Effects of the turning point markers and verbal instructions on the timed up and go test in typical children

Abstract

This study investigated the effects of the turning point markers (line, cone, and picture) and verbal instructions (non-qualitative and qualitative) on the Timed Up and Go (TUG) test in typical children aged 6 to 12 years. Two hundred and ten typical children (105 boy and 105 girls) participated in this study. They were divided into seven groups according their age. All participants were asked to randomly perform TUG test in 6 conditions (3 turning point markers × 2 verbal instructions). The results showed that the reduction of time spent performing TUG test was found in every age group when applied a picture and qualitative verbal instruction the test (p<0.05). Time spent performing the TUG test was vary on age, turning point markers, and verbal instructions. However, there was nonlinear reduction of time spent performing TUG test with increasing age in whatever conditions. The time was found the shortest in 12 years old children and the longest in 6 years old children. The results of this study revealed that the outcome of TUG test was significantly influenced by age, verbal instructions and turning point markers in typical children. Therefore, the use of TUG test in typical children should be considered about the selection of the same turning point markers, and verbal instructions in order to compare the TUG outcomes both between pre- and post-test and between age groups.