VIDEOS: Dynamic balance tests

1. One-leg hop test   

Hopping on one leg as many times as the child could without stopping between hops and then to repeat the exercise on the other leg. The best measurement out of three is documented for each leg. Best of 3 trials. 

The result can be compared to what is expected at a given age. 

2. Tandem Gait (Heel-to-Toe)  

Walking in a straight line with the front foot placed such that its heel touches the toe of the standing foot (without shoes). 3 meters of tape is used for the line. Counted as mistake: stepping off the line, losing balance, not stepping close to the toes with the heel. Best of 3 trials. 

Quality of performance is assessed. The result can be compared to what is expected at a given age. 

3.Tandem Walk 

Walking along a 2-m length balance beam (8 cm width), starting with the dominant foot. Participant can wear comfortable shoes. Walking speed is self-selected, but time is measured.

1. Step on to the balance beam;

2. walk along the balance beam;

3. step off, turn around, step back onto the balance beam;

4. return back to the original position – recorded in seconds.

Task failure: stepping off the beam during the trial. Best of 3 trials. 

Quality of performance is assessed. 

Summary (written):   

As you can see, there are many ways of approaching the assessment of the skills under investigation. It is important that the tests are preceded by a detailed interview with the parent/caregiver about the child’s history in order to assess the current situation. Asking parents/caregivers or using a questionnaire* about the child’s daily activities is an important additional piece of information for planning therapy. The tests are short and can be administered quickly but, as mentioned in the introduction, there should be an opportunity to try out the test situations beforehand. It is worth allowing a break/free play time between test groups, or even between two sessions, to ensure relevant results. In the tests presented, the quality of the implementation was the main focus. 

*Parental Questionnaire – it is part of the examination, but it is not shown in the form of a video, it can be found in the e-manual  

Developmental Coordination Disorder Questionnaire 2007 (DCDQ’07)   The DCDQ ‘07 measures three distinct factors: (1) ‘Control during movement’, which includes items related to the motor control of the child while performing a motor task (e.g., ‘Your child hits an approaching ball or birdie with a bat or racquet accurately’); (2) items concerning ‘fine motor and writing’ (e.g., ‘Your child’s printing or writing or drawing in class is fast enough to keep up with the rest of the children in the class’); and (3) ‘general coordination’, which includes items about sports, clumsiness, fatigue and learning new motor tasks (e.g., ‘Your child is quick and competent in tidying up, putting on shoes, tying shoes, dressing, etc.’). The three-factor scores alone do not provide any indication of the presence or absence of DCD, but the questionnaire provides support for the identification of difficulties in motor skills exhibited by the child.