Relationship of static balance with fundamental motor skills in children with visual impairments: A cross-sectional study

Abstract

Background: Balance is a complex process which involves reception and integration of sensory inputs followed by planning and execution of movement to achieve upright posture. Vision is one of the most important senses that contribute for maintenance of balance and to explore wide range physical activities, termed as fundamental motor skills. Due to compromised vision, children with visual impairments may have fear of fall which in turn leads to reduced physical activity. Objective: To find the relationship between static and dynamic balance with fundamental motor skills in children with visual impairments. Methodology: This was a cross-sectional study done in visually impaired children including completely blind and partially blind children (n = 175) between the age group of 6–16 years from two special schools. Static balance of children was measured on balance error scoring system (BESS) and stork balance stand test (SBST) followed by assessment of fundamental motor skills, i.e. kicking and jumping on adapted physical education assessment scale (APEAS). Results: Statistically significant, weak negative correlation was found between BESS scores on firm and foam surface with kicking (r = −0.3962) and jumping (r = −0.4131) activity on APEAS (P = 0.0001). Nonlinear correlation was found between SBST and Fundamental Motor Skills (FMS) (r = 0.4482) withP= 0.007. Conclusion: There is no correlation of static balance with fundamental motor skills in children with visual impairments.

Keywords

• Fundamental motor skills
• static balance
• visual impairments