Table 1 Detailed conceptual basis regarding foci, tasks, and respective progressions to structure the training protocol

1. Postural balance

a) Change the base of support

Standing

1) Normal standing (bipodal support with feet separated at shoulder width

2) Feet together (bipodal support with feet side by side)

3) Semi-tandem stance

4) Tandem stance

5) One leg support on the dominant leg

6) One leg support on the non-dominant leg

Walking

7) Semi-tandem

8) Tandem

b) Displace the center of mass in different directions and with different bases of support

1) Sequentially perform F1a (1–6) by first laterally moving the trunk with shoulder abducted at least above 60 degrees

2) Sequentially perform F1a (1–6) by first laterally moving the trunk with the arms alongside the body

c) Reach the body limits of stability and holding them at this point

1) Sequentially perform F1a (1–6) by first laterally moving the trunk with shoulder abducted at least above 60 degrees

2) Sequentially perform F1a (1–6) by first laterally moving the trunk with the arms alongside the body

d) Change the somatosensation input (stability/complacency of the support surface)

Standing on different surfaces (rigid, soft or rough)

1) Sequentially perform F1a (1–6)

Walking on different surfaces (rigid, soft or rough)

2) Sequentially perform F1a (7–8)

e) Change the vision input

Standing with eyes closed

1) Sequentially perform F1a (1–6)

Walking with eyes closed

2) Sequentially perform F1a (7–8)

2. Muscle strength and power, and postural balance during stationary activities performance

a) Standing still in a semi-squatting posture

1) Increase the time staying in this posture

b) Weight-loaded in a single-leg stance

1) Gradually increase the standing time in this posture

c) Sit to stand

1) Increase the number of cycles per seconds (starting at a frequency of one cycle per second)

3. Pattern, agility, power, response time, and postural balance during walking

a) Increase the stride length and walking speed

1) Gradually increase the stride length using hula hoops, traffic cones, climbing ladder, marking and boxes positioned on the floor

2) Gradually increase the walking speed

3) Gradually increase and decrease the forward and backward walking acceleration while a command (rapid or slow) is proffered by the instructor

b) Change the walking directions

1) Forward, backward, left, right, and turning around

2) Gradually reduce the interchange time between different directions

3) Spinning and spinning-walking

c) Change the stability/complacency of the support surface

1) Sequentially perform F1a (7–8) first on a stable surface (floor) and then on an unstable one (foam cushion or mats)

2) Randomly perform F1a (7–8) first on a stable surface (floor) and then on an unstable one (foam cushion or mats)

d) Change the level of walking

1) Increase step, obstacle, and ramp negotiation and the alternance between the obstacles

4. Secondary motor tasks performance

a) Manipulative tasks while walking

1) Closing buttons and zippers while walking; taking the wallet, handkerchief, or coins out pocket

2) Transportation and manipulation of the object

b) Coordination tasks while walking

1) Contour a ball around the own trunk

2) Bouncing a ball on the ground

3) Clap the hands according to a command

c) Confidence in balance-required tasks

1) While in a stationary posture, achieve and pick up objects from a raised height

2) While walking, bend laterally and/or anteriorly the trunk at the limits of stability in order to achieve and pick up objects with different sizes, quantities, and locations (on a bench or on the ground)

d) Maneuvering traffic

1) Avoiding collision with the other participants of the group while walking

5. Cognitive tasks

a) Working memory

1) Phonological fluency: Say words according to the letter they begin with (such as” F″,” A”, or” S″)

2) Semantic fluency: Say words according to a category (such as” animals”,” fruits” or “supermarket shopping list”, and sometimes” verbs” v” nouns”), randomly chosen by the instructor

3) N-back and n-forward problem solving (e.g., subtracting or summing n from an established number)

4) Auditory forward digit span: Remember as many as possible of the number/letter forward sequence, you were told

5) Auditory backward digit span: Remember as many as possible of the number/letter back sequence, you were told

6) Visual forward digit span: Remember as many as possible of the number forward sequence shown to you by means of cardboard

7) Visual backward digit span: Remember as many as possible of the number/letters backward sequence shown to you by means of cardboard

b) Perceptual performance

1) Quickly count the amount of objects/dots shown in a paperboard

2) Quickly identify the number of points/objects on a paperboard (among other different objects shown on the data show projection on the wall)

c) Mental tracking

1) Count (and say after) how many times a word (e.g. “cat”) was said in a story about this subject (cats)

d) Reaction time

1) React as fast as possible (e.g. clap the hands, or say “yes”) when a certain word was said or sound was emitted

2) React as fast as possible (e.g. clap the hands, or say “yes”) when a cardboard with a dot, figure or letter was shown

3) Go/No-go visual reaction time (walk when a “go” cardboard was shown and stop walking when a “stop” cardboard was shown)

e) Selective reaction time

1) Say “yes” when hearing “strawberry” but say nothing when hearing another sort of fruit

2) Increase walking speed when hearing “orange”, decrease walking speed when hearing “banana”, say “yes” when hearing “strawberry”, but say nothing or change the walking condition when hearing another sort of fruit

f) Executive performance

1) Perform steps according to arrows directions: identify the direction of the arrow tips and perform step as fast as she/he can

2) Color reading interference (a variant of the classic Stroop test): Say the printed color and not the color name that the word was printed (and presented in the wall by data show projection)

3) View the arrow and commands direction projected on a screen by means a data show equipment and quickly transport yourself to the presented direction /command

4) Simultaneously pronouncing and stepping on numbers stamped on a rug