0.05 in which it indicated that the data was normally distributed.

Table 5. Results of Data Normality Test of the Star Balance Excursion Balance Test (SEBT)
Test Group	Lcount	Ltable	Result	
Initial Test
Final Test	0.069
0.200	0.220
0.220	Normal
Normal	
	
Table 5 above shows that Lcount (L0) was smaller than Ltable with the significant level of 0.05 in which it indicated that the data was normally distributed.

Results of Hypothesis Testing using t-test
According to data of each test that was normally distributed, hypothesis testing was conducted using one sample test (t-test). In this hypothesis testing, the criteria for t values were determined based on the distribution table of the value of t. The results could be seen in Table 6 below:

Table 6. Results of Hypothesis Testing using t-test 
Group Test	tcount	ttable	Result	
Static Balance	27.235	1.761	Significant	
Dynamic Balance	29.467	1.761	Significant	
Table 6 above shows that the value of tcount group Static balance in the significant value of 0.05 was outside the interval of ttable (tcount > ttable = 27.236 > 1.761). Therefore, from the data, there were significant differences of the sample group after conducting Static Balance. And the value of tcount group Dynamic Balance in the significant value of 0.05 was outside the interval of ttable (tcount > ttable = 29.467 > 1.761). Therefore, from the data, there were significant differences of the sample group after conducting Dynamic Balance. 

DISCUSSION
Static balance is the ability to maintain the body position where the Center of Gravity (COG) does not change or to maintain two equilibriums in a fixed position. An example of static balance is when standing on one leg using a balance board (Delitto, 2003). An example of static balance movement is Core Stability Exercise (CSE). According to (Kibler et al., 2006), CSE will help maintaining good posture in doing movement and become the basis for all movements in the arms and legs. This shows that with optimal posture stability, the mobility of the extremities can be achieved efficiently. CSE is a dynamic concept that kept changing in fulfilling posture adjustments and external body weight. This showed that the training by simulating the movement patterns in sports could improve the core stability (Willardson, 2007). The results showed that Core Stability Exercise (CSE) significantly improved the parameters of static and dynamic balance (Iacono, Martone, Alfieri, Ayalon, & Buono, 2014). While dynamic balance is the ability to maintain body position, where COG is always changing or the ability to maintain equilibrium when moving on a moving foundation (dynamic standing) that will put the body into an unstable condition. An example of dynamic balance is when walking or moving from one place to another using several media such as balance beam, hoppers and balls, and steppers and walkers (Delitto, 2003).
Physical education teachers must be able to educate students early on about the definition and importance of a strong core and teach simple and effective ways to strengthen it. The best exercise the children can do to increase core strength is simply playing. Good classic games, include running, climbing, jumping, crawling, and exploring in an unstructured environment, are suggested to be conducted. However, teachers must also be able to give students the opportunity to strengthen their core stability through various exercises.

CONCLUSION
Based on data on the results of improvement in this research, Static and Dynamic Balance significantly affected the improvement of balance in primary school students. This was indicated by an increase in the mean score and the improvement of the initial test and final test. Therefore, this research proved that in addition to helping to avoid injuries, Static and Dynamic Balance also could improve physical conditioning in primary school students.

ACKNOWLEDGMENTS
We are grateful for all participants who contributed their time and experiences.

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