An Investigation of the Effects of Exercises Applied on Unstable Surfaces on High School Students

Abstract

In this study, it was aimed to determine the effects of plyometric exercises applied on unstable platforms on static and dynamic balances of soccer players who continued their high school education. In the study, male soccer players with similar socio-economic status between the ages of 14 and 16 formed the study group (SG; n=24; age=15.08±1.36) and the control group (CG; n=22; age=15.22±1.62). Static Balance Eyes Open (SB-EO), Static Balance Eyes Closed (SB-EC) and Dynamic Balance tests (DB) were applied on the SG and CG as pre- and post-tests for both dominant leg (DL) and non-dominant leg (NDL). SG athletes were subjected to plyometric exercises on unstable surfaces for sixteen sessions that were integrated into the physical education lessons in high school while CG athletes performed only a traditional soccer training program. As a result of the statistical analyses, when the pre-post test scores of the SG were examined, dynamic balance-dominant leg (DB-DL; p=0.03), dynamic balance-non-dominant leg (DB-NDL; p=0.03), static balance eyes open-dominant leg (SB-EO-DL; p=0 01), static balance eyes closed -dominant leg (SB-EC-DL; p=0.03) and static balance eyes closed-non-dominant leg (SB-EC-NDL; p=0.01) measurements were found statistically significant (p<0.05) while the CG had statistical improvements only in SB-EO-DL measurements (p=0.03). When the differences between the two groups were examined, only SB-EC-DL measurements were found statistically significant in favor of the SG (p=0.03). In conclusion, especially the improvement of DL observed in the SG is important for optimum performance considering that it is necessary to use both legs effectively in soccer. Considering the multitude of activities performed on a single leg in soccer, it is thought that the increase in bilateral balance can improve the skills that determine soccer performance in difficult conditions such as dribbling, shooting and passing.