the effect of explicit and implicit learning on static balance

Objective: the purpose of this study was to investigate the effect of learning typeon balance.methods: for this purpose, 80 female students aged 9-12 years who were selectedby random cluster sampling and after flamingo test, they were divided into twogroups randomly: explicit learning and implicit learning. the subjects were requiredto maintain balance on the stabilometer. the acquisition stage included 24 attempts60 seconds. explicit learning groups received feedback while on the device, but theimplicit learning group was required to perform a secondary cognitive task inaddition to maintaining a balance without receiving feedback.results: analysis of covariance with a significant level of р≤ 0.05 showed that therewas no significant difference between explicit and implicit learning in staticbalance.conclusion: the results indicate that the subjects of both groups had improvementin their post-test balance records compared to the pre-test. therefore, probably thestatic balance with regard to its subcortical mechanism cannot be influenced by thetype of learning.