[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100654758":3},{"organization":4,"outcomesModule":7,"designInfo":24,"detailedDescription":30,"studyPopulation":23,"armGroups":31,"interventions":44,"overallOfficials":54,"centralContacts":58,"locations":67,"responsibleParty":83,"collaborators":23,"id":86,"slug":87,"hasResults":88,"nctId":89,"briefTitle":90,"officialTitle":91,"acronym":23,"eligibilityCriteria":92,"healthyVolunteers":93,"sex":94,"minAge":95,"maxAge":96,"enrollmentInfo":97,"targetDuration":23,"studyType":100,"phases":101,"briefSummary":103,"conditions":104,"keywords":106,"overallStatus":118,"whyStopped":23,"lastUpdateSubmitDate":119,"lastUpdatePostDateStruct":120,"startDateStruct":123,"completionDateStruct":125,"leadSponsor":127,"locationsCount":128},{"fullName":5,"class":6},"Eastern Mediterranean University","OTHER",{"primaryOutcomes":8,"secondaryOutcomes":19,"otherOutcomes":23},[9,13,16],{"measure":10,"description":11,"timeFrame":12},"Single-Leg Stance Test performance","The best time maintained during the Single-Leg Stance Test on the dominant and non-dominant legs, measured in seconds. Higher values indicate better static balance performance.","Baseline (pre-intervention) and immediately after the 8-week intervention.",{"measure":14,"description":15,"timeFrame":12},"Stork Test performance","The best time maintained during the Stork Test on the dominant and non-dominant legs, measured in seconds. Higher values indicate better static balance performance.",{"measure":17,"description":18,"timeFrame":12},"Y-Balance Test performance","The best reach distance in the anterior, posteromedial, and posterolateral directions on the dominant and non-dominant legs, measured in centimeters. Higher reach distances indicate better dynamic balance performance.",[20],{"measure":21,"description":22,"timeFrame":12},"5+5 Change-of-Direction Test performance","The best completion time for the 5+5 Change-of-Direction Test using the dominant and non-dominant legs for the 180-degree change of direction, measured in seconds. Lower completion times indicate better change-of-direction performance.",null,{"allocation":25,"interventionModel":26,"interventionModelDescription":27,"primaryPurpose":6,"observationalModel":23,"timePerspective":23,"maskingInfo":28},"NON_RANDOMIZED","PARALLEL","Participants will be assigned to either an 8-week balance training group or a traditional physical education group. The groups will be followed in parallel and assessed before and after the intervention.",{"masking":29,"maskingDescription":23,"whoMasked":23},"NONE","This quasi-experimental study will investigate the effects of an 8-week balance-focused exercise program compared with traditional physical education on balance performance in high school students. Participants will be assigned to either a balance-focused exercise group or a traditional physical education group based on their existing class groups. Both groups will participate in two approximately 40-minute sessions per week for eight weeks.\n\nThe balance-focused exercise program will include structured exercises targeting static and dynamic balance, single-leg postural control, weight transfer, change-of-direction movements, jump and landing control, proprioceptive control, and reactive balance. Exercise difficulty will progressively increase throughout the intervention. The traditional physical education group will participate in regular school physical education activities without an additional structured balance training program.\n\nStatic balance will be assessed using the Single-Leg Stance Test and Stork Test, while dynamic balance will be assessed using the Y-Balance Test. Change-of-direction performance will be evaluated as a secondary physical performance outcome using the 5+5 Change-of-Direction Test. Measurements will be performed before and after the eight-week intervention using standardized testing procedures.\n\nThe primary purpose of the study is to determine whether a structured balance-focused exercise program produces greater improvements in static and dynamic balance performance than traditional physical education in high school students.",[32,38],{"label":33,"type":34,"description":35,"interventionNames":36},"Balance-Focused Exercise Group","EXPERIMENTAL","Participants will complete an 8-week balance-focused exercise program consisting of two approximately 40-minute sessions per week. Each session will include a 5-minute warm-up, 30 minutes of balance-focused exercises, and a 5-minute cool-down. Exercises will target static and dynamic balance, single-leg postural control, weight transfer, change-of-direction movements, jump and landing control, proprioceptive control, and reactive balance. Exercise difficulty will progressively increase throughout the intervention.",[37],"Behavioral: Balance-Focused Exercise Program",{"label":39,"type":40,"description":41,"interventionNames":42},"Traditional Physical Education Group","ACTIVE_COMPARATOR","Participants will continue their regular school physical education classes for 8 weeks, with two approximately 40-minute sessions per week. Each session will include a 5-minute warm-up, 30 minutes of traditional physical education activities, and a 5-minute cool-down. Activities may include running and warm-up games, team sports such as football and basketball, basic strength exercises, and flexibility activities. No additional structured balance training program will be provided.",[43],"Behavioral: Traditional Physical Education",[45,50],{"type":46,"name":47,"description":48,"armGroupLabels":49,"otherNames":23},"BEHAVIORAL","Balance-Focused Exercise Program","An 8-week structured balance exercise program conducted twice weekly for approximately 40 minutes per session. Each session will include a 5-minute warm-up, 30 minutes of balance-focused exercises, and a 5-minute cool-down. Exercises will target static and dynamic balance, single-leg postural control, weight transfer, change-of-direction movements, jump and landing control, proprioceptive control, and reactive balance. Exercise difficulty will progressively increase throughout the intervention.",[33],{"type":46,"name":51,"description":52,"armGroupLabels":53,"otherNames":23},"Traditional Physical Education","An 8-week traditional physical education program conducted twice weekly for approximately 40 minutes per session. Each session will include a 5-minute warm-up, 30 minutes of traditional physical education activities, and a 5-minute cool-down. Activities will include running and warm-up games, team sports such as football and basketball, basic strength exercises, and flexibility activities. No additional structured balance training program will be provided.",[39],[55],{"name":56,"affiliation":5,"role":57},"Jeffry Roy Chauchat, PhD","STUDY_DIRECTOR",[59,63],{"name":56,"role":60,"phone":61,"phoneExt":23,"email":62},"CONTACT","+905338399330","jeffry.chauchat@emu.edu.tr",{"name":64,"role":60,"phone":65,"phoneExt":23,"email":66},"Mustafa Özkıran","+905338415413","mustafaozkiran56@gmail.com",[68],{"facility":69,"status":23,"city":70,"state":23,"zip":23,"country":71,"countryCode":72,"cosmosGeoPoint":73,"geoPoint":78,"contacts":79},"Iskele Türk Maarif Koleji","Famagusta","Cyprus","CY",{"type":74,"coordinates":75},"Point",[76,77],33.94135,35.12489,{"lat":77,"lon":76},[80,81],{"name":64,"role":60,"phone":65,"phoneExt":23,"email":66},{"name":64,"role":82,"phone":23,"phoneExt":23,"email":23},"PRINCIPAL_INVESTIGATOR",{"type":82,"investigatorFullName":84,"investigatorTitle":85,"investigatorAffiliation":5,"oldNameTitle":23,"oldOrganization":23},"Jeffry Roy Chauchat","Assistant Professor","100654758","balance-training-versus-traditional-physical-education-in-high-school-students-100654758",false,"NCT07805421","Balance Training Versus Traditional Physical Education in High School Students","Effects of an Eight-Week Balance-Focused Exercise Program Versus Traditional Physical Education on Static and Dynamic Balance Performance in High School Students","Inclusion Criteria:\n\n* 14-18 years of age.\n* Enrolled in the 9th, 10th, or 11th grade at İskele Türk Maarif Koleji.\n* Able to participate in physical education classes.\n* No known health condition that prevents participation in physical activity.\n* No lower-extremity injury within the previous 6 months.\n* Parent or legal guardian has provided written informed consent.\n* Participant has provided assent and voluntarily agreed to participate in the study.\n\nExclusion Criteria:\n\n* Lower-extremity injury within the previous 6 months.\n* Neurological or vestibular disease that may affect balance performance.\n* Known balance disorder.\n* Orthopedic condition causing movement limitation.\n* Any condition that prevents participation in physical education classes.\n* Active participation in a sport requiring regular structured balance training.\n* Failure to participate in any required pre-intervention or post-intervention assessment.\n* Withdrawal of parent or legal guardian consent.\n* Voluntary withdrawal from the study at any time.",true,"ALL","14 Years","18 Years",{"count":98,"type":99},68,"ESTIMATED","INTERVENTIONAL",[102],"NA","This study will compare the effects of an 8-week balance-focused exercise program and traditional physical education on static and dynamic balance performance in high school students.",[105],"Postural Balance",[107,108,109,110,111,112,113,114,115,116,117],"Balance training","Static balance","Dynamic balance","Postural control","Physical education","High school students","Adolescents","Y-Balance Test","Single-Leg Stance Test","Stork Test","Change-of-direction performance","NOT_YET_RECRUITING","2026-09-07",{"date":121,"type":122},"2026-09-10","ACTUAL",{"date":124,"type":99},"2026-09-15",{"date":126,"type":99},"2026-12-30",{"name":5,"class":6},1]