Developing and Defining a Standard Framework for Dynamic Balance Performance Levels Among Intermediate School Girls

Abstract

This research aims to develop and define a standard framework for dynamic balance performance levels among female intermediate school students in Baghdad. The researcher used the descriptive approach, as it is suitable for the nature of the research. The research population consisted of intermediate school students, with a sample of 206 students distributed across three groups: a pilot group, a scale development group, and a group to determine the standard levels. The dynamic balance test was adopted after being modified to suit the age group, gender, and the nature of the Iraqi environment. The results showed variation in the students' dynamic balance of performance levels, distributed across five standard levels: weak, acceptable, average, good, and very good. The results contribute to providing objective criteria that can be relied upon in evaluating motor performance. The standard framework provides a scientific tool that helps in accurately diagnosing the dynamic balance level of the students. The research also supports the development of educational and training programs in physical education. It concludes that it is possible to construct a scientific and objective standard framework for dynamic balance performance levels among middle school students, which contributes to the accurate assessment of motor abilities and reflects individual differences among students. The researcher recommends adopting the proposed standard framework for evaluating dynamic balance performance among middle school students and employing it in preparing educational and training programs to improve students' motor and physical abilities.