Difference in balance ability levels in children with Down syndrome compared to those with typical development
Children with Down Syndrome (DS) experience motor delays due to muscle weakness and hypotonia, especially on the lower extremities. These impairments affect their general physical health and ability to perform daily activities. The aim of the study was to evaluate the ability to perform motor activi...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Universidad de Murcia |
| Repositorio: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:dnet:digitum_____::0ac41feac62eb6396b19d7fc18dfff9f |
| Acceso en línea: | https://doi.org/10.6018/sportk.669151 http://hdl.handle.net/10201/228881 |
| Access Level: | acceso abierto |
| Palabra clave: | Pediatric Balance Scale Balance Children Down Syndrome No relacionado con ningún objetivo de desarrollo sostenible |
| Sumario: | Children with Down Syndrome (DS) experience motor delays due to muscle weakness and hypotonia, especially on the lower extremities. These impairments affect their general physical health and ability to perform daily activities. The aim of the study was to evaluate the ability to perform motor activities that involve keeping the balance of a group of children with DS. This study included 60 children aged 6 to 12 years: 30 with Down syndrome and 30 with typical development. The children were evaluated using the Pediatric Balance Scale (PBS). The scale includes 14 balance related tasks, each scored from 0 points (lowest function) to 4 points (highest function). The results showed significantly lower scores in children with DS across all assessed activities (p<0.01). The most significant difficulties were detected in tasks such as standing with eyes closed, standing with feet together, standing with one foot in front, standing on one foot, placing alternate foot on stool (p<0.01). They only exception was the standing unsupported test, which had no statistically significant difference (p>0.05). Children with DS performed lower abilities in achieving balance skills compared to typically developing peers. This highlights the need for tailored interventions to improve balance abilities in children with DS. |
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