05/08/20151 بسم الله الرحمن الرحيم. 05/08/20152 Balance and Coordination Exercises.

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بسم الله الرحمن الرحيم

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Balance and Coordination Exercises

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1) Be familiar with definitions and key words related to coordination & balance.

2) Be aware of the causes of impaired balance.3) Be oriented to the subjective and objective

assesments of coordination and balance.4) Know the progression of activities to improve

balance & coordination.5) Be capable to apply coordination exercises with

the variuos modes, postures, movements and dosages.

6) Be aware of precautions and contra-indications for those exercises.

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Coordination

Definition:

It is the ability to perform smooth, accurate and controlled movements.

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1) The execution of fine motor skills and manipulation of small objects.

2) Performing gross motor skills, e.g. walking, running, jumping, ……….

3) Bases of smooth and efficient movements which often occur automatically.

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- -Coordinated movements involve proper sequencing and timing of synergistic and reciprocal muscle activity, and they require proximal stability and maintenance

of posture .

- Coordination refers to using the right muscle, at the right time with the right intensity. - The concept of coordination includes balance.

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Balance:

It is :

• the ability to maintain equilibrium

Or

• the ability to maintain the center of gravity over the base of support.

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• Vestibular dysfunction, • Visual impairment or • Diminished proprioception

• can impair balance

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1) The somato-sensory system provides information about the relative location of the body parts/

• Proprioception reflects the perception of the static position.

• Kinesthesia refers to the position during movements.

• Information arises from peripheral sources (muscles, jt. capsule, soft tissues): Sensory receptors→ information to the medulla & brainstem through the dorsal colummedial lemniscal pathway.

2) This information will assist in:1) Coordinating eye, head & neck movements to stabilize the

visual system.2) In maintaining posture, muscle tone, & stiffness in the

muscles.3) Coordinate movement patterns

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2) The visual system :Through the retina, the optic nerve and thalamus → provide information about the position of the head relative to the environment & orients the head to maintain posture.

3 (The vestibular system:Provides information on orientation of the head in space and on accelaration.

Any movement, including weight shifts to adjust posture stimulate the vestibular receptors → vestibular nerve → cerebellum → spinal cord

for postural control .

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Somato

sensory

Vestibular

system

Visual

system

Balance

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Balance requires:

• The person to maintain a position, to stabilize during voluntary activities.( needs trunk & head, neck control)

• To react to external perturbations (visual and auditory awareness + cognitive skils).

• Effective and efficient coordination among multiple sensory, biomechanical, and motor systems.

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Causes for impaired balance:

• Injury to or disease to eye, inner ear, peripheral receptors, spinal cord,

• Head injury affecting the cerebellum, basal ganglia, cerebrum.

• Damage to proprioceptors (peripheral nerve injury).

• Injury or pathology of the hip, knee, ankle, and back have been associated with postural sway and decreased balance.

( after muscle atrophy, degenerative joint disease, total joint replacement ).

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• Lesions of the cerebellum or basal ganglia. ( Parkinson s disease, Huntingtons Disease and cerebellar tumors ).

• Lesions produced by tumors, cerebro vascular accidents causing visual field losses, changing the spatial orientation and altering balance.

• Age appears to affect all aspects of the stability triade ( i.e. somato-sensory, visual , vestibular ).

as 30 % of the persons above 65 years old have experienced a fall and15% repetitive fall.

• Medications could cause dizziness, drowsiness or sense of weakness ( antidepressants).

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Evaluation of Balance

Evaluation of Balance.

Subjective )Clinical ( Assessment.

Objective

)Quantitative and Instrumental)Assessment.

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Subjective ( Clinical ) assessment

• Standard Romberg Test:(standing with eyes closed: if positive= loss of proprioception)

• Balance error scoring system (BESS)

• Static Balance Test: ( on a firm then on a foam surface)

• Dynamic Balance Test.( figure of 8, hoptest, timed beam walking with eyes closed).

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Objective or instrumental assessment• Flat rigid surfaces supported on 3 or more

points with computer- interfaced forceplate with or without visual feedback.

• Steadiness: the ability to keep the body as motionless as possible ( =postural sway).

• Symmetry: is the ability to distribute weight evenly between the two feet in an upright position.

• Dynamic Stability: is the ability to transfer the vertical projection of the COG around a stationary supporting base( = the measure of a persons’ perception of his/ her safe limits of stability.

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Activities for Treating Impaired Balance

• 1) Remember the balance problems. e.g.:• Neuromuscular impairment.

Musculoskeletal impairment )lack of stability).

Sensory impairment.

Cognitive impairment.

• 2) Use stable, hard, rigid, and even surface.

Then progress to uneven surface.

3) Begin with weight shifts on a firm surface then gradually

increase sway. As the patient improves, increase

compliance of the support surface.

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• Use balls, foam rollers, and foam surface to provide uneven and unstable surface and to provide a variety of balance experience.

• Train Sitting balance, trunk stability, and weight distribution on chair, table, or therapeutic ball.

• Balance beam, lines drawn on the floor, balance board and scales can be used for balance training.

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Dosage

• Environment: Train in the environment with a real stimulation he will encounter when leaving the clinic.

• Sequence: Progress from simple to complex involves changes in mode, posture, and movements.

• Feedback: Use external feedback,e.g., mirrors which allows feedback about position,

• )must be removed at some point to allow internalization of the balance strategies.

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Contraindication

• Balance training is contraindicated for patients with cognitive impairments, as the patient might be unable to understand the purpose and mechanics of the activities.

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Precautions

The patient Safety is important.

Choose activities appropriate for the patient‘s skill level.

Start by simpler and safer tasks then progress.

Eliminate obstacles or unsafe objects.

A gait belt, hand contacts from the clinician, parallel bars, or stable external objects should be used for the patient to hold.

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Practical Guidelines

Pt education is an ongoing process.

Safety is the most important area of education.

Teach the pt. to recognize situations at risk.

Widen the base of support and gradually decrease it.

Evaluate the home for potential hazards.

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