Suzhou Early Childhood Education College, Suzhou, Jiangsu Province, China.
School of Physical Education, Shanghai University of Sport, Shanghai, China.
BMC Pediatr. 2024 May 9;24(1):295. doi: 10.1186/s12887-024-04747-6.
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.
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-ω) of the shaking COM, as well as the pitch angle (θ-θ) and roll angle (φ-φ) indicators in T1-T4 testing. Dynamic balance was measured by the time (t) and angular velocity modulus (ω), as well as the pitch angle (θ) and roll angle (φ) indicators in the T5 test. The Pearson product-moment correlation coefficient was used to test the correlation between static and dynamic balance indicators.
There is no correlation between ω-ω and t (P > 0.05), while ω-ω and ω (r = 0.19-0.27, P < 0.05) and ω-ω and θ, φ (r = 0.18-0.33, P < 0.05) were weakly correlated. There is no correlation between θ-θ, φ-φ and t (P > 0.05), while θ-θ, φ-φ, and θ, φ were weakly correlated (r = 0.01-0.28, P < 0.05).
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.
平衡对于学龄前儿童的身体发育至关重要。探索不同类型平衡之间的关系有助于了解儿童的早期身体发育。目前，研究主要集中在成年人群体中不同类型平衡之间的关系，而缺乏对学龄前儿童群体的探索。本研究旨在探讨 4 至 5 岁学龄前儿童静态平衡和动态平衡之间的关系。
共选取 128 名 4 至 5 岁的学龄前儿童。在他们佩戴检测其质心（COM）惯性传感器的情况下进行以下测试：T1，睁眼站立；T2，闭眼站立；T3，睁眼站在泡沫上；T4，闭眼站在泡沫上；T5，在平衡木上行走。静态平衡通过晃动 COM 的角速度模（ω-ω）以及 T1-T4 测试中的俯仰角（θ-θ）和横滚角（φ-φ）指标进行测量。动态平衡通过 T5 测试中的时间（t）和角速度模（ω）以及俯仰角（θ）和横滚角（φ）指标进行测量。采用 Pearson 积差相关系数检验静态和动态平衡指标之间的相关性。
ω-ω与 t 之间无相关性（P > 0.05），而 ω-ω与 ω（r = 0.19-0.27，P < 0.05）和 ω-ω与 θ、φ（r = 0.18-0.33，P < 0.05）呈弱相关。θ-θ、φ-φ与 t 之间无相关性（P > 0.05），而 θ-θ、φ-φ与 θ、φ 呈弱相关（r = 0.01-0.28，P < 0.05）。
4 至 5 岁学龄前儿童静态平衡和动态平衡之间的关系较弱。儿童的静态和动态平衡需要分别进行干预，以促进儿童的发展。
