Test Properties of the Lower Quarter Y-Balance Test: Effect of Verbal Instructions and Focus Techniques.

Context: Studies have yet to demonstrate how attentional focus strategies affect dynamic balance in the Lower Quarter Y-Balance Test and its testing properties. This study aimed to examine the effects of verbal instructions and focus techniques on dynamic balance performance during the Lower Quarter Y-Balance Test and to assess the reliability of these techniques.

Design: Cross-sectional study.

Methods: The study involved 52 healthy individuals (mean age: 23.1 y, mean body mass index: 22.3 kg/m2). Standard, internal focus, and external focus instructions were randomly applied during Lower Quarter Y-Balance Test. Test-retest evaluations conducted within 3 to 5 days.

Results: Analysis of variance revealed a significant difference only in the anterior direction among instructions (F2,102 = 6.851, P = .002). External focus instruction in the anterior direction produced slightly higher results than both standard (mean difference% = 2.91, P = .005) and internal focus instruction (mean difference% = 2.91, P = .005), though this change was relatively small. Intraclass correlation coefficient values indicated excellent reliability (intraclass correlation coefficient: .87-.93) for all directions with internal and external focus instructions, except for the posteromedial direction and composite score with standard instructions (intraclass correlation coefficient: .70-.77).

Conclusions: The findings imply that including external focus instructions in dynamic balance evaluations can positively impact performance results as well as the reliability of the assessments. This enhancement in reliability may facilitate better-informed decisions in clinical and athletic settings.