|Training principles and objectives||Week||Balance components||Multi-task|
|A||Introduction of performance of each balance component separately and emphasizing quality of performance to accomplish familiarity and task-specific motor learning.||1||Motor agility/stability limits|
|B||Improvement of balance performance and strategies of attention in varying balance conditions through increased level of difficulty and task variation for each balance component separately, and by using multi-tasking (i.e. cognitive or motor secondary task).||3||Motor agility/stability limits||C-DT|
|5||Motor agility/stability limits||C-DT|
|C||Further challenging of movement complexity through increased levels of difficulty, task variation by successively integrating the balance components, and increasing demands of multi-tasking (i.e. cognitive and motor secondary tasks are performed simultaneously).||7||Sensory integration/APAs/motor agility/stability limits||C + M-DT|
|8||Sensory integration/APAs/motor agility/stability limits||C + M-DT|
|9||Sensory integration/APAs/motor agility/stability limits||C + M-DT|
|10||Sensory integration/APAs/motor agility/stability limits||C + M-DT|
The balance program divided into three blocks (Blocks A-C), with training principles and objectives for each block.
APAs = anticipatory postural adjustments; C-DT = cognitive dual-task training; M-DT = motor dual-task training; C + M-DT = mixed cognitive and motor dual-task training.
Conradsson et al.
Conradsson et al. BMC Neurology 2012 12:111 doi:10.1186/1471-2377-12-111