# The Role of Climbing Exercises in Developing Balance Ability in Children
## 3 Results
\begin{table}
\begin{tabular}{l c c c c c c c} \hline \hline \multirow{2}{*}{
\begin{tabular}{c} **Tests/** \\ **Groups** \\ \end{tabular} } & \multicolumn{3}{c}{**SSR-R**} & \multicolumn{3}{c}{**SSR-L**} & \multicolumn{3}{c}{**Mean Diff.**} \\ \cline{2-7}  & **IE** & **FE** & **IE** & **FE** & **IE** & **FE** & **IE** & **FE** \\ \hline M EG & 5.10 & 7.98 & 3.44 & 5.95 & 1.66 & 2.03 & 1.89 & 1.85 \\ Diff EG & & 2.88 & & 2.51 & & asymmetry & almost symmetry \\ \hline M CG & 4.98 & 5.94 & 3.09 & 4.09 & & & \\ Diff CG & & 0.96 & & 1.00 & & & \\ Diff EG-Diff CG & & 1.92 & & 1.51 & & & \\ \hline \hline \end{tabular} Legend: SSB-R = static single-leg balance on the right foot; SSB-L = static single-leg balance on the left foot; M = mean; IE = initial evaluation; FE = final evaluation.  
\end{table} 
Table 3: Dynamics of the differences between the means for EG, CG, SSB-R, and SSB-L at IE and FE. Regarding the development of balance, measured on the Sensbalance MiniBoard 1.0 Balance Platform, at this age, increases between the IE and FE were observed, as determined by recording the average value and calculating the significance threshold using the dependent samples \(t\)-test and non-parametric tests, such as Wilcoxon and Mann-Whitney U, in the 10 trials where the increase in performance was recorded. Subsequently, we present the results obtained from the bipedal dynamic balance tests with open and closed eyes in the two investigated planes, lateral and vertical. On the platform, for each of the four tests, the results are recorded for seven trials: performance for maintained forward interior space, maintained backward interior space, average forward deviation, average backward deviation, average right deviation, and average left deviation. This analysis presents only the dynamics of the performance trial. The detailed results of LDB_EO (Table 5), by analyzing the differences between the means for the dependent samples in the two groups between the IE and FE, using the parametric \(t\)-test, highlight that for performance, there were no significant differences in the CG, with \(p\) = 0.083, and significant differences in the EG, where t = \(-\)3.30, with a \(p\)-value of 0.003. This aspect emphasizes the impact of practicing climbing exercises as extracurricular activities on the development of balance ability. Following the calculation of the parametric \(t\)-test for the dependent samples, the results between the groups' means in the IE and FE show significant differences at LDB_EC (Table 5), where the performance of the CG was t = \(-\)2.21 at a significance threshold of \(p\) = 0.037, and of the EG was t = \(-\)7.09 at a significance threshold of \(p\) = 0.0001. The d index (Cohen) of the effect size of the applied program shows the existence of relatively important differences between the means of the two moments (IE and FE). In the EG, the effect size is large: at LDB_EO, d = 0.62, and at LDB_EC, d = 1.34. In the CG, the effect size is medium: at LDB_EO, d = 0.36, and at LDB_EC, d = 0.44. In the performance test for LDB_EC, the data highlight statistically significant differences between the students in the experimental group (EG) and the control group (CG), with better results observed in the EG. Additionally, statistically significant differences were recorded when comparing the results obtained by each group between the initial and