# 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 c c} \hline \hline  & \(t\)**-Test** & **DiffM** & **SD** & **SEM** & \multicolumn{3}{c}{**CI (95\%)**} & \multirow{2}{*}{**t**} & \multirow{2}{*}{**(df)**} & \multirow{2}{*}{**(_p_)**} & \multirow{2}{*}{**d**} \\ \cline{1-1} \cline{6-10} EG & LDB\_EO\_IE and\_FE & \(-\)10.28 & 16.46 & 3.11 & \(-\)16.66 & \(-\)3.90 & \(-\)3.30 & 27 & 0.003 & 0.62 \\ \hline CG & LDB\_EO\_IE and\_FE & \(-\)2.44 & 6.74 & 1.34 & \(-\)5.22 & 0.34 & \(-\)1.80 & 24 & 0.083 & 0.36 \\ \hline EG & LDB\_EC\_IE and FE & \(-\)13.78 & 10.27 & 1.94 & \(-\)17.77 & \(-\)9.80 & \(-\)7.09 & 27 & 0.0001 & 1.34 \\ \hline CG & LDB\_EC\_IE and FE & \(-\)7.96 & 18.01 & 3.60 & \(-\)15.39 & \(-\)0.52 & \(-\)2.21 & 24 & 0.037 & 0.44 \\ \hline EG & VDB\_EO\_IE and\_FE & \(-\)13.78 & 16.09 & 3.04 & \(-\)20.02 & \(-\)7.54 & \(-\)4.53 & 27 & 0.0001 & 0.85 \\ \hline CG & VDB\_EO\_IE and FE & \(-\)12.68 & 16.77 & 3.35 & \(-\)19.60 & \(-\)5.75 & \(-\)3.79 & 24 & 0.001 & 0.75 \\ \hline GE & VDB\_EC\_IE and FE & \(-\)14.39 & 16.42 & 3.10 & \(-\)20.76 & \(-\)8.02 & \(-\)4.63 & 27 & 0.0001 & 0.87 \\ \hline CG & VDB\_EC\_IE and FE & \(-\)12.92 & 12.38 & 2.42 & \(-\)17.92 & \(-\)7.25 & \(-\)5.32 & 25 & 0.0001 & 1.04 \\ \hline \hline \end{tabular} Legend: DiffM = Difference between means; CI = confidence interval; IE = initial evaluation; FE = final evaluation; EG = experimental group; CG = control group; SD = standard deviation; SEM = standard error of the mean; IL = lower limit; UL = upper limit; t = \(t\)-test value (dependent samples \(t\)-test); (df) = degrees of freedom; (p) = significance threshold; d = Cohen’s D; LDB_EO = lateral dynamic balance test with eyes open; LDB_EC = lateral dynamic balance test with eyes closed; VDB_EC = vertical dynamic balance test with eyes open; VDB_EC = vertical dynamic balance test with eyes closed.  
\end{table} 
Table 5: Dynamics of the results of the significance indicators of the differences between the two groups in the lateral dynamic balance test and the vertical dynamic balance test. the final evaluation. This underlines the impact of practicing exercises in an extracurricular activity on improving balance ability development. For the dynamic vertical balance test in the VDB_EO and VDB_EC trials, the results are presented in Table 5. Using the dependent samples \(t\)-test, the differences between the means within the groups (between the IE and FE) indicate significant performance differences for VDB_EO: in CG: t = \(-\)3.79, \(p\) = 0.001; in EG: t = \(-\)4.53, \(p\) = 0.0001. For VDB_EC, based on the dependent samples \(t\)-test, the differences between the means within the groups (between the IE and FE) are also found in Table 5. Analyzing the differences between the means in the analysis groups (CG and EG) between the IE and FE using a dependent samples \(t\)-test shows significant differences: in CG: t = \(-\)5.32, \(p\) = 0.0001; in EG: t = \(-\)4.63, \(p\) = 0.0001. We emphasize that for VDB_EO and VDB_EC, the analysis of the difference between the means within each group between the initial evaluation and the final evaluation highlights statistically significant differences. For CG, \(p\) = 0.001, and for EG, \(p\) = 0.0001. The d index (Cohen) of the effect size of the applied program shows that it is large in both groups: in EG: (VDB_EO) d = 0.85, (VDB_EC) d = 0.87; and in CG: (VDB_EO) d = 0.75, (VDB_EC) d = 1.04. The data indicate that there are no statistically significant differences between the students in the CG and EG regarding VDB_EC performance, which was equally good in both groups. However, the differences in the mean values recorded by the two experimental groups show that at the final testing, the CG students achieved a high level of performance, though slightly lower than that of the EG students. The better mean values at the FE demonstrate the effectiveness of physical activities and emphasize the impact of climbing, escalation, and bouldering in extracurricular activities on balance development.