ijpesys issn : 2249-8575feb 11, 2013 · ramjas college delhi university, delhi - 110007. editorial...

IJPESYS ISSN : 2249-8575 Refereed Research Journal

Volume 1 No. 2 February 2012

International Journal of Physical Education, Sports and Yogic Sciences Editor in Chief Dr. S. K. Yadav, Professor Department of Physical Education Devi Ahilya University, Indore (M. P.) Mob - 09826535933 [email protected]

Editor Dr. Sunil Dudhale, Assistant Director Department of Sports Devi Ahilya University, Indore (M. P.) Mob - 09826908088 [email protected]

Associate Editors Dr. Satyendra Sharma, Sports Officer Gujrati Science College Devi Ahilya University, Indore (M. P) Dr. Pradeep Kumar Yadav, Sports Officer Gautam Buddh University, Near Kasna Gautam Buddh Nagar, Greater Noida - 201308 (U. P.) Mr. Manish Vats, Assistant Professor Department of Physical Education Ramjas College Delhi University, Delhi - 110007

Editorial Correspondence to: Editor in Chief Dr. S. K. Yadav, Professor Department of Physical Education Devi Ahilya University, Indore (M. P.) Mob - 09826535933 [email protected]

International Journal of Physical Education, Sports and Yogic Sciences

(Quarterly Publication)

Editorial Advisory Board Dr. M. S. Chouhan, Professor Department of Physical Education Kurukshetra University Kurukshetra (Haryana) Dr. G. S. Brar, Professor Department of Physical Education Punjab University, Chandigarh Dr. V. K. Dabas, Professor L. N. I. P. E. Shakti Nagar, Mela Road Gwalior (M. P.) Dr. Varghese C. Antony King Fahd University of Petroleum and Minerals Mail Box No. 1691 Dhahran 31261, Saudi Arabia

Chief Patron Dr. S. N. Sharma Department of Physical Education Punjab University, Chandigarh

Patrons Dr. R. K. Yadav, Professor and Director Department of Physical Education Rani Durgavati University, Jabalpur (M. P.) Dr. Rajender Singh, Professor and Dean Department of Physical Education Jiwaji University, Gwalior (M. P.)

Editor in Chief Dr. S. K. Yadav, Professor Department of Physical Education Devi Ahilya University, Indore (M. P.) Mob - 09826535933 [email protected]

Editor Dr. Sunil Dudhale, Assistant Director Department of Sports Devi Ahilya University, Indore (M. P.) Associate Editors Dr. Satyendra Sharma, Sports Officer Gujrati Science College Devi Ahilya University, Indore (M. P) Dr. Pradeep Kumar Yadav, Sports Officer Gautam Buddh University, Near kasna Gautam Buddh Nagar Greater Noida - 201308 (U. P.) Mr. Manish Vats, Assistant Professor Department of Physical Education Ramjas College Delhi University, Delhi - 110007

EDITORIAL

“Let Noble Thoughts Come to us from All Sides…” This journal is an attempt to provide a common platform to Physical educationists, sports

coaches, trainers and budding research scholars for presenting the findings of the research undertaken by them.

Overwhelming response from all over the country has motivated us to undertake this difficult task of bringing out the II issue of this Journal. I extend my sincere thanks to the authors, reviewers and editorial board members for their contribution in shaping this Journal. I am especially thankful to all the initial and Life Time Member contributors whose support and belief in me is continuously encouraging us.

We have continuously tried to improve upon and decided to add the photographs of the contributors from this issue. I wish that the Journal becomes the best medium for scholarly work in the field of Physical Education, Sports and Yoga Research.

The 4 issues will be published in the months of November, February, May and August every Year. Hence Please send your Research Papers before 10th April 2012 for the forthcoming issue of May 2012, so as to facilitate time for Reviewers and Publishing.

Any further suggestions are welcome for the betterment of the Journal.

Editor in Chief

International Journal of Physical Education, Sports and Yogic Sciences Vol. 1 No. 2 (February, 2012)

Guidelines for Authors The International Journal of Physical Education, Sports and Yogic Sciences is a quarterly journal, publishes scientific research and review articles on sports and sports science disciplines and other such subjects having inter-disciplinary perspective with specific application to sports. Manuscripts are accepted for publication with the understanding that they have not been published, simultaneously submitted, or already accepted for publication, elsewhere. Manuscripts deemed suitable are acknowledged and critically reviewed by a qualified, independent, expert evaluator, through a secret evaluation system. The evaluator’s comments may be communicated to the principal author along with the comments of Editor. All the manuscripts are to be submitted by the principal author to the Editor-in-Chief/ Editor, Indian Journal of Physical Education, Sports and Yogic Sciences by e-mail as well as on mailing address along with a letter of intent for publication. This covering letter should also contain the following certificate: “It is certified that this article is my/our own original research work which has not been published, simultaneously submitted, or already accepted for publication elsewhere. “I have the consent of the co-authors for this submission and I/we transfer the ownership of the copyright to the publisher, in the event of publication of this article.” The covering letter should contain a complete mailing address of the principal author. The Editor-in-Chief/Editor may acknowledge the receipt of the same, as well as, handle all future correspondence. Manuscript Preparation All parts of the manuscript should be typewritten, single spaced A4 size page, with margins of at least 2.5 cm on all sides. Number of manuscript pages should be consecutively throughout the paper. Each manuscript should include title page, the second title page and text, and may contain up to 6 pages. Authors should also supply a shortened version of the title suitable for the running head, not exceeding 30 characters with spaces. Each article should be summarized in an abstract. Abstracts should be accompanied by three to five keywords that will facilitate indexing and data retrieval purposes. The title page should contain the title of the study and the names, qualifications, employment status, the employing institution and the place and state, of all the authors. The title being brief should not contain the words like ‘A Study of or ‘A Probe into’ etc. The second title, the page following the title page should contain the title of the study, abstract and key words. The numbering of pages should begin here. The third pages should contain the text including introduction, methodology, results, discussion conclusion, and references. All these heads are to be typed on the left hand in upper lower type, in case there are no subheads like purpose of the study, review of literature, hypotheses, and limitations of the study and its implications. When there are sub-heads, the heads are to be typed in all capitals and the sub-heads in upper-lower type letters. Abbreviations must be spelt. Abstract The abstract should be self-explanatory, of about 150 words; suitable for use by the abstracting journals, without rewording and should state what was aimed, what was done, what was found and what was concluded. For the review article, the abstract should be a concise summary. Keywords Following the abstract, the author should list not more than six key words that do not appear in the title, that represent the content of the manuscript. Introduction This describes the present state of knowledge of the subject or the review of the literature, the concise statement of the problem, the aim of the research, and the development of the research hypotheses. It should include the practical and applied questions around which the study was developed. Methodology This section should include a complete description of subjects, materials, equipments, procedures and experimental techniques. It should also include the description of the statistical methods used to analyze the data. The methods and the statistical procedures published in detail beforehand should be cited. Units of measurement, symbols and abbreviations must conform to the international standards. Metrics system is preferred. Results and Discussion This section should include a concise presentation of the data. Figures, tables and photographs may be used to show the results of the study. Tables and figures should not be used for the presentation of the same data. The subjects must not be identified by name or any other recognizable label. Conclusions This should briefly state the conclusions drawn from the study. Conclusions should not be drawn without any supporting data. References All sources, cited in the text, must be also cited in the reference list. The reference list includes circulated material, i.e., books, journal, proceedings, films, etc. Tables Each table should be typed on separate sheets, numbered consecutively in Roman numerals at the top centre, and given collectively after the references. Each table should have a brief but meaningful title which should start next to the Table Number after colon. Explanatory matter and non-standard abbreviations should be given in the footnote, and not below the title. Tables should be referred in the text. Illustrations All figures and illustrations should be either artwork in black ink on Art Card or 5” x 7” glossy prints. The photographs should be glossy black and white having good contrast. The letters used in the illustrations and photographs should be of sufficient size to withstand reduction to single column size. Figures should be numbered in Arabic numerals. Captions of photos and illustrations and the legends should be typed on a separate sheet. All illustrations must be identified on the back by gently writing in ink or pencil, indicating illustration number and the author.

Contents Title Page

A Comparative Study of Male Combative Athletes on Reaction Ability 1 Jaowad Ali, Keshav Singh Gurjar, Pankaj Gwari and Abdul Rahaman

Comparison of Competitive Anxiety Level of Tribal Female Kho-Kho 3 Players at Different Levels of Achievement Mahendra Kumar Singh and Arvind Bahadur Singh

Construction of Hitting Test in Hockey 5 S. K. Yadav, Anurag Hardia and Anil Mishra

Technology and Innovations in Sports 9 Pradeep Kumar and Pratibha Yadav

Comparative Study on Achievement Motivation of International, 12 National and State Level Basketball Players Rajesh Kumar and Sophie Titus

Comparison of Vital Capacity between Normal and Physically 15 Challenged Children Dharmendra Singh, D.C. Lal and Vivek Kumar Singh

Comparative Effects of Varied Blocks Spacing in Crouch Start on 17 Acceleration Speed

Baiju Abraham

Relationship of Selected Biomechanical Variables to the Performance 20 of Penalty Stroke in Hockey

Yajuvendra Singh Rajpoot and G. D. Ghai

Effect of Physical Education Programme on Physical Fitness Status of 23 Students Joining Physical Education

M. Rafique Khan and Pramod Singh

Effect of High and Low Intensity Circuit Resistance Training on 25 Explosive Strength of Adolescents

George Abraham, V. A. Shafeeq and Thomas Abraham

Exercise for Fitness and Healthy World 29 Ashish Kumar Nigam and Aradhana Saxena

Effect of Reinforcement Contingencies on Skill Performance in Badminton 32 S. K. Yadav, Devesh Singh and Ranjeet Singh Pawar

Construction and Validation of Rating Scale for Measuring Performance in Cricket 36 Ashish Kumar Nigam and Vinay Shukla

Effect of High Intensity Aerobic Training on Leg and Back Strength 39 D. Sivamani, S. Alagesan and K. Krishnasamy

Comparative Study of Cardiovascular Efficiency between Normal 42 and Physical Education Girls at Undergraduate Level

Nagin H. Gamit

Comparative Study of Selected Motor Fitness Components of Volleyball 44 and Kho – Kho Players

G. K. Dhokrat

Title Page

Comparison of Basketball Players of Different Levels on Selected Physical Variables 46 Ajay Singh Ruhal and R. D. Sharma

Effect of Cognitive and Perceptual Motor Skills on Archery Shooting Skill 50 C. D. Agashe, Vivek Mishra and Ashish Diwan

Prediction of Performance Ability of Throwers in Relation to Selected 52 Anthropometric Measurements

Brij Kishore Prasad and Baiju Abraham

Comparison of Personality Characteristics of Football and Basketball 56 Players

Bhaskar Mane and Prashant Chavan

Effect of Plyometric and Resistance Training on Female Hockey Players 58 Brij Kishore Prasad

Comparison of Physiological Fitness Level between Undergraduate 62 and Post-Graduate Students of Physical Education

Naman Yadav and Ruchi Yadav

Assessment of Physique Characteristics and Training Patterns of 64 Indian Universities Women Soccer Players

Pradeep Kumar, Rajender Singh and Preeti Singh

Comparative Study of Available Facilities of Physical Education and 67 Sports in Senior Secondary Schools

Shyam Narayan Singh and Paranveer Singh

Physical and Psychological View of Urban and Rural Students 70 Ajay Karkare and Vivek Awasare

Effect of Training and Break in Training on Physical Fitness Components 72 Bhawana Yadav, Abhay Kumar Bhosle and Utpal Rao Dongre

Effect of Ageing and Emotional Stability on Positive Mental Health 74 of Retired Football Players

C. D. Agashe and Sumit Tiwari

Comparative Study of Eating Disorders between Female Netball Players 76 of Different Zones in India

Sanjay J. Thakur, Jagdish J. Vankar and Pankaj P. Parmar

Effect of Break in Training on Selected Physiological Parameters 78 and Physical Fitness Components of Trained Athletes

Rajratna Rajeshwar Durge and Praveen Lamkhede

Effect of Different Altitude Hypoxic Training on Speed 80 D. Maniazhagu, A. Regupandi and S. Revathi

Investigation of Achievement Motivation and Competitive State Anxiety 83 of Badminton Players

S. K. Yadav, Satyendra Sharma and Neeraj Yadav

1 International Journal of Physical Education, Sports and Yogic Sciences Vol. 1 No. 2 (February, 2012): 1-2

A Comparative Study of Male Combative Athletes on Reaction Ability

A Comparative Study of Male Combative Athletes on Reaction Ability Jaowad Ali, Keshav Singh Gurjar, Pankaj Gwari and Abdul Rahaman

See end of the article for authors’ affiliations

Correspondence to: Jaowad Ali Department of Physical Health and Sports Education A.M.U. Aligarh (U.P.)

ABSTRACT For the purpose of the study, 150 subjects fifty (50) from each game, (Judo = 50, Boxing = 50 and Wrestling = 50) were randomly selected from the police sports camps of Uttarakhand and Uttar Pradesh states. The reaction ability among the groups was measured by Ball reaction test (Hurtz, 1985). To observe the differences among three groups on their Reaction Ability, analysis of variance (ANOVA) was used at the significant level of 0.05 level. The results of the study have shown that the athletes of judo and boxing & judo and wrestling differed significantly on reaction ability. No significant differences were found between boxing and wrestling players on their reaction ability.

Key words: Combative Athletes, Reaction Ability.

Coordinative abilities are pre-requisites of athletics performance; these are mainly coordinated by motor control processes. Athletes’ coordinative abilities help them in learning and perfecting technical skills in the training period. The coordinative abilities determine the speed and quality of learning, stabilizing and applying the techniques in competition (Harre, 1989). There are seven coordinative abilities identified, these are: Orientation Ability, Differentiation Ability, Coupling Ability, Adaptation Ability, Rhythm Ability, Balance ability and Reaction Ability. All the coordinative abilities are important for learning of sports techniques and for their continuous refinement and modifications during long term training process. The motor learning ability depends to a large extent on the level of coordinative abilities (Singh, 1982). Reaction ability can be characterized as ability to react to stimuli or to start motion/activity in response to a signal in the shortest possible time. This ability depends only on continuance of participating nerve processes. These are influenced by quality of nerve tracks, size of the signal, kind of reflexes and the sensibility of the receptors, quick reaction ability markedly influences performance in most of the sports. (Ali, Gwari and Ibrahim, 2010).

Coordination is important for successful execution of sports movements the coordinative abilities play a vital role during practice and competitive situations. In Judo, Boxing and Wrestling, the performance is significantly based on coordinative abilities including reaction ability. A learned judokas uses his reaction to get advantage of the opponent’s slow and improper attacks in applying counter throws. Methodology:

The subjects for the present study were randomly selected from the police sports coaching camps organised by Police Sports Boards of Uttarakhand and Uttar Pradesh in Judo, Boxing and Wrestling. The size of the sample was one hundred fifty (150) subjects, (50) from each game (Judo = 50, Boxing = 50 and Wrestling = 50). Ball reaction test (Hurtz, 1985) was used to measure the reaction ability among the groups. Results and Discussion:

To observe the difference among three groups (Judo, Boxing and Wrestling) of Combative athletes on their Reaction Ability, Analysis of Variance (ANOVA) was used at the significant level of 0.05 level.

Table-1: Analysis of Variance of Means of Reaction Ability among Athletes of Three Different Combat Games

Source of Variance df Sum of squares Mean square F- value

Within Groups 2 4496.92 2234.96 10.89*

Between Groups 147 30160.34 205.17

*Significant at 0.05 level F.05 (2,147) = 3.06

Ali, Jaowad; Gurjar, Keshav Singh; Gwari, Pankaj and Rahaman, Abdul (2012) A Comparative Study of Male Combative Athletes on Reaction Ability International Journal of Physical Education, Sports and Yogic Sciences 1(2): 1-2.

2 Jaowad Ali, Keshav Singh Gurjar, Pankaj Gwari and Abdul Rahaman

International Journal of Physical Education, Sports and Yogic Sciences Vol. 1 No. 2 (February, 2012): 1-2

It is evident from table-1 that significant difference exist among the combative athletes of three games as the F- value of 10.89 is higher than the tabulated value of 3.06 at 0.05 level of significance. Since, one

way ANOVA was found significant in relation to Reaction Ability, L.S.D. test was applied to find out as to which of the differences of the means amongst three different groups were statistically significant.

Table-2: Post-Hoc Test for the Means of Judo, Boxing and Wrestling in Relation to Reaction Ability

Mean value of reaction ability Mean Difference

Critical Differences Judo Boxing Wrestling

18.75 18.75

-

19.67 -

19.67

- 19.60 19.60

0.92* 0.85*

0.07

0.17

*significant at .05 level

Figure - 1: Graphical Presentation of Reaction Ability among Judo Boxing and Wrestling Players

It is evident from table and figure-2 that mean differences between judo and boxing, judo and wrestling; were found to be significant at 0.05 level in relation to Reaction ability. However, no significant difference was found between boxing and wrestling in relation to Reaction ability.

The obtained ‘F’ ratio (10.89) was reported to be significant at 0.05 level. In order to ascertain the exact difference among the parried means, LSD (Post-hoc) test was employed Results and Discussion:

The (LSD) scores on reaction ability presented in the tables and figures and suggested that the male athletes of judo and boxing & judo and wrestling differed significantly on reaction ability. Whereas boxers and wrestlers did not differ significantly on reaction ability.The findings of the present study are in agreement with the results of Singh & Singh, (2010) who conducted a study of visual perception and reaction time of university level football and basketball players wherein they observed no significant difference between football and basketball players on reaction ability. The obtained mean values given in the tables have suggested that Judokas have higher level of reaction ability followed by Wrestlers and Boxers. Thus, it may be concluded that the Judokas react quickly than the Wrestlers and Boxers.

It may be due to the complexity of movement difference in different combat sports as well as the degree of complexity of movement and the reaction required to accomplish the task quickly. It has also been endorsed by Singh (1991). REFERENCES Ali, J; Gwari, P. and Ibrahim, M. (2010) “A comparative study of reaction ability of high & low level boxers representing U.P. police” Human Kinetics Vol. 1(1): 8-11. Singh, H. (1991) Science of Sports Training (New Delhi: DVS Publication), p. p.163, 165. Singh, H. (1982) Sports Training-General Theory and Technique (Patiala: NSIS Publication), p. 255. Singh, S. K. and Singh, R. K. (2010) “A Comparative Study of Visual Perception and Reaction Time of University Level Football and Basketball Players”, AMASS Multilateral Research Journal 2(1): 89-91.

Authors’ affiliations:

Keshav Singh Gurjar Department of Sports Jiwaji University, Gwalior (M. P.)

Pankaj Gwari and Abdul Rahaman Research Scholars, Department of Physical Health and Sports Education, A. M. U. Aligarh (U. P.)

18

18.5

19

19.5

20

Judo Boxing Wrestling

Reaction Ability between the combat groups


Comparison of Competitive Anxiety Level of Tribal Female Kho-Kho Players at Different Levels of Achievement

Comparison of Competitive Anxiety Level of Tribal Female Kho-Kho Players at Different Levels of Achievement Mahendra Kumar Singh and Arvind Bahadur Singh


Correspondence to: Mahendra Kumar Singh Department of Physical Education Guru Ghasidas University Bilaspur (C.G.)

ABSTRACT The purpose of present study was to compare sports competitive anxiety level of tribal female Kho-Kho players. 60 tribal female players were selected from Guru Ghasidas University, Bilaspur (C.G.) and affiliated colleges by simple random sampling. The sample consisted of 30 tribal female state inter-collegiate and 30 tribal female east zone inter university Kho - Kho players. The psychological variable competitive anxiety was assessed by administrating (SCAT) Sport competitive anxiety test questionnaire. The data was computed and analyzed using descriptive statistics and ‘t’ test in order to compare the significant difference between inter collegiate and inter university tribal female Kho-Kho players. The level of significance was set at 0.05. The result indicated that there were no significant differences among Kho - Kho players as the obtained ‘t’ value (0.72) was less than the tabulated ‘t’ value (2.00).

Key words: Competitive anxiety, Tribal player, achievement level.

Research reports on the role of anxiety in sports are conflicting as well confusing due to inconsistent dimension and method of assessment but within the past few years, coaches and physical education are interested to finding the level of anxiety of players. Anxiety is both an affective and a pleasurable emotional reaction in which autonomic nervous system and glandular system play a crucial role.

Review of research literature stated that the threshold of optional anxiety level differ from athlete to athlete and situations to situation. “Cratty” 1989 adds “Conditions within the athlete combined with his or her cognitive evaluation of the threat of competition and with the objective nature of competition itself work together to produce anxiety in athletes”.

Now a day interest encompasses both’ some degree of activation and an unpleasant emotional state. Anxiety is recognized the main factor that reduces athletes performance in sports. It is a negative emotion that affects perception in sports competitions and this lead to majority of athletes to consider anxiety as debilitative toward performances, which may result in decrease in a performance and even drop-out athletes from sport. Coaches and physical educator focused on strategies for managing anxiety by various method but prior to managing strategies its need to know level of anxiety of their players.

The purpose of this study was to compare the sports competitive anxiety of inter-collegiate and inter- university tribal female Kho-Kho players.

It was hypothesized that there would be no significant difference in competitive anxiety level between the selected Kho-Kho players at different levels of achievement. Methodology: By applying simple random sampling, a total 60 tribal female Kho-Kho players (30 inter collegiate and 30 East zone inter university) were selected form Guru Ghasidas University, Bilaspur (C.G.) and affiliated college situated in tribal districts of Chhattisgarh. The age of the subjects ranged from 18 to 25 years and average 2 years training experience. The SCAT questionnaire developed by Rainer Martens was used.

Results and Discussion:

The statistical analysis of data pertaining to the study on two levels of inter-collegiate and inter-university players was computed by descriptive statistics and analyzed by applying ‘t’ test. The level of significant was set at 0.05. The statistical analysis of competitive anxiety of Kho-Kho players at different levels of achievement has been presented in Table – 1.

Singh, Mahendra Kumar and Singh, Arvind Bahadur (2012) Comparison of Competitive Anxiety Level of Tribal Female Kho-Kho Players at Different Levels of Achievement International Journal of Physical Education, Sports and Yogic Sciences 1(2): 3-4.

4

Mahendra Kumar Singh and Arvind Bahadur Singh


Table – 1: Comparison of Means of Competitive Anxiety between Inter Collegiate and Inter University Level Tribal Female Kho - Kho Players

Levels of achievements Mean Standard deviation Mean difference Standard Error

‘t’ Ratio

Inter-collegiate Kho-Kho Players

20.367 2.456

0.537

0.75

0.72* Inter-university Kho-Kho Players

19.83 3.307

*Not Significant at 0.05 Level tab t0.05 (58) = 2.00

Table - 1 reveals that the calculated ‘t’ value of 0.72 was less than the tabulated ‘t’ value of 2.00. It means, there is no significant difference in the level of competitive anxiety between inter-collegiate and inter-university tribal female Kho-Kho players. Conclusions:

The result indicated that there was no significant difference in the anxiety levels of tribal female Kho-Kho players at different levels of achievement.

REFERENCES:

Cratty, B. J. (1973) Psychology in Contemporary Sports - Guidelines for Coaches and Athletes Englewood Cliffs, N. J. Prentice Hall Inc.

Shiva, R. K., Nageshwaran, A. J. and Kalidasan, R. (1999) Analysis of Competitive Trait and State

Anxiety among South west Zone University Women Volleyball Players SAI Scientific Journal 22 (3).

Kamlesh, M.L. (1990) Construction & Standardization of Sports Achievement Motivation Test N. I. S. Scientific Journal 13 (3).

Singh, N. and Sharma, S. N. (1987) Motives for Participating in Sports Wing and Competitive Sports Activity Proceedings of III National Conference of Physical Education and Sports Sciences Kalyani University, Kolkata.

Authors’ affiliations: Arvind Bahadur Singh Department of Physical Education Guru Ghasidas University, Bilaspur (C.G.)

*** *** ***

5


Construction of Hitting Test in Hockey

Construction of Hitting Test in Hockey S. K. Yadav, Anurag Hardia and Anil Mishra


Correspondence to: S. K. Yadav School of Physical Education Devi Ahilya University Indore (M. P.)

ABSTRACT

The purpose of the study was to construct Hitting Test in Hockey. Ninety-eight male hockey players from all the seven university teams of Madhya Pradesh State, who participated in Madhya Pradesh State University Hockey Tournament, were selected to serve as subjects for this study. The criterion measure was the average of the playing ability scores of Hockey players assigned independently by three Hockey experts. It was concluded that the newly developed 16 - Yards Hitting Test in Hockey meet the criterion of specific authenticity i. e. the test was reliable, objective and valid, and showed high significant relationship with hockey playing ability.

Key words: Criterion, Reliability, Objectivity, Validity, Scientific Authenticity.

As the field of physical education and sports is becoming more and more keen and competitive, the attention is being directed by the physical education teachers and sports scientists to the best teaching and training programmes to enhance the best possible results. Hockey is one of the most popular sports in the world. No one knows hockey's birthplace, but generally accepted as having been played for over two thousand years. Hockey is a game of masterful skill and deception, anticipation and concentration. It is an exhilarating game while fulfils the love of being out of doors sometimes regardless of the weather and enjoyment of running through how much depends upon the position you choose to play. Today hockey is essentially a team game and had developed into a fast and highly skillful one requiring the ability to master a ball with a stick. Physical strength particularly in the fore-arms and wrists plays an important role in development of speed of movement over short distance. The purpose of the study was to construct 16 - Yards Hitting Test in Hockey. Methodology: Ninety-eight male hockey players from all the seven university teams of Madhya Pradesh State, who participated in Madhya Pradesh State University Hockey Tournament, held at Barkatullah University, Bhopal (M.P.) from 24th to 26th September 2006, were selected to serve as subjects for this study. The age of the subjects ranged between 18 to 25 years. The criterion measure was the average of the playing ability scores of Hockey players assigned independently by three Hockey experts. The 16 - Yards Hitting Test was developed through objective methods by administering the 16 - Yards Hitting Test on all the players.

The Coaches and managers of the teams were consulted at personal level to conduct the tests on Hockey players, and a rapport was established with them for the testing programmes. All those in charge of teams, coaches and managers were made fully conversant with the study. Tentative times were finalized with them. The researcher approached each player after giving proper and timely information before the tests were conducted. Before administering the tests, the subjects were briefed about the purpose of the study and details of the test were explained to them. The subjects were given a demonstration of the test by a trained helper. They were also given sufficient number of trials to enable them to become absolutely familiar with the test. To ensure uniform testing conditions, the subjects were tested in the morning and evening sessions after warming-up during practice sessions, prior to the competition. The duration of test administration was set in a manner so that fatigue may not occur. Sufficient time was given in between the tests, so that the subjects could show their best performance. The subjects were directed to come in proper kit during the performance of test. Though no special technique was used to motivate the subjects, the subjects were very co-operative throughout the project. Test was administered on Hockey Ground at the Tournament sites. In the Hockey field inside the shooting circle, three hitting squares of 2×2 Yards were marked at an angle of 60° to the right and left, and at 90° in the center. A hitting target board 4 yards in length and 18 inches above the ground was placed on the goal line. The target board was marked with the numbers 5, 4, 3, 2, 1, 2, 3, 4 and 5 of equal width. The player stood inside the hitting square with the Hockey stick and a ball. The ball was placed just inside the hitting

Yadav, S. K; Hardia, Anurag and Mishra, Anil (2012) Construction of Hitting Test in Hockey International Journal of Physical Education, Sports and Yogic Sciences 1(2): 5-8.

6

S. K. Yadav, Anurag Hardia and Anil Mishra


square. With the sound of the whistle the player tried to hit the ball on the target board and attempted to score highest possible points. Points were awarded according to the numbers on which the ball was hit by the player on the target board. No point was awarded for missing the target board. Every player was given ten chances in each trial from each angle and best score of the three trials was reckoned as the final score of the player. A maximum score of 50 was

possible on this test. If a ball hit between the two numbers, the higher point value was awarded to the player.

Results and Discussion: The Correlation coefficients of 16 - Yards Hitting Test scores through objective criteria and the criterion variable has been presented in Table-1.

Table – 1: Relationship of specific skill test scores to the criterion (N=14)

S. No. Variable Correlated Correlation coefficient (r)

1. 2. 3.

1a 16-Yards Hitting Test 0.812* 1b 20-Yards Hitting Test 0.418 1c 25-Yards Hitting Test 0.328

* Significant at 0.05 level r 0.05 (12) = 0.532

It is evident from Table - 1 that there is significant relationship between 16 - Yards Hitting Test and the criterion. Out of three tests one with higher validity value was selected. Thus 16 - Yards Hitting Test (0.812) was selected.

Further comparison of the performance on the tests among National, University and College level hockey players (N=14) was made. The analysis of data pertaining to comparison among National, University and College level hockey players on 16-Yards hitting test has been presented in Table-2.

Table – 2: Comparison of national, university and college hockey players on 16-yards hitting test (N=14)

Source of Variance

Sum of Squares Degree of Freedom Means Sum of Squares

F ratio

Between Groups 724.62 2 362.31 104.50*

Within Groups 135.21 39 3.467 859.83 41

* Significant at 0.05 level tab F 0.05(39, 2) = 3.37

As the F-ratio was found to be significant, Least Significance Difference (L.S.D.) test of Post-Hoc comparisons was applied to study the significance of difference between the means of National, University

and College level hockey players on 16-Yards Hitting Test. Data pertaining to this has been presented in Table-3.

Table - 3: Significance of difference between the means of national, university and college level hockey players for 16-yards hitting test (N=14)

S. No. Mean Scores Paired Mean Critical Difference National University College

1. 29.86 23.64 - 6.21* 1.42 2. - 23.64 15.5 8.14* 1.42 3. 29.86 - 15.5 14.36* 1.42

* Significant at 0.05 level

It is evident from Table-3 that there is significant difference among National, University and College level Hockey players in 16 - Yards Hitting Test on

Hockey. The mean differences of 6.21, 8.14 and 14.36 respectively are higher than the critical difference of 1.42 and are significant at 0.05 level.

7


Construction of Hitting Test in Hockey

Fig. 1: MEAN SCORES OF 16 - YARDS HITTING TEST FOR NATIONAL, UNIVERSITY AND COLLEGE LEVEL HOCKEY PLAYERS

The test-retest method using inter-class correlation coefficient by analysis of variance method was employed to compute the reliability of the test

items. Analysis of variance for reliability estimates for the specific skill tests has been presented in Table-4.

Table – 4: Analysis of variance for reliability estimate of 16-yards hitting test (N-98)

Source of Variance

Sum of Squares Degree of Freedom

Mean Squares F-ratio Tab-F R

Subjects 1446.901 97 14.917

Trials 13.252 2 6.626 1.979* 3.09 0.776** Interaction 649.415 194 3.347

Total 2109.568 293

* Not Significant at 0.05 level tab F 0.05(97, 2) = 3.09 **r 0.05(96) = 0.195

Test retest method was used to establish the objectivity of the specific skill tests in Hockey. All the subjects were given three trials through three different testers and inter class correlation coefficients by analysis of variance using test-retest

method was employed to compute the objectivity of all the test items. The data obtained as a result of administration of each test item is separately presented Table -5.

Table – 5: Analysis of variance for objectivity estimate of 16-yards hitting test (N = 98)

Source of Variance

Sum of Squares Degree of Freedom

Mean Squares F-ratio Tab-F R

Subjects 1383.850 97 14.266 Trials 2.905 2 1.452 0.361* 3.09 0.718** Interaction 779.762 194 4.019

Total 2166.517 293

* Not Significant at 0.05 level tab F 0.05(97, 2) = 3.09 **r 0.05(96) = 0.195

6 σ scale norms were prepared for indicating the relative position of an individual in a group that scored below a given score. The data based on test

scores for preparation of norms has been presented in Table - 6.

0

5

10

15

20

25

30

National University College

29.86

23.64

15.5

8

S. K. Yadav, Anurag Hardia and Anil Mishra


Table – 6: Norms for 16 – yards hitting test in Hockey (N=98)

16-Yards Hitting Test Max. (50 pts)

10 08 20 10 30 13 40 16 50 19 60 22 70 25 80 27 90 30

100 33

M = Mean σ = Standard Deviation M1 = 18.429 σ1 = 4.725

Analysis of data on 16 - Yards Hitting Test indicated that the constructed in hockey is reliable. The findings of the study further reveal that the 16 - Yards Hitting Test in hockey was found to be objective. The significant values showed that the directions for administration of various tests were specific and clear for performance as well as evaluation. Conclusions: 1. The specific skill test developed by the researcher has the ability to assess the selected specific skills of hockey players of college and university level. 2. 16-Yards Hitting Test showed highly significant relationship with hockey playing ability. 3. The newly developed selected specific skill test meet the criterion of scientific authenticity i.e. the test was reliable, objective and valid. 4. The 6 - σ norms developed by the researcher for 16-Yards Hitting

Test has the ability to evaluate the specific skill of hockey players. REFERENCES: Ebel, Robert L. Measuring Educational Achievements New Delhi: Prentice Hall of India Pvt. Ltd., 1996. Belano, Anne Lee Field Hockey, IOWA: Wm. C. Brown Company Publishers, 1966. Clarke, Trevor Hockey - Teaching and Playing London, Lepus Books, 1976.

Authors’ affiliations: Anurag Hardia M. G. M. College, Indore (M. P.)

Anil Mishra Dr R M L Awadh University, Faizabad (U.P.)

*** *** ***


Technology and Innovations in Sports

Technology and Innovations in Sports Pradeep Kumar and Pratibha Yadav

See end of the article for authors’ affiliations Correspondence to: Pradeep Kumar Gautam Buddha University Greater Noida, Distt. Gautam Budh Nagar (U.P.)

ABSTRACT Many people see technology as a solution to some of the problems that exist on our planet. It is true that technology can be used for good, but with new developments come new challenges issues. The digital divide is one such issue, one that people are actively trying to overcome. Tele centers aim to bridge the digital divide by providing people access and knowledge about information technologies. A global tele centre movement is growing right now. Unfortunately, even where computer facilities are readily available, the digital divide persists—even in the world's most wealthy countries, access to the latest and most beneficial technologies is limited for those in rural areas and people with disabilities. Most professional sports have long used instant replay and other high-tech aids to help referees make the right call. Basketball referees use replay systems to make sure players are shooting within the time allotted by the shot clock. In international cricket, the third umpire has been used, one sitting off the ground with access to TV replays of certain situations (such as disputed catches and boundaries) to advise the central umpires. The umpires out on the field are in communication via wireless technology with the other umpire. The third umpire is also asked to adjudicate on run out decisions, which he makes without consultation with the two central umpires. One sport that has resisted the use of high-tech assistance is football. Replays could be used to decide offside decisions, whether a ball passes over the goal line, and clarify penalty decisions.

Key words: Hawkeye, Technology, Snick-o-Meter.

The world of sport is continually changing over the years, and the use of technology is just one of those areas that have made an impact on many sports in the modern day. One criticism of the use of technology is that it can slow down the speed of the game. Soccer Goal Line Technology: There has been a need for goal line technology in soccer, particularly as TV replays are showing in retrospect wrong decisions by the referee, where a ball has or has not passed over the goal line, and the goal was given or not given. Technology in cricket, tennis and Football has been successfully implemented, and in general, the fans have welcomed it. Requirements There are several options available for goal line technology. The International Football Association Board wants to get it right before they implement a system. They have laid down the following four criteria that they want to see in a goal-line system: The technology should only apply to goal-line decisions. The system must be 100 per cent accurate. The signal sent to the referee must be instantaneous. The signal is only communicated to the match officials.

Hawkeye Hawk-eye is the name of a computer and camera system, which traces a ball's trajectory. It is being used in international cricket and tennis, and many other sports are looking at making use of this technology. The system by the UK Company Hawk-Eye has had very successful trials and is the front-runner out of the systems in development. Hawke-Eye has already been used to make calls in tennis, and used as a TV tool in cricket. The Football version has been extensively trailed at Reading and has performed very well in the test environment. The Hawke Eye system uses three cameras focused on each goal-line, and each taking footage at 600 frames a second. Hawk-Eye is able to give a definitive decision on whether the ball has fully crossed the line, and relay this information in the form of an audible beep to the central referee within half a second. As the Premier League referees use headsets, the signal is easily sent to them. In other leagues, other methods such as through a watch can be used. Technology in Cricket In international cricket, the third umpire has been used to supplement the role of the two umpires on the ground. The third umpire is equally qualified, and sits off the ground with access to TV replays of certain situations (such as disputed catches and boundaries) to

Kumar, Pradeep and Yadav, Pratibha (2012) Technology and Innovations in Sports International Journal of Physical Education, Sports and Yogic Sciences 1(2): 9-11.

http://www.topendsports.com/sport/cricket/equipment-snicko-meter.htm

http://www.topendsports.com/sport/cricket/equipment-hawkeye.htm

http://www.topendsports.com/sport/tennis/hawkeye.htm

10 Pradeep Kumar and Pratibha Yadav


advise the central umpires. The umpires out on the field are in communication via wireless technology with the other umpire. The third umpire is also asked to adjudicate on run out decisions, which he makes without consultation with the two central umpires. TV Technology Hawkeye - A computer system first used in 2001 for showing the path of a cricket ball. It is a commonly used and indispensable tool for cricket commentators around the world to confirm the umpire’s decisions. Why not let the umpires see it too. Snick-o-Meter - a very sensitive microphone located in one of the stumps, which can pick up the sound when the ball nicks the bat. This technology is only used to give television audiences more information and to show if the ball did or did not actually hit the bat. Unfortunately, the umpires do not get the benefit of seeing 'snick'. Hawk-Eye System in Cricket Hawk-eye is the name of a computer system, which traces a ball's trajectory, with a claimed accuracy of 5 mm, and sends it to a virtual-reality machine. Method Hawk-Eye uses six or more computer-linked television cameras situated around the cricket field of play. The computer reads in the video in real time, and tracks the path of the cricket ball on each camera. These six separate views are then combined together to produce an accurate 3D representation of the path of the ball. Uses It is used primarily by the majority of television networks to track the trajectory of balls in flight, mostly for analyzing leg before wicket decisions. In this case, Hawk-Eye is able to project the likely path of the ball forward, through the batsman's legs, to see if it would have hit the wicket. Currently this information is not used by the umpires to adjudicate on LBW decisions - it is only available to television viewers, although in the future it may be adopted by the third umpire. Currently the central umpire only get to see it once - and they have to make their minds up instantly. The ball-by-ball tracking by the Hawk-Eye system allows the broadcasters to display many other features of the game, such as comparing the bowlers' speeds, spin, swing, line and length. Cricket Ball with Inbuilt Speedometer Technology for Speed Measurement A cricket ball has been developed which can measure its own speed and display the ball speed measurement on the tiny LCD screen on one side, it also comes with an inbuilt long lasting battery. Until now radar guns have been used to measure the bowling speeds of bowler and there’s always been a curiosity among the cricket fans in deciding the “world’s faster bowler “, with the new Speed sensor measuring technology inside the ball itself it might become possible to get

the accurate speed measurement and thereby giving the crown to the one who deserves it. How it works: The inbuilt Speed sensor measures the speed of bowl between the times when it first is released from the bowler hand and until it hits something (preferably nets) whereas the Radar gun reads out the speed between the point when the bowl is released from bowlers hand and strikes the pitch. Well the ball in question is not for actual cricket it’s just meant for measurement purposes, the manufacturers claim that the ball sensors could get damaged if hit hard directly by the cricket bat so it’s only meant for measuring speeds on the nets only. New Technology Give the umpires some feedback about whether a front foot no ball has been made. They could have some technology which gives the umpire a beeping sound if the bowler crosses the popping crease, like in tennis for let or fault calls. This will mean that the umpire does not need to be distracted and looking down as the bowler delivers the ball, and can focus on what the batsman do. This has been trailed to some degree, but every batsman should be allowed to challenge a decision if he feels that he has a wrong one, which can then be referred to the third umpire. Viewers at home get much more information than the umpire, which only makes the umpire look incompetent. Why not change the way things are done so that the right decision is made all the time. The inevitable march of science into all fields of endeavor makes it a fait of accompli that one-day technology will decide the fate of batsmen, and the man in charge will make these decisions from a studio box well away from the action in the middle. The questions to be asked are: 1. How much power should be given to the third umpire now or in the near future? 2. What decisions should be taken out of the current field umpires jurisdiction? 3. Should players been given a limited right of appeal, and how many appeals would be appropriate? 4. How much time will all this scrutiny take, and should a limit be set? 5. What role will the modern umpire have in the game of cricket? Technology has had a number of impacts on cricket apart from those associated with umpiring, such as: pitch and ground preparation, player equipment and spectator enjoyment. Conclusions: It is time to give the third umpire more power, the area that should come under the complete auspices of the third umpire right now is that of deciding the No-Ball law. It could be argued that this would give the field umpire one less worry and more time to focus on edges and LBW appeals.

http://www.topendsports.com/sport/cricket/equipment-hawkeye.htm

http://www.topendsports.com/sport/cricket/equipment-snicko-meter.htm


Technology and Innovations in Sports

It is also time to give the field umpires the direction to refer close decisions involving edges and back pad catches to the third umpire. This should not overly waste time as the hot spot and snick-o-meter can supply the information very quickly to the third umpire. Although the 'Hawk-Eye' inventors claim the system infallible, many still have their doubts, it is not quite time yet to hand, the LBW decisions over to the third umpire. There is no doubt that one day the LBW will be decided by 'replay' but that day is not quite here. The Blofeld idea of rotating the three umpires (two field and video umpire), should be introduced if the third umpire was to be given more power, this would create equal status amongst all of the umpires. Technology in Tennis Hawk-Eye line-calling system Although prior to the use of Hawkeye, players have maintained that they instinctively know when a ball is in or out, the evidence so far has not been conclusive. Of the player challenges that have been made, subsequent rulings by Hawkeye have shown that they are only correct about 46% of the time. Officials of the French Open have so far refused to take up the technology, saying that the unique characteristics of the clay court do not warrant it. As the ball makes a mark on the clay surface, it is possible for the chair umpire to get out and have a look at the mark to determine if the ball was in or out, thus avoiding the need of Hawk-eye. Anyone who has watched a match on TV where they have used this system may have noticed that the ball seems to be elongated when projected on the court surface. This may be explained by imagining the ball hitting the ground with a lot of topspin that it actually spun forward on the ground and deformed so much as to flatten on the ground. The mark does not have to have the exact surface area of the cross-section of the ball to accurately represent the impact point. Computer Software There are numerous software packages that are designed for fitness and nutrition professionals to organize data and produce reports. Here are a couple of packages recommended by Topend Sports. Team Beep Test — the most versatile and useful software for conducting and recording results of the bleep/beep test, with results recorded directly onto your computer. Body Byte - a universal standalone computer software program specially developed to comprehensively organize and manage all the information associated with nutrition, training and fitness. Team Beep Test Software Top end Sports has collaborated with the software developer Bit works to provide the most versatile and useful software for conducting the beep test and saving results in real time directly onto the computer. For a similar price to buying the Beep Test CD, the Team Beep Test software provides the standard

Multistage Fitness or Bleep Shuttle Run Test right on your PC or Laptop, with all the following additional features that you do not get with just the test C D. Extra features The Beep Test application is accurate to 1/100th of a second and provides real-time on-screen display of stage numbers, distance covered and VO2max. There are many additional useful features for teams — you can enter all team player names, and during the test player buttons provide one click recording of results. These results can be graphically displayed as soon as the test is complete, comparing player results over time. The player results text file can also be imported into excel for further analysis. The latest version has the added capacity to track multiple teams of players (useful for schools with many classes or sporting clubs with many teams). Body Byte, Nutrition & Fitness Organizer Top end Sports and Body Byte have collaborated to provide a computer software program specially developed to comprehensively organize and manage all the information associated with nutrition, training and fitness. Body Byte is an invaluable aid for sports coaches, athletes, injury rehabilitation professionals or anyone interested in their own health and fitness. Body Byte is a very comprehensive though easy to use program. It can be used by anybody, you have complete freedom to decide with how much detail you wish to manage lifestyle plan. Several main modules can be utilized. Here are just some of the features of the Body Byte software Body Management - enables to modify user Profile details, and perform body state history recording (body weight, body measurements, body fat, blood pressure, heart rate, and fitness levels). Exercise Management - for exercise planning and recording. Fitness Assessment Monitoring - one can record and track up to 16 fitness parameters along with other body state indicators, which provides for a truly full body profile analysis. Nutrition Management - used to view and print food items in the main country specific food database or Customized Food List, create recipes, compile meals and daily meal plans from food items in the database or food list, and record your intake history. History Analysis and Reporting - reports can be generated for all recorded intake, exercise and body state history. You can view detailed listings, daily averages or time period-related aggregates, displayed in tabular and graph formats. Authors’ affiliations:

Pratibna Yadav PET, Step By Step School Sector- 132, Noida (U.P.)

*** *** ***

http://www.topendsports.com/testing/team-beeptest/index.htm

http://www.topendsports.com/bodybyte/index.htm


Comparative Study on Achievement Motivation of International, National and State Level Basketball Players

Comparative Study on Achievement Motivation of International, National and State Level Basketball Players Rajesh Kumar and Sophie Titus


Correspondence to: Rajesh Kumar Hindustan College of Science & Technology, Mathura (U.P.)

ABSTRACT The present study was undertaken to compare sports achievement motivation between international, national and state level basketball players of India. A total 60 senior male basketball players (20 each group) were randomly selected as subject for the purpose of the study. The age of the subject ranged from 20 to 30 years. For the acquisition of psychological data of the participants on sports achievement motivation a test developed by M. L. Kamlesh (1990) was used. The ANOVA and LSD test was used to compare the mean difference among three groups of basketball players. International players had higher level of achievement motivation as compared to National and State level basketball players. Significant differences were found in the achievement motivation level of the three groups of basket ball players.

Key words: Achievement motivation, Basketball players.

Basketball is a very dynamic team sport with worldwide popularity (Hofman, J.R., & Maresh, C.M. 2000). It is well known that basketball is a complex and poly-structural sport game in which success depends of many factors. Basketball has complex demands that require a combination of individual skills, team plays, tactics, and motivational aspects (Trninic, S. & Dizdar, D., 2000). During basketball game, a lot of constant changes of typical and typical game situations take place, and a critical situation with great emotional pressure. So, basketball makes demands for specific energy mobilization, cooperation between players, and responsibility in critical game situations etc. The players must quickly perceive, analyze and adequately act or react in the given situations. Certainly, success in basketball depends mostly on the levels of specific basketball motor abilities and skills, but also on the particular psychological factors, like cognitive abilities and conative dimensions (Becker, 1981; Svoboda, 1993; Karalejic, & Jakovljevic, 2008).

Achievement motivation remains a central issue within sport psychology as researchers continue to examine an individual’s choice, effort, and persistence related to physical activity participation.

Motivation is a central construct in sport and exercise psychology as research attempt to describe, explain, and predict behavior in athletically inclined individuals. Specifically, variations in motivation describe why some people choose optimally challenging tasks, try harder, and persist longer than other. Typically, in the research literature motivation refers to those personality factor, social variables, and cognitions that come into play when a person

undertakes a task at which he or she is evaluated, enters into competition with others, or attempt to attain some standard of excellence. In the extant literature, achievement behavior, which motivation theories purport to explain, has typically been defined as behavioral intensity (trying hard), persistence (continuing to try hard), choice of action possibilities, and performance (outcomes). In sport, achievement behaviors are those witnessed when participants try harder, concentrate more, persist longer, and join or drop out of sporting activities (Hayashi, C.T. 1996).

Motivation is a process which inspires guides, coaches and the individual towards specific objectives. It is one of the important conditions rather than the centre core of life. In other words it is that psycho-physical condition which causes an individual to work and strive to fulfill his needs. In the absence of proper motivation not only the learning process but also life itself becomes an uninteresting uphill task. In this field of physical education and sports, no athlete can win or even show better performance without motivation (McLEvoy A. and Erikson E.1981).

The objective of the present study was to assess the Achievement Motivation level of International, National and State Basketball players of India. Methodology:

The present research Endeavour was designed to explore the achievement motivation status of International, National and State level male basketball players. A total 60 senior male basketball players (20 each group) were randomly selected as subject for the purpose of the study. The age of the subject ranged from 20 to 30 years.

Kumar, Rajesh and Titus, Sophie (2011) Comparative Study on Achievement Motivation of International, National and State Level Basketball Players International Journal of Physical Education, Sports and Yogic Sciences 1(2): 3-4.

13

Rajesh Kumar and Sophie Titus


International level players who had participated in Asian Games, Asian Basketball Championship and SAF. Games etc. National level players who had participated in National games, Federation Cup, National Basketball Championships etc. State level players those who have participated in only state level tournaments. For the purpose of the study International and National level Basketball players data were approached during 61st Sr. National Basketball Championship held from 28th December, 2010 to 4th January, 2011 at Talkatora Stadium, New Delhi and State level basketball players data were

collected during Sr. State basketball championship held from 14th November to 19th November, 2011 at Greater Noida.

To measure an athlete’s level of achievement motivation, the tool constructed and developed by M.L. Kamlesh (1990) was used. The test is self-evaluation questionnaire consisting of 20 statements related to situation. Results and Discussion:

Analyses of variance and LSD test were used to assess the significant difference in the means of three groups.

Table -1 One way analysis of variance of Achievement Motivation level of International, National and State level Basketball Players

S. No.

Group Count Sum Mean Variance

1 International 20 602 30.1 9.57 2 National 20 533 26.65 3.92 3 State 20 497 24.85 2.8

Figure-1 Comparison mean score of achievement motivation level of International, National and State level Basketball players

Table-2 ANOVA Table

S. No. Source of Variation SS df MS F F Critical 1 Between Group 284.7 2 142.35

26.27 3.16 2 Within Group 308.9 57 5.419

Since calculated f-value is greater than tabulated

F-value, it is concluded that significant difference is existing in the achievement motivation level of the

three groups of basket ball players. Further to find out which group mean is greater than the other LSD test was applied.

0

5

10

15

20

25

30

35

International National State

30.126.65

24.85

Series1


Comparative Study on Achievement Motivation of International, National and State Level Basketball Players

Table-3 LSD -Test of significance for achievement motivation level means difference among the different groups

S.NO. International National State MD C.D 1 30.1 26.65 - 3.45 .46 2 30.1 - 24.85 5.25 .46 3 - 26.65 24.85 1.8 .46

Comparing the means of the three groups with critical difference it is evident that achievement motivation level of international Basketball players is significantly greater than the other two groups. Further mean achievement motivation level of national level basket ball player is significantly greater than mean of state basket ball player.

A sport is highly specialized activity in one or the other event and involvement in sports event requires a basic desire to compete and excel in performance .It is needless to say that the sports activity is meaningless without competition. However, success in competition depends on the performance of an individual. Higher the performance, greater would be the chances of success. It is true that for these kinds of competitive activities, achievement motivation is going to be the base because motivation appears to be a key factor in accomplishment of competitive activity.

Thus we see that achievement motivation a definite determining factor in the performance of basketball players. The results of the study had lead us to attribute the performance status of international and national basket ball players to their high achievement motivation level. Further we also see that the gap between the achievement motivation level of international and national level basket ball player is more than the gap in achievement motivation level of national and state basketball players. Conclusions:

The results provide evidence that high achievement motivation is a vital factor that distinguishes high level performers. On the basis of the present empirical investigation it is concluded that international basketball players are having higher level of achievement motivation than the National and State level basketball players because they set goals and aims to give the level best performance to win the competition.

REFERENCES:

Becker, M.B. (1981). An Investigation into the Cognitive and Personality Dimensions of Basketball Athletes. Thesis (Ph.D.) School of Human Behavior, United States International University, San Diego. Burton Carter Elsie, (March 1971) "State and Trait Anxiety, Achievement Motivation and Skill Attainment in College Women "Research quarterly 42. Hofman, J.R., & Maresh, C.M. (2000). Physiology of basketball. In Garrett, W.E. & Kirkendall, D.T. (Eds.) Exercise and Sport Science. Philadelphia, PA: Lippincott Williams & Wilkins. Hayashi, C.T. (1996) Achievement Motivation among Anglo American and Hawaiian Physical Activity Participants: Individual Differences and Social contextual factors, Journal of Sports Exercise Psychology 194-215. Kinikema, K. and Harris, J. (1992) sport and the mass media, Exercise and Sport Science reviews 20, 127-159. McEvoy A. and Erikson E. (1981) Heroes and Villains: A Conceptual strategy for assessing their influence sociological factors, 14,111-122. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328–346. Trninic, S. & Dizdar, D. (2000). System of the performance evaluation criteria weighted per positions in the basketball game Collegiums Anthropological 24 (1), 217-34.

Authors’ affiliations: Sophie Titus Department of Physical Education, Banasthali University, (Rajasthan)

*** *** ***


Comparison of Vital Capacity between Normal and Physically Challenged Children

Comparison of Vital Capacity between Normal and Physically Challenged Children Dharmendra Singh, D.C. Lal and Vivek Kumar Singh


Correspondence to: Dharmendra Singh Department of Physical Education University of Allahabad (U.P.)

ABSTRACT The purpose of the study was to compare vital capacity between normal and physically challenged children. Twenty normal and 20 physically challenged children from Allahabad were randomly selected as the subjects for the study. To compare the vital capacity of both groups, mean and independent t-test was applied. The level of significant was set at 0.05. When these normal and physically challenged children were compared there mean difference was found to be statistically significant for vital capacity. The vital capacity of an individual reflects his lung capacity, which was found to be better in normal children.

Key words: Physically Challenged, Vital Capacity.

All the programmes of physical education are developed with the intent to help in individual to attain the fullest possible growth in every manner. Administration of these programmes by well trained personal would bring about the desired changes. Every disabled person, either physically or mentally, should have the right to live in a world that does not see him or her as handicapped, but as a person with a unique set of abilities and life potentials. Regardless of this ideal, many people look at individual differences as problems, as opposed to professionally enlightening challenges. To gain a real sense of how people view retarded persons, it is helpful explore some of the common misconceptions one is likely to encounter. Performance is compared with that of performance is compared with that of others in a structured group setting. The retarded child is less capable in motor development and motor skills than their normal peers. Gross-motor and fine-motor coordination can be problem. But these very children have strived great heights at the Special Olympics. They jumped higher, ran faster and become stronger through care and planning. Parents of retarded children should get to the root of the problem instead of hiding their child and efforts should be made to mainstream these children gradually with normal children. It is thus sheer neglect on our part, which has made these children. It is thus sheer neglect on our part, which has made these children so helpless, and a burden to society. However, these days’ attitudes are changing. One has to slowly push them towards their boundaries so that their movement or vocabulary. Many physiological responses are altered by training and conditioning. In general, the improvement in each bodily system is of the order of

25 percent or less, but when taken together all the effect may result in an improvement of total performance which may be as high as 100 percent, People who exercise regularly are capable of greater efforts and resist fatigue better than sedentary individual. Methodology:

Twenty physically challenged and 20 normal children were selected at randomly as the subject for the study from Allahabad. Only physically challenged children were selected for the collection of Data. Prior to the actual collection of data the reliability of data was ensured by establishing the instrument reliability, tester competency and reliability of the test and also subjects reliability. The dry Spirometer used for measuring vital capacity was England made by M. S. Krausz Harari Ltd., England. Vital capacity was measured by wet spirometer in liters. The spirometer was equipped with a good length of metal pipe (2 to 3 inches). The metal pipe was disinfected by an antiseptic solution after use by each subject.

The subject was asked to take a deep breath before the test; then after the fullest possible inhalation the subject exhaled slowly and steadily bending forward over the pipe till all the air within his control was exhaled. Care was taken to prevent air from escaping either through the nose of around the edges of the mouth piece and was also ensured that a second breath was not taken by the subject during the test. In case of doubt the test was repeated. Every time the dial was reorganized to bring to the zero point, each time after use.

Singh, Dharmendra; Lal, D. C. and Singh, Vivek Kumar (2012) Comparison of Vital Capacity between Normal and Physically Challenged Children International Journal of Physical Education, Sports and Yogic Sciences 1(2): 15-16.

16

Dharmendra Singh, D.C. Lal and Vivek Kumar Singh


Results and Discussion: In order to compare the vital capacity between

normal and physically challenged children, independent t-test was applied. To determine the

significance difference between means of score of normal and challenged children, the level of significance was set at 0.05.

Significant Difference of Vital Capacity between Normal and Physically Challenged Children

Normal children Physically challenged children “t” ratio

Mean 1.38 1.04

6.01* SD .142 .09

*Significant t 0.05 (38) = 2.021.

Since the calculated t (6.01) is greater than tabulated t (2.021) at 0.05 level of significance, it may be concluded that there is significant difference on Vital Capacity between normal & physically challenged children.

Table reveals that the significant difference on Vital Capacity between normal and challenged children was 6.01, which is greater than the required value of (t=2.021) at 0.05 level of significance.

Conclusions: The analysis of the data revealed that the

significance difference between normal and physically challenged children of the vital capacity of an individual reflects his lung capacity, which was found to be better in normal children. When one talks about the differences and their cause among both the groups it should be noted that exercise bring changes in the lung expansion, physically challenged children have limited body movements in comparison to normal children and it is justified that their lung volume of normal children improves with movement/ running etc and hence the differences in vital capacity.

REFERENCES:

Micheal E. Crawford and Ron Mendell, Therapeutic Recreation and Adapted Physical Activities for Mentally Retarded Individual. N.J.: Prentice Hall Inc., 1987 P. C. Corbin, A Textbook of Motor Development 2nd Ed. (Dubuque, IA: Wm. C. Brown, 1980), p.28. Larry G. Shaver, Essentials of Exercise Physiology (Delhi; Surjeet Publications, 1981) p.106. Warren K. Johnson, E. R. Buskirk, Science and Medicine of Exercise and Sports (London: Harper and Raw, Yoga Physical Education Bombay, The Yoga Institute 1971). p.21 Charles A. Bucher, Foundation of Physical Education (St. Louis: C. V. Mosby Company, 1997), p.404.

Authors’ affiliations: D. C. Lal and Vivek Kumar Singh Department of Physical Education University of Allahabad (U.P.)

*** *** ***

17


Comparative Effects of Varied Blocks Spacing in Crouch Start on Acceleration Speed

Comparative Effects of Varied Blocks Spacing in Crouch Start on Acceleration Speed Baiju Abraham

Correspondence to: Baiju Abraham, Department of Physical Education Lucknow Christian Degree College Lucknow (U.P.)

ABSTRACT The purpose of this study was to find out the comparative effect of varied block spacings in crouch start on acceleration speed. For this study the acceleration was selected 10m, 20m, 30m and 40m distance. The subjects were five male students of track and field specialization of L.N.I.P.E. Gwalior. The average age of the students were ranging from 17 to 25 years. The subject were tested in different distance of acceleration (10m, 20m, 30m, and 40m) from different block spacings (bunch, medium and elongated). For analysis and interpretation of the data and to find out which of the block spacings was more superior in different distance of acceleration. Analysis of variance and post-hoc-test were used.

Key words: Blocks, Crouch Start, Acceleration Speed.

Sprinting events have been on the programme of the modern Olympic Games from the very beginning. Earlier athletes did not adopt any sophisticated training means for the development of speed. In the competitions the athlete exhibit whatever he gained through daily physical work and whatever speed characteristics he inherited from his parents. The saying “sprinters are never made they are born” used to carry weight in ancient days. The saying is now modified. Sprinter is born with some inherent speed but he can also be trained and shaped into a still better sprinters. With the passage of time newer speed training means have been developed to guarantee improvements on desired lines.

Speed plays a vital role in all games and sports, but it plays a very dominant role for sprinters. For a sprinter to give good performance he must possess acceleration speed, sprinting speed, speed of movement and reaction time. Even though these four components of speed affect the performance of a sprinter yet the contribution made by reaction time to enhance speed performance is still not very certain. There is no doubt regarding the contribution of acceleration speed, sprinting speed and speed of movement to bring about better performance on the part of sprinters. Where speed is the main factor, the

optimum performance in activities can be brought together. Methodology: Five male athletes studying in the three years B.P.E and two years M.P.E at L.N.I.P.E., Gwalior were selected as subjects for this study. They all athletes have represented the All India Inter-varsity Athletic meet. Their age varied between 17-25years. Proper commands of sprints were used to give the start, to the subjects. The subject were tested in different distance of acceleration (10m, 20m, 30m and 40m) were marked from different block spacings (bunch, medium and elongated). The block spacings are as such the bunch 11-16 inches, medium 16-21 inches and elongated 21-26 inches. The timings of each subject were taken by two time keepers using digital manual times to the nearest 1/100th of seconds. For analysis and interpretation of data analysis of variance and post hoc test were used. The level of significance was set at 0.05. Results and Discussion: For each of the chosen distance of acceleration, 10m, 20m, 30m and 40m by different block spacings, the data was subjected to analysis of variance which is presented in Table-1,2,3 and 4 and the mean differences is presented in Table 5,6,7 and 8.

Table-1 Analysis of variance of the different block spacing on 10 m acceleration distance

Variance SS DF MS F-ratio Within sets

Between sets

0.1662

0.033

12

2

0.0138

0.0165

1.19

*Significant at 0.05 level (2, 12) = 3.88

Abraham, Baiju (2012) Comparative Effects of Varied Blocks Spacing in Crouch Start on Acceleration Speed International Journal of Physical Education, Sports and Yogic Sciences 1(2): 17-19.

18 Baiju Abraham


Table-2 Analysis of variance of the different block spacing on 20m acceleration distance

Variance SS DF MS F-ratio Within sets

Between sets

0.2628

0.2605

12

2

0.0219

0.1302

5.945*

*Significant at 0.05 level (2, 12) = 3.88 Table-3

Analysis of variance of the different block spacing on 30m acceleration distance

Variance SS DF MS F-ratio

Within sets

Between sets

0.1776

0.2505

12

2

0.0148

0.1252

8.45*


Analysis of variance of the different block spacing on 40m acceleration distance

Variance SS DF MS F-ratio

Within sets

Between sets

0.2644

0.3810

12

2

0.0220

0.1905

8.659*


Differences between means for the different block spacing in 10m acceleration distance

Bunch Medium Elongated Differences

1.82 1.82

1.85

1.85

1.93 1.93

0.03 0.11 0.08

Value needed for significant at 0.05 level of confidence is 0.13

Table-6 Differences between means for the different block spacing in 20m acceleration distance.


3.10 3.10

3.18

3.18

3.41 3.41

0.08 0.30 0.25


Table-7 Differences between means for the different block spacing in 30 m acceleration distance


4.24 4.24

4.03

4.03

4.34 4.34

0.21 0.10 0.31

Value needed for significant at 0.05 level of confidence is 0.31 Table-8

Differences between means for the different block spacing in 10 m acceleration distance


5.33 5.33

5.12

5.12

5.51 5.51

0.21 0.18 0.39


19


Comparative Effects of Varied Blocks Spacing in Crouch Start on Acceleration Speed

Analysis of data revealed in Table-1 and 5 that there was no significant difference in acceleration for 10m distance when it was taken from different block spacings such as bunch, medium and elongated. This group has not shown any significant difference, this may be because of less distance on which high acceleration is not possible.

Analysis of data revealed in Table-2 and 6 that there was significant difference in acceleration for 20m distance when it was taken from different block spacings such as bunch, medium and elongated. It was observed that there is no significant difference on 20m distance for acceleration when it was taken from both bunch and medium block spacings. But there was much more difference between bunch and elongated block spacings. It has shown that bunch block spacings are much better than elongated block spacings up to the distance of 20m for acceleration. Medium and elongated block spacing is having very less difference. It shows up to 20m and distance acceleration is same with both block spacings.

Analysis of data revealed in Table-3 and 7 that there was significant difference in acceleration for 30m distance when it was taken from different block spacings such as bunch, medium and elongated. It was observed that there was a difference on acceleration of 30m from bunch and medium block spacing which shows that the medium block spacing is better than the bunch block spacing. But there is no difference in acceleration from bunch and elongated block spacings. Again medium block spacings is much better than the elongated block spacings on acceleration up to 30m distance.

Analysis of data revealed in Table-4 and 8 that there was significant difference in acceleration for 40 m distance when it was taken from different block spacings such as bunch, medium and elongated. It is also observed that medium block spacings are much better than block spacings. There is no

difference between bunch and elongated block spacings but there is much more difference in medium and elongated block spacings for acceleration which shows that up to a distance of 40m medium block spacings is the best block spacings.

Conclusions: Medium block spacings start is superior than other

two block spacing (bunch and elongated) for acceleration.

Up to 20m distance acceleration is much better from bunch block spacing. It may be attributed in bunch block spacing that clearance is faster which help to keep the athlete in better position for short distance.

Medium start is much better for acceleration than other two block spacing on 30m and 40m distance because medium block spacings keep the athlete in more comfortable position from where the best velocity is produced.

Medium block spacing of 16-21 inches between the blocks was found to place the front leg in better position from which force time can be applied against the blocks and thereby increase the velocity.

It is also attributed in medium block spacing athletes is able to put his front foot in such a way that force time is better which effect on velocity due to optimum angle of force leg and front leg is achieved.

REFERENCES:

Jesse. P. Mortenson and J. N. Cooper, Track and Field for Coaches and Athletics (Englewood Cliffs, N. J. Prentice Hall Inc., 1970), P.15. Nick White Head, Track Athletics (West York Shire: E. P. Publishing Ltd., 1976), P.20. Jack B. Owens, “Effect of Variations in Hand and Foot Spacings on Movement, Time and on Force of Change” Research Quarterly 31 (March 1960): 75 Peter. O. Sigar Seth and Vernon F. Grinahar, “Effect of Foot Spacing on Velocity in Sprints” Research Quarterly 33.4 (March 1962): 606.

*** *** ***

20


Relationship of Selected Biomechanical Variables to the Performance of Penalty Stroke in Hockey

Relationship of Selected Biomechanical Variables to the Performance of Penalty Stroke in Hockey Yajuvendra Singh Rajpoot and G. D. Ghai


Correspondence to: Yajuvendra Singh Rajpoot Assistant Professor L.N.U.P.E., Gwalior (M. P.)

ABSTRACT The purpose of the study was to find out the relationship between selected biomechanical variables and performance in penalty stroke in Hockey. The subject for the study were 5 (five) male hockey players of intervarsity level and their age ranged between 18 to 24 years. The performance of each subject was evaluated on the basis of execution of penalty stroke by a panel of three judges. In addition the sequential photography of each subject was done. The photograph of each subject was placed for location of center of gravity. Further the “Elgon” of each phase using joint point method was drawn. The centre of gravity of each body segment and whole body was determined by segmentation method. The angular kinematics variables selected were angle of elbow, hip, knee and ankle. The liner kinematic variables include the height of centre of gravity at moment stance and moment execution in penalty stroke. The analysis of data using person’s Product Moment Correlation showed a positive relationship between elbow and performance of penalty stroke. The analysis further revealed an insignificant relationship between angle of hip, knee and ankle joint with the performance of penalty stroke.

Key words: Angular Kinematics, Liner Kinematics, Centre of Gravity, Penalty Stroke.

The role sports Biomechanics can is becoming more widely understood in sports community and the demand for service increasing. Researcher in sports Biomechanics will have to consider carefully how much time they can devote to the provision of scientific services impairing their performance as scholar researcher. To avoid the problems inherent in this situation, it may be necessary to develop programs of study for the training of technique in sports Biomechanics who can provide the kind of services sought by sporting bodies.

There are basically two methods, by which motor skills can be analyzed the quantitative and qualitative methods, with the quantitative method the performance is recorded and then evaluated objectively. This method is used only by researchers and is quite expensive. On the other hand coaches and Physical Education teachers are using qualitative method by which performance is evaluated subjectively on the basis of direct, visual observation and this method is widely used as it is less expensive.

The best method to analysis or evaluate is called cinematography. This is a quantitative method which is very accurate but at the same time costly and time consuming. The role cinematography in

biomechanical research involved from a simple turn of rereading motion to a sophisticated means of computer analysis of motion efficiency. In order to analyze the techniques of the sports and games photography is probably the most popular method.

Penalty stroke is skill, which is performed in field Hockey. It involves pushing/scooping the stationary ball from the spot of a meter from the front of the goal post. It is a sort of penalty given to the opposite team. It requires strength and technique to score a goal.

The knowledge and principle of Biomechanics play key role to teach and train the accurate skill to the Hockey players as in every skills of Hockey having biomechanical orientation. In this context, the mechanical principle such as motion, speed, centre of gravity and different angle play an important role in order to produce good performance. Methodology: Five male hockey players of intervarsity level of Lakshmibai National Institute of Physical Education were selected at random as the subjects for the present study. The age of the subjects ranged between 18 to 24 years. The performance of penalty stroke of such selected subjects was taken as the criterion measures for the purpose of the study.

Rajpoot, Yajuvendra Singh and Ghai, G. D. (2012) Relationship of Selected Biomechanical Variables to the Performance of Penalty Stroke in Hockey International Journal of Physical Education, Sports and Yogic Sciences 1(2): 20-22.

21 Yajuvendra Singh Rajpoot and G. D. Ghai


The performance was recorded on the basis of execution of the penalty stroke. The average of three judges was considered as the final points obtained by each player. To obtain reliable measurements the instrument used were – The tripod stand, the camera, steel tape and geometric instrument. After taking photograph the appropriate photograph was selected for the location of center of gravity.

Further the Elgon of each moment that is the moment stance and moment execution that is the placement by the joint point method was drown for all selected objects. The center of gravity of each body sergeant and whole body was determined by segmentation method as suggested by Hay (1985). The photographs

were taken on the outdoor Hockey field. The angular kinematic variables include angle at elbow joint, angle at hip joint, angle at knee joint and angle at ankle joint. The linear kinematic variables include the height of center of gravity at moment stance and moment execution.

The statistical procedure used for obtaining the relationship among the variables was person’s product moment correlation and the level of significance was fired at 0.05. Results and Discussion: The results of present study are presented in the following tables:-

Table-I Weight of body segments relative to total body weight

S. No. Segment Relative Weight 1. Head 0.073 2. Trunk 0.507 3. Upper Arm 0.026 4. Fore Arm 0.016 5. Hand 0.007 6. Thigh 0.103 7. Calf 0.043 8. Foot 0.015

Table-II Relationship of Selected Biomechanical variables with the performance of penalty stroke at moment stance

S. No. Variables Coefficient of Correlation at moment stance

Mean

1. Right Ankle joint 0.33 87.6 2. Left Ankle Joint -0.07 100.6 3. Right Knee Joint -0.051 97 4. Left Knee Joint -0.62 119 5. Right Elbow Joint 0.25 115 6. Left Elbow Joint -0.05 150 7. Right Hip Joint -0.33 73 8. Left Hip Joint -0.58 68 9. Height of C.G.(Mts.) .49 .61

Significant at 0.05 level value .05 (3) =.873

Table- III Relationship of Selected Biomechanical variables with the performance of penalty stroke at moment stance

S. No. Variables Coefficient of Correlation at moment stance

Mean

1. Right Ankle joint -0.40 124 2. Left Ankle Joint -0.33 92.6 3. Right Knee Joint -0.71 150 4. Left Knee Joint -0.95 95 5. Right Elbow Joint 0.89* 114 6. Left Elbow Joint 0.85 87.6 7. Right Hip Joint 0.29 100 8. Left Hip Joint -.73 121.6 9. Height of C.G.(Mts.) .63

Significant at 0.05 level value.05 (3) =.878

22


Relationship of Selected Biomechanical Variables to the Performance of Penalty Stroke in Hockey

As indicated in table II & III that the biomechanical variables the right and left angle of Ankle joint, knee joint, hip joint and center of gravity of moment stance and moment execution did not exhibit significant relationship with the performance of players in penalty stork in the game of Hockey.

The value being higher than the tabulated value is significant at 0.05 level of confidence. All the other selected variables do not show significant relationship, because the obtained values are less than the required value to significant value at 0.05 level of confidence.

The analysis of data showed that very low analysis kinematic variables were found to posses significant during moment stance and execution. The angle of right elbow was significantly related to performance in penalty stroke. This is because in stance position the elbow are flexed then it followed by the extension of arm, which provided the required amount of farce, to create more speed to bell. It showed the significant effect on the performance in penalty stroke. Reason behind this kind of findings may be so many but some of the reasons might be very small simple size and scholar used subjective method of evaluating penalty stroke, which may not be accurate enough in nature. The difference in technique among players also might have affected the findings of the study.

Conclusions: In the case of incase kinematic variables shows

insignificant relationship with penalty stroke performance. The reason for this may be due to the different quality technique adopted by the Hockey players to hide the week points, as well as to complete the movement by hook and crook.

REFERENCES:

Hay J. G. Bio-mechanics of Sports Technique Prentice Hall, Inc, New Jersey, 1985. Hochmuth, G. Bio- mechanics of Athletic Movement Verlag Berlin, 1984. Wicktrom, R.L. Fundamental Motor Pattern. Lea and Fibiger, Philadelphia, 1977. Pherson Me M. A. Systematic Approach to Skill Analysis, Sports Science Periodical of Research and Technology in Sports, 1997: 1:210. Miller D.I and Nelson R. C Biomechanics of Sports A research approach, Lea and Fibiger, Philadelphia, 1976.

Authors’ affiliations: G. D. Ghai L.N.U.P.E., Gwalior (M. P.)

*** *** ***


Effect of Physical Education Programme on Physical Fitness Status of Students Joining Physical Education

Effect of Physical Education Programme on Physical Fitness Status of Students Joining Physical Education M. Rafique Khan and Pramod Singh


Correspondence to: M. Rafique Khan Acropolis Technical Campus, Indore M.P. India

ABSTRACT The present study was undertaken to evaluate the effect of physical education programme on physical fitness status of students joining the physical education course. 24 male B. P. Ed. students, studying in the D. D. Dalmia college of physical education, Jaipur were included in the research design. Physical education programme running in the institution was taken as a training programme. ‘AAHPER’ youth fitness test was chosen as criterion measure. Data was collected through pre and post test which was conducted in the month of July and December respectively. To determine significance difference, t-test was applied. The result shows that there was no significant difference found between initial test means and final test means. Hence it is concluded that this physical education programme is not effective.

Key words: Physical fitness, Physical education programme, Training.

Physical activity and movement have played numerous roles from struggle for existence for excellence, from fun and enjoyment to attainment of fitness, from maintenance of health to therapeutic case, from education of the individual to the emergence of sports as a strong social force. In the process, fundamental sports skills developed into various movements – patterns for utilization in our daily living activities, in leisure pursuits, in conquering the unconquered, in keeping health and fitness, and very often in excelling the sporting performance. Whether, be the form, at every stage of human history, physical activities have been providing exciting outlet for human expression often creative in nature.

The purpose of this investigation was to assess the effect of physical education programme on physical fitness status of students joining physical education.

It was hypothesized that there would be significant improvement in physical fitness status of student joining physical education. Methodology: The subjects for this study were 24 male B. P. Ed students of D. D. Dalmia college of Physical Education, Jaipur. All subjects were participating in the existing physical education programme as training programme. To find the effect of existing physical education programme the ‘AAHPER’ youth 1. Pull Up- Arm and shoulder strength. 2. Sit Up – Abdominal strength. 3. 4×10 meter shuttle run – Agility. 4. Standing broad jump – Explosive leg strength. 5. 50 Yard Dash – Speed.

6. 600 Meter Run/Walk – Endurance. The data was collected for each variable administering their respective tests. The tests were administered at play ground of D. D. Dalmia College of physical education, Jaipur. First of all in the month of July all the subjects performed the ‘AAHPER’ youth fitness test. Data of this test were taken as pre test. To ensure that the data was reliable each subject was given sufficient no. of trials of performing the respective test for each variable. Physical education programme of the institution which is regular feature of curriculum was taken as a training programme. Here morning session is started from 6.00 am to 8.00 am. During this session first of all students go for jog for 4 rounds of the 400 meter track followed by stretching exercises. After exercise they go for particular game activity which is in the schedule. Evening session start from 4.30 pm to 6.30 pm. In this session student jog two round of the track then go for stretching exercises. Then rest of the time for game activity which is in the schedule. In the month of December post test were taken. The obtained raw score were converted into standard score by using the Z scale. The negative values obtained were converted into positive values by using table no. ‘A’ of normal curve. Results and Discussion: In order to determine the significance of difference between pre and post test mean for composite scores of ‘AAHPER’ youth fitness test. t - test was applied. The results pertaining to t-test for composite scores are given in table 1.

Khan, M. Rafique and Singh, Pramod (2012) Effect of Physical Education Programme on Physical Fitness Status of Students Joining Physical Education International Journal of Physical Education, Sports and Yogic Sciences 1(2): 23-24.

24

M. Rafique Khan and Pramod Singh


Table 1 Significance of difference between the pre and post test means on composite scores of ‘AAHPER’ youth fitness test performance

Pre test means Post test means D.M S.E t-ratio

299.96 308.98 9.02 8.60 1.04*

Significant at .05 level tab t 0.05 (23) = 1.71

It is evident from the finding that physical education programme of D. D. Dalmia College of physical education, Jaipur does not show significant improvement on the physical fitness status of student joining B. P. Ed. in the institution. NO significance difference between pre and post means was found on composite scores of ‘AAHPER’ youth fitness test. It is evident from the findings that there is no significant difference between previous and post physical fitness status. There may be lot of causes of this findings, one of them is control over subjects was not adequate. Attendance of the students and breakdown in training could be the major reason. Another one, Physical education programme which is running here, is not carried out systematically and scientifically. By which we could not improve all elements of fitness in balanced and proper manner. Third one, this programme is not based on proper schedule as there is no distribution of days for development of motor components of physical fitness. On the basis of the result of the study the hypothesis is rejected because there was no significant improvement I physical fitness status of students in composite scores of ‘AAHPER’ youth fitness test. Conclusions: 1. It is evident by t values that there was no significance difference found between the initial test means and test means.

2. Hence it is concluded that this physical education programme is not effective and not enough to improve the physical fitness of students. Coaches and physical education teachers should give more emphasis on this programme and design it more scientifically and systematically.

REFERENCES:

Gangopadhyay S. R. and Singh, Ajmer. (1991) Trends and Practices in Physical Education in India: Friends Publications. Joseph, Alexander (1994) “Health science physical therapy” Dissertation Abstract International Vol. 54, 2436. Louis R. Baker. (1976). “The effect of the physical education programme (fitness for life) on body composition and cardio vascular endurance of college students” Dissertation Abstract International 36: 7, 4323.

Authors’ affiliations: Pramod Singh D. D. Dalmia College of Physical Education Jamdoli, Jaipur -302031 Rajasthan INDIA

*** *** ***


Effect of High and Low Intensity Circuit Resistance Training on Explosive Strength of Adolescents

Effect of High and Low Intensity Circuit Resistance Training on Explosive Strength of Adolescents George Abraham, V. A. Shafeeq and Thomas Abraham


Correspondence to: George Abraham Department of Physical Education and Sports Sciences, Annamalai University, T.N, INDIA

ABSTRACT In the present investigation efforts were made to determine the effect of high and low intensity circuit resistance training on explosive strength of adolescents. To achieve this forty two physically active students (N = 42) were selected as subjects and their age group ranged between 15 and 19 years. The subjects were categorized into three groups randomly. Group I high intensity circuit resistance training (HCRT), group II low intensity circuit resistance training (LCRT), group III control group (CG) and each group had thirteen (N = 14) subjects. Both experimental groups underwent their respective experimental treatment for six weeks, 3 days a week and a session on each day. Control group was not engaged to any specific training programme apart from their curriculum. Explosive strength was selected as dependent variable to this study. The collected data was analysed using analysis of covariance (ANCOVA) and Scheffe’s test was applied as a post hoc test to determine which of the paired mean difference significantly. The result of the study showed that there was a significant difference on explosive strength between two experimental groups (p ≤ 0.05 and both training such as high intensity circuit resistance training (HCRT) and low intensity circuit resistance training (LCRT) produced significant improvement on explosive strength (p ≤ 0.05) as compared to control group.

Key words: High intensity, Low intensity, Circuit resistance training, Explosive strength.

Required physical activity is not as common as it once was in India. This is distressing because regular participation in physical activity helps adolescents improve their healthy lifestyle skill repertoire, improve their health, and find new activities that will appeal to them, aid in learning, enhance social development, and reduce behavior issues (Wilson et al, 2003, Washington et al., 2001 and Taras, 2005). Circuit resistance training is the practice of doing exercises with resistance and moving simultaneously from one to the next with no real break in between exercises. It is a combination of circuit training and resistance training. It is a great type of training routine that offers a number of benefits; especially have a limited time to work out. It is being an anaerobic and resistance training workout fused into one. It has been become the most widely accepted method for improving muscular strength and power (Kraemer & Ratamess, 2004). Circuit resistance training improves muscular strength and endurance. It can also increase muscle mass and decrease body fat content (Fleck, 1997). This training comprises of 6 to 10 strength exercises that are completed one exercise after another. Each exercise is performed for a specified number of

repetitions or for a set time before moving on to the next exercise. The exercises within each circuit are separated by a short rest period, and each circuit is separated by a longer rest period. The total number of circuits and intensity during a training session may vary depending on training level and training objective. Many precious studies have explored the effect of different resistance training frequencies on developing muscle strength and size of adolescents (American college of sports medicine, 2000).

Explosive strength is the ability to maintain an initial, quick explosive contraction of a muscle. It is the ability of the neuromuscular system to overcome resistance with high speed of contraction where the skeletal lever system accept and expels at a high velocity via., a coordination of motor units, reflexes, elastic component and contractile component of the muscles (Dick, 1978, Baker, 1994). It can be generated using low and high resistance. Explosive strength is a combination of eccentric, isometric and concentric strength the muscle must be prepared eccentrically so that it has great tension. It then switches to isometric strength and then immediately to concentric strength, with total amount of time being approximately 0.15 seconds or less (Behm,

Abraham, George; Shafeeq, V. A. and Abraham, Thomas (2012) Effect of High and Low Intensity Circuit Resistance Training on Explosive Strength of Adolescents International Journal of Physical Education, Sports and Yogic Sciences 1(2): 25-28.

http://www.answers.com/topic/circuit-training

http://www.answers.com/topic/resistance-training-1

26 George Abraham, V. A. Shafeeq and Thomas Abraham


1995). The jumpers need great leg strength and power while jumping; the explosive strength mainly depends upon one’s leg strength (Zatsiorsky, 1995). Circuit resistance training is help to improve the strength and power that will help to achieve leg explosive strength. Methodology:

Forty two (N = 42) physically active students from Perumbavoor athletic club (PAC), Perumbavoor, Ernakulam District, Kerala State, were randomly selected as subjects and their age ranged between 15 to 19 years. The subjects were categorized into three groups randomly. Group I high intensity circuit resistance training (HCRT), group II low intensity circuit resistance training (LCRT), group III control group (CG) and each group had thirteen (N = 14) subjects. Both experimental groups underwent their respective experimental treatment for six weeks, 3

days a week and a session on each day. Control group was not engaged to any specific training programme apart from their curriculum. Explosive strength was selected as variable for this study. The explosive strength data was measured by using standing vertical jump. Control group was not exposed to any training. Both groups initially performed thorough warming up exercises. After that I group performed the following circuit resistance exercises with high intensity. These are the exercises were given, 1.bench press 2. Sit ups with weight 3. Push press 4. Heel raises 5.push ups 6.leg curl 7.leg press 8. Military press 9.pull ups 10.medicineball push with legs. The II group performed circuit resistance training with low intensity. The intensity, rest period in between exercises, in between sets and number of sets are given in table I. Data were collected one day before and after the experimental treatment.

Table I. Percentage of Intensity, Duration and Sets of Circuit Resistance Training Groups

Results and Discussion: Mean and standard deviation were calculated for explosive strength for each training group. And the data were analyzed by using analysis of covariance (ANCOVA). If the ‘F’ value was found to be significant for adjusted post-test mean, Scheffe’s test

was used as post hoc test to determine the significant difference between the paired mean. All analysis was carried out using SPSS version (Field, 2000) and statistical significance was fixed at p < 0.05.

Table II. Analysis of Covariance for Explosive Strength of Experimental Groups and Control Group

Test HCRT LCRT CG SOV SS df MS F

Pre-test

Mean 39.01 38.68 38.84 B G 0.79 2 0.40 0.20 S.D (±) 1.46 1.51 1.24 W G 77.45 39 1.99 Post-test Mean 45.40 41.39 39.04 B.G 289.41 2 144.71

58.90* S.D (±) 1.65 1.68 1.35 W G 95.81 39 2.46

Adjusted Post-test Mean

45.26 41.52 39.05 B G 272.25 2 136.12

126.99* W G 40.73 38 1.07

*Significant F = (df 2, 39) (0.05) = 3.24 & (df 2, 38) (0.05) = 3.25; (p ≤ 0.05).

Group

Components

Weeks I II III IV V VI

High intensity circuit resistance training

Intensity 80% 80% 80% 90% 90% 90% Duration of exercise (Sec.) 60 60 60 60 60 60 Rest in between exercises (Sec.) 30 30 30 20 20 20 Rest in between sets (min.) 5 5 5 4 4 4 Sets 2 2 2 3 3 3

Low intensity circuit resistance training

Intensity 40% 40% 40% 50% 50% 50% Duration of exercises (Sec.) 90 90 90 90 90 90 Rest in between exercise (Sec.) 30 30 30 20 20 20 Rest in between sets (min.) 5 5 5 4 4 4 Sets 2 2 2 3 3 3


Effect of High and Low Intensity Circuit Resistance Training on Explosive Strength of Adolescents

Table III: Scheffe’s Post hoc Test for the Difference between Paired Mean on Explosive Strength

HCRT LCRT CG MD CI 45.26 41.52 - 3.74* 45.26 - 39.05 6.21* 1.0 - 41.52 39.05 2.47* *Significant, p ≤ 0.05. The analysis of covariance on explosive strength of

the pre, post and adjusted post mean scores of high intensity circuit resistance training group, low intensity resistance training group and control groups have been analysed and presented in Table II. The above table indicates that the pre and post test mean and standard deviation of experimental and control groups on explosive strength. The obtained ‘F’ value for pre test mean on agility was 0.20, which was lesser than table value of 3.24 at 0.05 level of confidence; hence there was no significant difference in pre test data of experimental and control groups. The analysis of post and adjusted post test mean data reveals that ‘F’ value of 58.90 and 126.99 respectively, which were higher than table values 3.24 and 3.25 at 0.05 level of confidence; hence there exist difference in explosive strength among the experimental and control groups. Since, three groups were compared, whenever obtained ‘F’ ratio for adjusted post test was found to be significant, the Scheffe’s test was used to found out the paired mean difference and it was presented in Table III.

Table III indicates that the adjusted post test mean difference of explosive strength between high intensity circuit resistance training group and low intensity circuit resistance training group, high intensity circuit resistance training group and control group and low intensity circuit resistance training group and control group are 3074, 6.21 and 2.47 respectively, which are higher than the confidence interval value of 1.0. It is inferred that the six weeks of high intensity circuit resistance training and low intensity circuit resistance training have significantly increased the explosive strength as compared to control group. The result of the study showed that there was a significant improvement on explosive strength between experimental groups and control group and revealed that significant difference between two experimental groups also. The pre, post and adjusted post mean values of experimental groups and control group on explosive strength was graphically represented in the Figure 1.

Figure 1: Pre, post and adjusted post test mean values of experimental groups and control group on

Explosive Strength

The enclosed course design is effective as an adolescent, fitness center-type setting at the small college level. Participation in a 6 week, three sessions per week self-paced circuit resistance training course significantly improved explosive strength. Many research studies suggest that circuit resistance training may be valuable for determining the physical variables such as explosive strength (Riadh et al., 2010, Chtara et al., 2008 and Gettman et al., 1978). Explosive strength training is used to increase the speed or force of muscular contractions, providing explosiveness for a variety of sport specific activities. Vertical jump is improved through

explosive strength training with the support of weights (Markovic, 2007). Teixeira et al., (2001) pointed out that resistance training three times per week is an effective as five times per week. Power is considered as one of the main determinant of athletic performance. The improvement of muscle power and successful performance in emergencies need a high level of fitness of cardiovascular system and physiological components. The various training components (E.g. sets, repetitions, rest, intervals) could be manipulated the training loads used from the most important factor that determine the training stimuli and the consequent training adaptations(Myer

34

36

38

40

42

44

46

Pre test Post test Adjusted post test

Cms.

HCRT LCRT CG

28 George Abraham, V. A. Shafeeq and Thomas Abraham


et al., 2006). Gillam (1981) and Kraemer et al., (1987) find out high intensity resistance training is best for developing horizontal explosive strength. The development of explosive strength as a result is supported by the findings of George & Daniel (2008) and Baker (2003). McNeal (1998) & Christou (2006) recommended that resistance training is more ideal to improve jumping ability. From the results of the present study and literature, it is concluded that the dependent variables such as explosive strength was significantly improved due to the influence circuit resistance training. Hence, it is recommended that systematic designed circuit resistance training helps to improve explosive strength.

RESULTS AND DISCUSSION

The inclusion of circuit resistance training improved measures of health related physical fitness and reducing adolescent’s body weight. Furthermore, improvements in fitness can occur within the time limits. Circuit resistance training is at least equally effective, and in some cases superior, when compared to other forms of weight training as evidenced by improved vertical jump in response to a chronic complex training stimulus. Any practical application requires careful implementation and individual experimentation. The result of the study indicated that there was significant improvement on explosive strength due circuit resistance training. From the results, we recommend that circuit resistance training is one of the best methods to improve explosive strength.

REFERENCES American college of sports medicine (2000) ASCM’s guidelines for exercise testing and prescription (6th Ed), Baltimore: Lippincott, Williame & Wilkine. Baker, D. G. Wilson, and R. Carlyon (1994) Periodization: The effect on strength of manipulating volume and intensity J. Strength Cond. Res. 8:253–242. Behm, DG. (1995) Neuromuscular implications and applications of resistance training J. Strength Cond. Res. 9:264–274. Daniel Baker (2003) Acute effect of alternating heavy and light resistance on power output during upper body complex power training Journal of Strength and Conditioning Research Vol. 17(3), 493 - 497. Field, A. (2000) Discovering Statistics Using SPSS for Windows London: Sage Publications. Fleck, S J and W J Kraemer (1997) Designing Resistance Training Programs (2nd Ed.). Champaign, IL: Human Kinetics. Gillam, G M. (1981) Effects of frequency of weight training on muscle strength enhancement J. Sports Med. Phys. Fitness 21:432–436.

Gregory, D. Myer. & Eric, J. Wall. (2006). Resistance training in the young athletes. Journal of Operative Technique in Sports Medicine, Vol. 14(3), pp. 218-230. Khlifa Riadh et. al. (2010) Effects of plyometric training program with and without added load on jumpers ability in basketball players The Journal of Strength and Conditioning Research, Vol. 24(11), pp. 2955-2961. Kraemer, W. J. & Ratamess, N. A. (2004) Fundamentals of Resistance Training: Progression and Exercises Prescription Medicine and Science in Sports and Exercise. Kraemer, W J, B J. Noble, M J. Clark B W. (1987) Culver Physiologic responses to heavy-resistance exercise with very short rest periods Int. J. Sports Med. 8:247–252. Marios Christou (2006) Effects of resistance training on the physical capacities of adolescent soccer players The Journal of Strength and Conditioning Research Vol. 20(4): 281-288. Markovic, G. (2007) Does plyometric training improves vertical jump height? A meta-analytical review Br J Sports Med., 41: 349-355. McNeal, JR., & Sands, WA. (1998) Weight training effects on jumping ability in age - group divers Journal of Strength and Conditioning research Vol. 12. Taras H. (2005) Physical activity and student performance at school Journal of School Health 75 (6): 214 - 218. Teixeira, MS., Silva, E.B., Santos, CB., & Gomez, PS. (2001) Effect of resistance training with different set and weekly frequencies on upper body muscular strength in military males 18 years of age Medicine and Science in sports and Exercise 33: 5. Washington, R L. Bernhardt, DT, Gomez, J, Johnson, MD, Martin, TJ, Rowland, TW and Small, E. (2001) Strength training by children and adolescents Pediatrics 107(6): 1470-1472. Zatsiorsky, V. M. (1995) Science and Practice of Strength Training Champaign, IL: Human Kinetics.

Authors’ affiliations: V. A. Shafeeq Department Physical Education KKTM Govt. College, Pullut, Calicut University Kerala, INDIA Thomas Abraham Department of Physical Education, Ewing Christian College, Allahabad, U.P, INDIA


Exercise for Fitness and Healthy World

Exercise for Fitness and Healthy World Ashish Kumar Nigam and Aradhana Saxena


Correspondence to: Ashish Kumar Nigam Professor & Head Department of Physical Education Rajeev Gandhi College, Bhopal (M.P)

ABSTRACT The Philosophy of "Exercise for fitness and health" has been historically well acknowledged but recent resurgence of concern for fitness, health and well being has greatly promoted in Exercise participation. An in view of Complex relationship of body and mind, the philosophy of the 'Total fitness' which is geared to physical, mental, spiritual and social realms has underlined. The importance of Exercise. According to modern thoughts two set of components include cardiovascular fitness. Strength and muscular Endurance, Flexibility and body composition. The skill related components have been identified as ability, balances speed, power, coordination and reaction time. Accordingly, the fitness boom has resulted in ever increasing healthy club and fitness saloons besides the acceptance of education curricular, human ability to move dynamically and the like. For all such reasons, Exercise will continue to be heavily influenced by the changing philosophies through time and space.

Key words: Cardiovascular fitness. Strength, Muscular endurance, Flexibility, Body composition.

Every New day, millions of people of all ages in the existing world participate in sports games or any physical abilities to staying fit and healthy Now a days we are living in a time where interest of common people of the country in games, sports, and other activity has been higher. The common people of the country want not only to participate in sports games or other physical activity to keep them fit and healthy but also participate for competitive purpose. Due to interest and active participation in sports games and other physical activity the knowledge about health, injury and illness have been increased.

When the individual has decided to carry out an exercise programme, it cannot be taken lightly. The Exercise programme requires becomes an important part of their life and they do exercise without any question. It has been realized that fitness adds not only years to an individual life, but adds lots of happiness and healthy movements.

Human movements and physical activities which involve the use of large groups rather than highly specific relatively non-taxing movements of small muscle groups. Exercise includes: Dance, Calisthenics, sport/games and more formal activates such as jogging, swimming and running, in other we define exercise as "Any set of movement designed to train or improve a skill".

When to Exercise • At least two hours before the evening meal is a

popular time for exercise. The late afternoon exercise provides a good change of pace at the end

of the workday and helps dissolve the day's worries and tensions.

• Another important and most popular time for exercise is early morning. Early start of day with exercise makes people more alert and energetic.

• When you plan your exercise programme you should consider these factors, personal preference, Nature of job, family responsibility, Exercise facilities and the weather because there factors can effect, cancel or interrupt your daily demands of your time.

• No exercise just after eating. • Take necessary arrangement when you exercise

during extreme hot, cold and humid weather.

Principles of Exercise • Proper Physical Examination: - Before selecting

and choosing or planning exercise programme and individual should obtain a proper physical examination from the doctor so the individual will know his or her limitations, this limitation can help to select suitable activities.

• Enjoyable Activity: - An individual short choose an activity that gives chance to enjoy. Some individuals prefer an exercise, they can do alone so they don't have to coordinate plans with other, other people enjoy the company and they enjoy workout with the partners.

• Set Time: - Set proper time for exercise. It is best to start at three sessions per week, and then increase gradually according to ability, and availability of time. Most people set there exercise time every day, this helps them get into the habit of working out. The time of the day is very important individual do

Nigam, Ashish Kumar and Saxena, Aradhana (2012) Exercise for Fitness and Healthy World International Journal of Physical Education, Sports and Yogic Sciences 1(2): 29-31.

30

Ashish Kumar Nigam and Aradhana Saxena


not try to exercise or play any sports game with full stomach. Apart from this avoid exercise in excessive heat and cold climate.

• Amount of Time:-The amount of the time of exercise is play significant role to have fit and healthy body. According to experts the ideal duration is 30 minutes of continuous activity. Some people find it necessary to begin with 10 to 15 minutes and Build-up. Except for those who train. For competition. It is not necessary to spend many hours a day exercising.

• Intensity of Exercise: - Intensity of exercise varies greatly depending on individual age, sex, fitness level and medical condition. Many experts of the medical sciences have suggested aerobic exercise as suitable and beneficial for most persons. It can be geared to an individual's fitness level and increased his/her ability to work. Aerobic exercise should be done at least. Three times a week. It helps to achieve cardiopulmonary vascular fitness – a strong and healthy heart, lungs and blood vessels. The Best Form of aerobic exercise includes brisk walking, swimming, jogging, rope jumping, rowing and dance etc.

• Additional Exercise: - An individual should incorporate additional activity with his/her daily planned exercise programme. Take a good distances walk instead of using of Bike or Car; for purchasing and marketing, use the stairs instead of taking the elevator. Do some kinds of gardening work with manual technique rather than tools, avoid electronic item in home. These are the some additional activities are help to maintain fitness and health.

• Variation in Activity: - Monotonous kills working habits. It was observed that individual feels monotonous while doing the same type of exercise for long period of time doing the same type of activity again and again develops monotonous. One's monotonous is develop, the individual loosing concentration and interest to activity. So to avoid monotonous it is very important for individual to plan his/her activity programme and time to time charge and include appropriate. New activity.

The Advantages of Exercise

The aim of Exercise programme is not just for prepare international sportsman or women. It has a lots mean to common people. Regular exercise plays an important role in staying. Fit and healthy. Exercise is not only to play important part of treating medical problems such as hypertension, depression etc. It can also be important in presenting many of other medical problems.

Regular exercise also improves individual body image and increase energy level. It helps to control weight and reduces stress. If individual committed to

do exercise and combine with balance diet can help to provide the sense of well-being and can help to prevent chronic illness disability and premature death. Some important advantages are: 1. Good Health (efficient heart and lungs, control body weight, blood pressure, lower cholesterol, minimum risk of diabetes and heart disease), 2. Good appearance (proper body shape, toned muscles, grace in pace, elegance in movement, confidence etc.) 3. Increase well-being (energetic, no stress, good steep, mentally sharp. quick decision, good concentration etc.).

Exercise can help to prevent hypo kinetic disease – hypo kinetic diseases are case by insufficient physical activity. Persons who are being afflicted can suffer from loss of flexibility, cardiovascular degeneration, bone and muscle weakness and bladder and bowl malfunction. People who are associated with premature susceptibility to coronary heart disease and stoke are believed to affect by the risk factor of lack of physical activity. In my case it is believed that hypertension (high blood pressure) and obesity can be helped by regular exercise.

Some other important Advantages

1. Exercise maintains muscle tone, 2. Exercise relieves nervous tensions and provides relaxation, 3. Exercise aids digestion, 4. Exercise helps to control obesity, 5. Exercise improves Functioning of Lungs, 6. Exercise helps to add strength, endurance help in performing daily tasks with less fatigue, 7. Better and graceful movement, 8. Exercise helps to maintain health of the heart and Blood vessels, 9. Exercise helps in Building a desirable self-concept etc.

The Risks of Exercise

Despite the many healthy advantages obtained through various sports, games and exercise, injuries and illness can occur as a result of physical activity. Anyone participating in contact games can expect some of the contact to be hard on the body, fracture, contusions, strain, sprain, dislocation; even deaths have been known to occur. In present time the peoples are now aware of many causes that can help to prevent injuries and follow one principle "prevention is better than cure". For example during the competition use of protective equipment, high level fitness good worming up and worming down, knowledge about the game, presence of mind, careful etc. But sports and games basically is a complex Nature of activity therefore it is observed that after lot of precaution the accident do happen in the competitions. Apart from these, certain pre-existing conditions can increase the danger or difficult of participate in physical activity for examples a person has minor injury and if he ignore his injury and take part in competition he make himself be more prone to


Exercise for Fitness and Healthy World

injury. Some pre-existing conditions are permanent, such as diabetes epilepsy, asthma etc. and these have a bearing on how an individual can participate. The whole body is involved in any kind of exercise programme, and its state must be taken into account.

Few Important Advices

• Medical examination at regular intervals. • Select a sport or an activity for exercise if possible

around the house. • After 40 years cut-down "explosive nature of

exercise or sports". • Follow "A little today and a little more tomorrow"

rules. • Encourage person to exercise "out of doors" if

possible. • Suitable activity. • Encourage people to give their full attention to the

activity and leave their worries at the office or the home.

• Use essential protective equipment. • Play with some degree skill individual etc.

Conclusions:

As the people undertake there exercise programme to develop good health, it is very important to understand their present fitness level. Fitness level is an individual quality that differs from person to person. Fitness level also influenced by age, sex, heredity, habits, exercise and eating habits, diet, attitude about life, family, professional social pressure, tension, stress and anxiety etc. People cannot able to do anything about age, sex, heredity factors, however, it is within people power to change and improve in the others where needed and have good optimal fitness to help make a healthy and fit person to server and work for the betterment of their family, society and the country to.

Authors’ affiliations: Aradhana Saxena Department of Physical Education, M.M.Y.V.V. Jabalpur (M.P.)

*** *** ***


Effect of Reinforcement Contingencies on Skill Performance in Badminton

Effect of Reinforcement Contingencies on Skill Performance in Badminton S. K. Yadav, Devesh Singh and Ranjeet Singh Pawar


Correspondence to: S. K. Yadav School of Physical Education Devi Ahilya University, Indore (M.P.)

ABSTRACT The purpose of this study is to determine the effect of reward

and punishment on the skill performance (short serve for accuracy and badminton playing ability) of male badminton players. The subjects for this study were 40 male beginner badminton players randomly selected from School of Physical Education, Devi Ahilya University, Indore in the session 2009-10. The Criterion measures were the scores obtained in French Short Serve Test and Lockhart and McPherson Badminton Wall Volley Test. The findings of this study may add to the existing knowledge regarding the effects of reward and punishment on performance for intercollegiate badminton players and may indicate the type of reward or punishment (verbal or tangible) which are more effective for improving the performance.

Key words: Reward, Punishment, Skill Performance, Reinforcement Contingencies.

Parents, teachers and trainers have since long found that they can direct learning of an organism by rewarding approved conduct and by punishing disapproved one. Evidence from psychological experiments suggests that reward is indeed more effective than punishment. Reward directly strengthens the rewarded behavior while punishment works only indirectly and does not universally weaken the punished behavior.

The purpose of this study is to determine the effect of reward and punishment on the skill performance (short serve for accuracy and badminton playing ability) of male badminton players. Methodology:

The subjects for this study were 40 male beginner badminton players belonging to the age group of 18 to 25 years, randomly selected from School of Physical Education, Devi Ahilya University, Indore in the session 2009-10. These subjects were randomly assigned to four groups’ namely verbal reward, verbal punishment, tangible reward and tangible punishment group. The Criterion measures were the scores obtained in French Short Serve Test and Lockhart and McPherson Badminton Wall Volley Test.

Two skill tests (short serve test for accuracy and badminton wall volley test for playing ability) were administered to all the subjects under each of the experimental treatments viz, verbal reward, tangible reward, verbal punishment and tangible punishment.

Administration of tests and collection of data was done by the investigator with the assistance of one volunteer familiar with the tests. The volunteer’s

duties during the experimentation were explained to him by the investigator. To acquaint the subjects with the nature of the tests and to familiarize them with the experimental procedure, demonstration of the tests was given by the investigator.

After demonstration the subject was given the opportunity to familiarize themselves with the tests by taking three trials each just before finally performing the tests. Players belonging to verbal reward group were appraised by the investigator after each turn.

Subjects belonging to tangible reward group were given gifts after each test. Subjects belonging to verbal punishment group were scolded by the investigator in the presence of their teacher. After completing each test the subjects were given verbal punishment. When the subject scored maximum points, he was asked to go ahead with the test.

Subjects of tangible punishment group, before executing the skill were told about the gift for each turn and were also told that if they could not achieve maximum points the gift given to them will be withdrawn after each attempt. After each attempt on the basis of the performance of the subject either the gift was withdrawn or left there. The subjects were allowed to collect their share after completing the test.

The data was collected in four sessions. In every session one particular group consisting of 10 subjects were tested. The scores of the tests were recorded by the investigator and statistically analysed. It was ensured that throughout the testing, subjects do not receive any other aid than the reinforcement given by

Yadav, S. K; Singh, Devesh and Pawar, Ranjeet Singh (2012) Effect of Reinforcement Contingencies on Skill Performance in Badminton International Journal of Physical Education, Sports and Yogic Sciences 1(2): 32-35.

33

S. K. Yadav, Devesh Singh and Ranjeet Singh Pawar


the investigator, which could orient them towards the target. Results and Discussion:

The results of the t-ratio and ANCOVA applied for the four groups on service accuracy and volleying shuttlecock has been presented in Table-1 to 5.

Table -1: Significance of differences between the pre and post test means of Lockhart and McPherson test

S. No. Groups Pre-Test Means Post Test Means DM σDM t - ratio

1. Verbal Reward 54.1 57.4 3.3 1.317 2.51* 2. Verbal Punishment 54.9 59.9 5 2.852 1.75 3. Tangible Reward 55.9 60.8 4.9 1.997 2.45* 4. Tangible

46.3 48.9 2.6 1.416 1.84

* Significant at 0.05 level tab t 0.05 (18) = 2.10

Table-1 reveals that the t-ratio's obtained for the pre to post test means of the verbal punishment and tangible punishment group showed values of 1.75 and 1.84 respectively which were not significant as these values were less than the t-value of 2.10 required for significance. However, t-ratios for the verbal reward and tangible reward group indicated significant values of 2.51 and 2.45 respectively, as these were greater

than the t-value of 2.10 required for significance. This indicates that the verbal reward and tangible reward group was effective for the performance

In order to find out the effect of the four different groups, on serving with accuracy and playing ability using volley performance, the analysis of covariance was applied and the results pertaining to it has been presented in Table-2 and 3.

Table – 2: Analysis of covariance for the four groups on Lockhart and McPherson test

Group Means SV df SS MSS F- ratio

Verbal Reward

Verbal Punishment

Tangible Reward

Tangible Punishment

Pre means 54.1 54.9 55.9 46.3 Between 3 579.6 193.2 1.188*

within 36 5856.8 162.689 Post means 57.4 59.9 60.8 48.9 Between 3 883.7 294.57 1.607*

within 36 6617.8 183.813 Adj. Post

56.19 57.96 57.89 53.01 Between 3 55.14 18.38 0.457* within 35 1408.4 40.23

* Not Significant at 0.05 level F 0.05 (3, 36) =2.87 F 0.05 (3, 35) = 2.87

Table-2 of analysis of covariance for the verbal reward, verbal punishment, tangible reward, and tangible punishment on performance reveals F-ratios of 1.188 and 1.607 respectively for the pre test and post test means. Both the F-ratios were not significant

as these were less than the F-ratio of 2.87 required for significance at 0.05 level. The F-ratio for the adjusted final means also indicated no significant value of 0.457 thereby indicating no significant difference in the pre to post means among the groups.

Table – 3: Significance of Differences between Pre and Post Test Means of French Short Serve Test

Sr.

Groups Pre-Test Means Post Test Means DM σDM t - ratio

1. Verbal Reward 49.5 62.7 13.2 4.203 3.14* 2. Verbal Punishment 51.7 59.4 7.7 4.256 1.81 3. Tangible Reward 43.5 59.9 16.4 3.311 4.95* 4. Tangible Punishment 46.5 51.9 5.4 2.868 1.88

* Significant at 0.05 level tab. t 0.05 (18) = 2.10 Table-3, reveals that the t-ratio's obtained for the

pre to post test means of the verbal punishment and tangible punishment group showed values of 1.81 and 1.88 respectively which were not significant as these values were lesser than the t-value of 2.10 required for significance at 0.05 level. However, the t-ratios for the verbal reward and tangible reward group indicated significant values of 3.14 and 4.95

respectively, as they were greater than the t-value of 2.10 required for significance. This indicates that the verbal reward and tangible reward group was effective for the performance of the subjects.

To find the effects of the four different groups, on serving with accuracy and playing ability using volley performance, ANCOVA was applied and the results pertaining to it has been presented in Table-4.


Effect of Reinforcement Contingencies on Skill Performance in Badminton

Table – 4: Analysis of covariance for the four groups on French Short Serve Test

Group Means SV

df

SS

MSS

F-ratio Verbal

Reward Verbal Punishment

Tangible Reward

Tangible Punishment

Pre means 49.5 51.7 43.5 46.5 Between 3 382.8 127.6 0.91* within 36 5029.6 139.71

Post means 62.7 59.4 59.9 51.9 Between 3 639.7 213.23 1.31* within 36 5852.3 162.56

Adj. Post means 61.7 57.1 62.44 52.67

Between 3 615.46 205.15 1.75*

within 35 4101.22 117.18

* Not Significant at 0.05 level F 0.05 (3, 36) = 2.87 F 0.05 (3, 35) = 2.87

Table - 4 of analysis of covariance for the verbal reward, verbal punishment, tangible reward and tangible punishment on performance reveals F-ratios of 0.91 and 1.31 respectively for the pre and post test means. Both their F-ratios were not significant as

these were less than the F-ratio of 2.87 required for significance at 0.05 level. The F-ratio for the adjusted final means also indicated no significant value of 1.75 thereby indicating no significant difference in the pre to post means among the groups.

50

51

52

53

54

55

56

57

58

Verbal Reward

Verbal Punishment

Tangible Reward

Tangible Punishment

56.19

57.96 57.89

53.01

Lockhart and MacPherson Test

Scores

Fig. 1: Adjusted Post Test Means of Lockhart and MacPherson Test

Verbal Reward

Verbal Punishment

Tangible Reward

Tangible Punishment

46485052545658606264

Verbal Reward

Verbal Punishment

Tangible Reward

Tangible Punishment

61.7

57.1

62.44

52.67

French Short ServeTest Scores

Fig. 2: Adjusted Post Test Means of French Short Serve Test

Verbal Reward

Verbal Punishment

Tangible Reward

Tangible Punishment

35

S. K. Yadav, Devesh Singh and Ranjeet Singh Pawar


The graphical representation of the paired adjusted final means of the groups of serving the shuttlecock with accuracy and playing ability using volley as shown in the Figure -1 and 2. Conclusions:

The verbal punishment and tangible punishment group showed values which were not significant as these values were less than the t - value required for significance. The t-ratio's for the verbal reward and tangible reward group on both the tests indicated significant values, as these were greater than the t - value required for the significance.

The verbal reward, verbal punishment, tangible reward, tangible punishment on performance reveals that pre and post - test means were not significant as these were less than the F-ratios required for significance. The F-ratio for the adjusted final means also indicated no significant value indicating no significant differences in both the tests.

REFERENCES W. N. Dandekar Psychological Foundation of Education Mac Millan India Ltd., 1981. Lester D. Grow, and Alice Crow. Child Development and Adjustment, New York: Mac Millan Company, 1963. Bryant J. Cratty Movement Behaviour and Motor Learning (Philadelphia: Lea & Febiger), 1975. Authors’ affiliations: Devesh Singh, M. Phil. Scholar Department of Physical Education Dr. C. V. Raman University Bilaspur (C.G.)

Ranjeet Singh Pawar Department of Physical Education Dr. C. V. Raman University Kota, Bilaspur (C.G.)

*** *** ***


Construction and Validation of Rating Scale for Measuring Performance in Cricket

Construction and Validation of Rating Scale for Measuring Performance in Cricket Ashish Kumar Nigam and Vinay Shukla


Correspondence to: Ashish Kumar Nigam Department of Physical Education Rajeev Gandhi College, Bhopal (M.P)

ABSTRACT The purpose of the study was to construct and validate a rating scale to measure playing ability in cricket, 60 male cricket players from the Sagar and Jabalpur Division, Rani Durgavati Vishwavidyalaya, Jabalpur, Dr. H. S. Gaur Vishwavidyalaya, Sagar and other players from Department of Physical Education were selected as subject for this study. The important traits were isolated in consultation with expert, the traits isolated tentatively were batting, bowling, fielding and wicket keeping. These traits were further subdivided into various components; each skill was divided in five categories of performance i.e. excellent, good, average and poor, and was evaluated on five point scale. For analyzing the data analysis of variance, Scheffe’s & test of post hoc comparisons and Pearson’s product moment correlation methods were used to establish validity and reliability of the rating scale. Computing the values of coefficient of correlation for reliability of the rating scale it was has a fairly high reliability (.72 to .97). Higher values of coefficient of correlation (.75 to .90) between the scores of various judges indicate that through the use of rating scale, process of subjective judgment is considerably objectified.

Key words: Batting, Bowling, Fielding, Wicket keeping.

The intellectual conduct of the game offered various possibilities of bowling, batting, fielding, wicket-keeping, etc. perhaps two attractive a challenge to the bright youth in school and colleges. It, thus, became the most popular game in education institutions and elite society.

Batting is striking an incoming ball delivered by the bowler with varied velocity and turn with bat. Thus the qualities like good visual motor co-ordination, good reaction time is essential. These qualities combined with a sound technique, can produce successful batting. However, the skilled seem to possess both, that identifiable something called timing combined with the ease physical co-ordination that makes this possible and those attitudes to the commonly termed ball sense i.e. the ability to see the ball, to judge its line and length quickly and to attempt the appropriate strokes on that particular ball, dealing with it effectively. Courage, confidence, concentration, grip, hand eye, coordination etc. are also important factors for successful batting.

Bowling involves the projection of the cricket ball twenty two yards or so the length of the wicket, Bowling is a complex technique but one that has to be learned and practiced. The most important qualities

for fast bowling are Ability to bowel fast, Stamina and Physical fitness and Killer instinct.

Fielding calls for quick starting and stopping and balance with fast and accurate throwing is the spearhead of aggressive fielding. The main skills involved are those of catching, stopping and throwing a cricket ball, anticipation, Good reaction time, movement time and agility speed, explosive power and strength in running, fielding, catching and throwing the ball.

A good wicket-keeper is invaluable for he is totally involved in the game the whole time his team is in the field, either assisting the bowler or the fielders. The main skills involved are those of collecting the ball, receiving throws, catching, stopping and stumping, Good reaction time, movement time and agility will also contribute to good wicket keeping.

Methodology:

Purposive sample of 60 players from the Sagar and Jabalpur Division, Rani Durgavati Vishwavidyalaya, Jabalpur, Dr. H.S. Gaur Vishwavidyalaya, Sagar and 20 players for this study.

The important traits were isolated in consultation with experts and specialist text the traits isolated tentatively were batting, bowling, fielding and wicket keeping,

Nigam, Ashish Kumar and Shukla, Vinay (2012) Construction and Validation of Rating Scale for Measuring Performance in Cricket International Journal of Physical Education, Sports and Yogic Sciences 1(2): 36-38.

37

Ashish Kumar Nigam and Vinay Shukla


these traits were further sub-divided into components such as Accuracy and variation in line and length, to get movement in line and correct utilization, excellent reflexes in follow through, planned bowling and bowling analysis in bowling, striking rate and contribution in total score, rhythm in strokes, creative tactical thinking, full application, concentration and patience, perfection in various strokes in batting, body positioning, more reach, clean pick-up, accurate throw, correct judgment and best sight and safe hands in fielding and in wicket keeping quick and easy approach, economy of movement, anticipation, neat collection and good reflexes.

Categories: The rating scale were divide into five categories namely excellent, good, average, below average and poor with the point of 5,4,3,2 and 1 respectively.

Collection of Data: Data for establishing the validity and reliability of the rating scale were collected on two different occasions using three raters on each occasion. All subjects were given chance to bowel, bat, field, to keep wicket and the performance of ten subjects were evaluated simultaneously but independent by the three judges.

Establishing Validity: Constant validity of the rating scale were established by assuming a one to one corresponding between the important components of cricket and the traits included in the scale. Concurrent validity of the scale was established by comparing the rating of division; inter university and general population players of physical education students.

Establishing Reliability: Reliability of the rating scale were established by having a panel of three raters to evaluate the performance of the subjects on two different occasions and then correlating the rating given by each rater on one occasion to the ratings given by him on the second occasion as well as by correlating the ratings of the three raters worth each others.


Statistical Technique: Analysis of variance and Pearson’s product moment correlation methods were used to analyses the data.

Reliability of the Scale: Assessment of reliability of the rating scale was done by testing subject reliability and tester reliability.

Subject and Tester’s Reliability: Subject reliability was assessed by obtaining rating for the performance of the same subjects on two consecutive days and computing the Pearson’s correlation coefficients between the ratings for the two days. Reliability of the tester in terms of rating the performance on two separate occasions was established by computing correlation coefficient between their ratings for the

two occasions. Both The values of the coefficients of correlation thus obtained are included in Table-1.

Table 1

S. No. Reliability components

Coefficient of correlation

1. Subjects Reliability 0.97 2 Tester Reliability

Tester 1 Tester 2 Tester 3

0.85 0.72 0.88

On comparing the values of coefficients correlation for reliability of the rating scale presently developed with the values reported in literature, it was observed that the present scale has a fairly high reliability. Further the reliability coefficient in this study also confirm to the standard values stipulated in the literature on test constructions. A perusal of Table 1 makes it apparent that the subjects in this study, comprising of the university level, Division level, and general professional physical education students were able to perform with a high degree of consistence on two consecutive days. In other words, it may be stated with a fair degree of assurance that the use of rating scale by three or more judges would result in a reliable estimate of performance in cricket. Also the coefficients for tester reliability presented in table 1 indicate that experienced teachers of cricket can use the rating scale independently especially with groups.

Objectivity of the Scale: Inter judge coefficient of correlation were computed to assess the objectivity of the rating scale. The ratings given by the three judges on the same day were Inter correlated, the coefficients thus obtained are presented in table-2.

Table 2 Coefficient of Correlation of Inter Judge Scores

S. No. Raters Coefficient of correlation

1. 1&2 0.97 2. 1&3 0.89 3. 2&3 0.90

The coefficients presented in table 1 indicate that there was a fairly high degree of agreement among the three judges. For subjective evaluation of performance in cricket such a level of objectivity indicates that through the use of rating scale, the process of subjective judgment was considerably objectified. The findings of this study with regard to objectivity, match well with the findings reported by Terrible, who found that objectivity coefficient for evaluation of Basket Ball performance by judges ranged from 0.63 to 0.87. Validity of the Scale: Validity of the scale was evaluated in terms of the power of the scale in differentiating three achievement level group that is divisional team players, university team members and


Construction and Validation of Rating Scale for Measuring Performance in Cricket

a random sample of professional physical education student, the scores of the three groups were compared by analysis of variance the results of which are presented in table 3.

Table 3 Analysis of Variance of Cricket Performance Scores of Divisional, Interuniversity and General Physical Education Students

Source of variation

df Sum of squares

Mean squares

F

Within group 57 1732.68 30.39 23.3* Between groups 2 1416.00 708.00

*Significant at 0 .05 level. tab F0.05 (2, 57) = 3.178

As the F ratio proved to be significant at 0.05 level, Scheffe’s of post hoc comparison of paired means was applied Data related to this is presented in Table 4.

Table 4 Significance of Differences of Means of Different Performance Groups

Division University General Diff. M’s. 15.6 7.5 - 8.1* 15.6 - 4.0 11.6* - 7.5 4.0 3.5

* Significant at .05 level. C.D. needed to be significant at 0.05 level of significances is 7.63. As is evident from the Table - 4 resulted in ratings which differed significantly from divisional players versus university players as well as between divisional players versus physical education students, the mean difference between university and physical education students (3.5) failed to reach statistically significant values.

Discussion of Validity Findings: Membership to the division and university terms was the criterion for validating the test as the selection of these teams is by a committee of Experts and thus the sample professional physical education student, university team members and divisional players may be considered subsequently higher level of performance in cricket. The analysis of variance and subsequent comparison of paired group mean as presented in table 3 and 4 reveal that the rating of the rating scale results in scores which conform to the hypothetical model of subsequent higher performance level for the 3 groups used in this study. Thus it would be assumed that the rating scale is valid instrument for evaluating performance in cricket. Conclusions: The scale is reliable valid and objective instrument for evaluation playing ability on selected components of crickets i.e. batting, bowling, fielding and the game takes as whole. References: Barrow M. Harold and Rosemary McGee A Practical Approach to Measurement in Physical Education Philadelphia, Lea and Febiger 1979. Borbrich M. N. “Reliability of the Evaluative Tool Used to Measure Badminton Skill” A Practical Approach to Measurement in Physical Education 1972. Grieg, Tone Grieg on Cricket London, Stanley Pauls and Company, 1974.

Authors’ affiliations: Vinay Shukla Dr. Hari Singh Gaur University Sagar (M.P.)

*** *** ***


Effect of High Intensity Aerobic Training on Leg and Back Strength

Effect of High Intensity Aerobic Training on Leg and Back Strength D. Sivamani, S. Alagesan and K. Krishnasamy


Correspondence to: D. Sivamani Research Scholar Department of Physical Education and Sports Sciences Annamalai University

ABSTRACT The purpose of the study was to find out the effect of high intensity aerobic training on leg and back strength. To achieve this purpose of the study, 30 male students studying in the department of physical education and sports sciences, Annamalai University, Annamalai Nagar, Tamil Nadu, India were selected as subjects at random. Their age ranged between 18 to 22 years. The selected subjects were divided into two equal groups of fifteen each namely, group (I) high intensity aerobic training group, group (II) control group. The experimental group has undergone 12 weeks of high intensity aerobic training, where as the control group maintained their daily routine activities and no special training was given. The subjects of the two groups were tested on selected criterion variables namely leg strength and back strength using standardized tests namely leg lift with dynamometer and back lift with dynamometer at before and after the training period. The collected data were analyzed statistically through analysis of covariance (ANCOVA) to find out the significant difference, if any, between the groups. The .05 level of confidence was fixed to test the level of significance the results of the study have that high intensity aerobic training group showed significant improvement on leg strength and back strength compared to control group which was considered as an appropriate. The results of the study showed that high intensity aerobic training group has significant improvement on leg and back strength compared with a control group.

Key words: Aerobic Training; Leg Strength, Back Strength, Intensity.

Scientific knowledge has revolutionized the standards of human performance in sports disciplines. The physical educationists are now trained on scientific lines to use highly sophisticated technology for top performance in different sports, with minimum expenditure of energy and time. So as to have the utmost efficiency, consistent improvement and balanced abilities, a sportsperson must participate in year round conditioning programs. For that they must put their bodies under a certain amount of stress to increase and balance their biomotor capabilities. Physical exercise is extremely important for maintaining physical fitness including healthy weight, building and maintaining healthy bones, muscles, and joints, promoting biomotor abilities and strengthening the immune system. To improve or maintain a desired level of biomotor abilities, there is a need to constantly administer an adequate training intensity while exercising. Different training modalities are used for the development of different features of biomotor abilities, as each sportsperson requires a different types and levels of physical composure.

Aerobics is extremely beneficial for developing overall physical fitness. Effective aerobic exercise programmes with training, educational organizations

emerged to help guide the aerobics industry. The fundamental components of the aerobic exercise programme consists of five segments: the warm – up or pre stretch (10 min) the aerobic segment (20 – 45 min) cool down (5-10 minutes), strength work (10-20 min) and the final stretch (5-10 min). (Livinson and Christenson, 1996), Lewis (2005) had conducted a study to determine the effects of a home exercise program of combined aerobic and strength training on fitness and found improvements in sub maximal heart and respiration rates, aerobic performance, muscle strength and endurance, gross motor skills, and anaerobic power were observed for this subject. Rowland and Boyajian (1994) had conducted a study on aerobic response to endurance training and found that training changes occurred but were of less magnitude than would be expected of adults. Dykstra, (1996) conducted a study on effect of six week sprint and endurance training programme and concluded any form of training trains all capacities in growing children. Nilsson, Hellens (2008) conducted a study on group based aerobic interval training and found aerobic exercises contributed for cardiac health fitness.

Sivamani, D.; Alagesan S. and Krishnasamy, K. (2012) Effect of High Intensity Aerobic Training on Leg and Back Strength International Journal of Physical Education, Sports and Yogic Sciences 1(2): 39-41.

40 D. Sivamani, S. Alagesan and K. Krishnasamy


Aerobic means "with oxygen" and aerobic endurance means muscular work and movement done using oxygen to release energy from the muscle fuels. The absorption and transport of the oxygen to the muscles is carried out by the cardio-respiratory system. Aerobic training leads to both a strong cardio-respiratory system and an increased ability to use oxygen in the muscles. Aerobic endurance can be developed by continuous or interval running. The longer the duration of an event the more important is aerobic endurance. Aerobic endurance should be developed before anaerobic endurance.

Muscle fibers within the muscles respond when subjected to weight or resistance training. This response makes the muscle more efficient and able to respond better to the central nervous system and to develop explosive strength and strength endurance. Wong PC, (2008) studied the effects of a 12-week twice weekly additional exercise training, which comprised a combination of circuit-based resistance training and aerobic exercises and supported the value of an additional exercise training programme, beyond the typical twice weekly physical education classes, to produce strength. Hynynen (2002) had conducted a study on the effects of increased training volume on heart rate variability among young endurance athletes. It was found that a 5 day training camp that increased aerobic training demands reduced the quality of athletes exercise perceptions while improving heart rate variability and performance time. Deane (2003) had conducted a study to determine whether the hip flexor strength training can improve sprint and shuttle run performance. They found that the hip flexion training improved sprint and agility performances.

High intensity training in the form of training could also be called” fitness” training, as the goal is to improve your body’s ability to work at a high intensity for a long period of time, as well as to improve the body’s ability to recuperate after intense exercise. Disadvantage of this method is precisely the large amount of time that most people do not have.

Methodology: The purpose of the study was to find out the

effect of high intensity aerobic training on leg and back strength. To achieve this purpose of the study, thirty men students studying in the department of physical education and sports sciences, Annamalai University, Annamalai Nagar, Tamil Nadu and India were selected as subjects at random. Their age ranged between 18 to 22 years. The selected subjects were divided into two equal groups of fifteen each namely ,group I high intensity aerobic training ,group II control group. The experimental group has undergone twelve weeks of high intensity aerobic training , where as the control group maintained their daily routine activities and no special training was given. The subjects of the two groups were tested on selected criterion variables namely leg strength and back strength using standardized tests namely leg lift with dynamometer and back lift with dynamometer at before and after the training period. The collected data were analyzed statistically through analysis of covariance (ANCOVA) to find out the significant difference, if any between the groups. The .05 level of confidence was fixed to test the level of significance. The results of the study have that high intensity aerobic training, group have significant improvement on leg strength and back strength compared to control group which was considered as an appropriate.

During the training period, the experimental group (Group I) underwent high intensity aerobic training for three days per week (alternative days) for twelve Weeks. Group II acted as control who did not participate in any strenuous physical exercises and specific training throughout the training period. However, they performed activities as per their curriculum. Results and Discussion:

Analysis of covariance of data on leg strength between pre post and adjusted post test of experimental and control group was given in Table – I.

Table- I: Analysis of Covariance of Data on Leg Strength between Pre Post and Adjusted Post Tests of Experimental and Control Group

High Intensity Aerobic Training

Group

Control Group

Source of Variance

Sum of Square

df

Mean Square

‘F’ Ratio

Pre-test Mean S.D.

84.40 2.501

83.87 3.87

Between Within

2.133 3.871

1 28

2.133 0.138

15.46

Post-test Mean S.D

87.73 2.576

82.93 3.693

Between Within

172.80 283.867

1 28

172.80 10.138

17.045*

Adjusted Post test Mean

87.491 83.176 Between 138.64 1 138.64 98.927* Within 37.839 27 1.401

*Significant level 0.05 confidence. The Table value required for significance at .05 level of confidence with df 1 and 28, and 1 and 27 were 4.20 and 4.215 respectively.


Effect of High Intensity Aerobic Training on Leg and Back Strength

Table-I shows that the pre –test mean values on leg strength for experimental and control group values are respectively 84.40 and 83.87. The obtained “F” ratio value 0.201 for pre test scores on leg strength which was less than the required table significance with df 1 to 28.

The post-test mean values on leg strength for experimental and control group where respectively 87. 73 and 82.93 .The obtained “F” ratio value 17.045 for post test scores on leg strength which was higher than the required table value significance with df 1 to 28.

The adjusted post-test means value on leg strength for experimental and control group were respectively 87.491 and 83.176.The obtained “F”

ratio value 98.927 for leg strength which was greater than the required table value for significance with df 1 and 27. The results of study showed that there was significant difference between experimental and control group on leg strength further the results of study showed that there was a significant improvement on leg strength due to twelve weeks of training period. However the improvement was in favor of experimental group.

Analysis of covariance of data on back strength between pre post and adjusted post tests of experimental and control group was given in Table – II.

Table-II Analysis of Covariance of Data on Back Strength between Pre Post and Adjusted Post Tests of Experimental and Control Group

High Intensity Aerobic Training Group

Control Group

Source of Variance

Sum of Square df

Mean Square

‘F’ Ratio

Pre-test Mean S.D

90.81 0.92

90.72 0.96

Between Within

4.92 148.46

1 28

4.92 5.302

0.93

Post-test Mean S.D

94.62 0.89

90.89 0.94

Between Within

56.49 296.49

1 28

56.49 10.589

5.33*

Adjusted Post test Mean

94.81 90.91 Between 84.141 1 84.141 6.79* Within 334.59 27 12.392

*Significant level 0.05 confidence (The Table value required for significance at .05 level of confidence with df 1 and 28, and 1 and 27 were 4.20 and 4.215 respectively).

Table-II shows that the pre –test mean values on back strength for experimental and control group values are respectively 90.81and 90.72.The obtained “F” ratio value 0.93 for pre test scores on back strength which was less than the required table significance with df 1 to 28

The post-test mean values on back strength for experimental and control group were respectively 94.62 and 90.89 The obtained “F” ratio value 5.33 for post test scores on back strength was higher than the required table value significance with df 1 to 28. The adjusted post-test means value on back strength for experimental and control group were respectively 94.81and 90.91.The obtained “F” ratio value 6.79 for back strength which was greater than the required table value for significance with df 1 and 27. The results of study showed significant difference between experimental and control group on back strength further the results of study showed that there was a significant improvement on back strength due to twelve weeks of training period. However the improvement was in favor of experimental group. Conclusions: Significant difference was found between high intensity aerobic training group and control group on leg and back strength.

Significant improvement was found on leg and back strength due to high intensity aerobic training.

REFERENCES

Helugerud, J. et al (2007) Aerobic High Intensity Intervals improve Vo2 max more than moderate Training Medicine science Sports Exercise Vol. 39 No. 4, 2007 (4). Boucherd C, Dionnl FT, Simonou Ja. Boulay Mr. (1992) Genetics of aerobic and anaerobic performance Exercise & Sports Science Review 20: 27: 58. Astrad P. O. and Kodahl K. Text book of Work Physiology 3rd ed. New York McGraw Hill 1986. Edje J. et al., "Effect of High and Moderate Intensity Training on Metabolism and Repeated Sprints" Medicine and Science in sports and Exercise 37: 11 (2005).

Authors’ affiliations: S. Alagesan and K. Krishnasamy Department o f Physical Education and Sports Sciences Annamalai University.


Comparative Study of Cardiovascular Efficiency between Normal and Physical Education Girls at Undergraduate Level

Comparative Study of Cardiovascular Efficiency between Normal and Physical Education Girls at Undergraduate Level Nagin H. Gamit

Correspondence to: Nagin H. Gamit Shri & Smt. P. K. Kotawala Arts College, Patan (N. Gujrat)

ABSTRACT The aim of this study was to find the cardiovascular efficiency between normal student and the physical education students at undergraduate students. To achieve this undergraduate students were taken as subject from M. D. Mhavidyalaya Gujarat Vidhayapeeh, Sanchalit Sadra and C.P.D.C.P.E College of Physical Education Rajpipla (Group-I), 30 undergraduate students from Shri & Smt. P. K. Kotawala Arts College & Smt T.S.R Commerce College, Patan (Group-II). Harvard step test is used to find out the cardiovascular efficiency. The subjects steps up and down 24 times in a minute on a bench of 18 inches high. ‘t’-ratio was computed to find out the significant difference between physical education undergraduate girls student and normal undergraduate girl students on cardiovascular efficiency. The ‘t’- ratio obtained from the data on cardiovascular efficiency was compared at 0.05 level.

Key words: Cardiovascular efficiency, Physical Education, Metronome.

Cardiovascular efficiency is an important quality to be developed by the sportsmen’s health, endurance, nutrition and general well being all depends upon a common denominator circulatory fitness

Cardiovascular fitness mainly depends on the cardiac output, the pulse rate and blood pressure. Heart is the vital organ of our body. The muscles of the heart, blood vessels must be strong enough to send the required amount of oxygen and nutrition through the blood. So it can be said that cardiovascular fitness represents one’s whole health. Physical fitness is the capability of the heart, blood vessels, lungs and muscles to function at operative efficiency.

The immediate and long term effects of regular exercise on the cardiovascular system as outlined demonstrate why the incidence of cardiovascular disease has consistently been found to be lower in physically active people than in those who led more sedentary lives Cardiovascular test have shown possible relationship sometimes with functional manifestations of circulatory respiratory endurance. Methodology:

The purpose of this study was to compare the cardiovascular efficiency between normal students and physical education students at undergraduate level. To achieve these 30 undergraduate students were selected as subjects from M.D. Mhavihdyalaya Gujarat Vidhaypeeth, Sanchalit Sadra and C.P.D.C.P. E. College of Physical Education Rajpipla (Group-I), 30 undergraduate students from Shri & Smt. P.K. Kotawala Arts College & Smt T.S.R Commerce

College, Patan (Group-II) were selected. The students were explained about the purpose of study. Apparatus used were a bench of 18 inches height, stop watch metronome.

Harvard step test was used to find out the cardiovascular efficiency (with the help of Physician) . The subjects steps up and down 24 times in a minute on a bench of 18 inches high. Each time, the subject should step all the way upon the bench with her body erect. Stepping was done in four counts as per the Skubic and Hodgkin’s test; however she may lead off with the same foot each time of change feet as she desires, as long as the four count step was maintained. Metronome was used to regulate the stepping counts.

The stepping exercise continues for exactly three minutes, unless the subject if forced to stop sooner due to exhaustion. In either case, the duration of the exercise in seconds was recorded. Immediately after completing the exercise the subject was given one minute of rest in a sitting position. The pulse was taken for 30 seconds at the carotid artery by palpation. Cardiovascular efficient score = no of sec.× 100/ 5.6 × pulse count

The pulse rate was read by feeling the carotid artery. The atmospheric temperature being 30 + 20c.The experimental conditions were observed in the administration of the tests as follows

The subjects were asked to perform the test according to the count, namely up, up down, The test was conducted for Group – I: undergraduate girls’ students from M. D. Mhavihdyalaya Gujarat Vidhayapeeth Sanchalit Sadra and C.P.D.C.P. College

Gamit, Nagin H. (2012) Comparative Study of Cardiovascular Efficiency between Normal and Physical Education Girls at Undergraduate Level International Journal of Physical Education, Sports and Yogic Sciences 1(2): 42-43.

43

Nagin H. Gamit


of Physical Education Rajpipla 30 undergraduate students from Shri & Smt. P. K. Kotawala Arts College T.S.R. Commerce Collage Patan (Group-II) normal undergraduate girl’s students from The pulse rate was counted.


For the purpose of testing the significance of the difference between the means of the two groups, the ‘t’-ratio was computed.

Table - I

FOR UNGROUPED DATA

Mean (M) = 97.47

S. D. = 10.02

Table – II

FOR UNGROUPED DATA

Mean (M) = 111.13

S. D. = 13.01

Table - III

Difference between means of Groups – I and Group-II

Groups Mean MD Standard error

‘t’

I 113.13 13.66 3.96 3.45*

II 97.47

Conclusions: It was observed that the physical education girl

students had better cardiovascular efficiency than normal girl students.

It was concluded that the training given to physical education girl students was strenuous than the training given to normal girl students.

As the physical education girl students are involved in playing of various games in their course regularly, their cardiovascular efficiency was better than normal girl students. The normal girl students may also be given some more training to improve their cardiovascular efficiency.

REFERENCES:

Gane Hooks, Weight training in athletics and physical education Englewood cliffs, New Jersey: prentice Hall, Inc., 1974. Bud Getchell, Physical Fitness: A way of Life (New York: John Wiley and sons, 1976), p. 8. Frank Vitale, individualized Fitness Programme (Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1973), p.59. H. Harrison Clarke, and David H. Clarke, Application of measurement of Physical Education (Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1987), p. 147. Laurence E. Morehouse and Augusts T. Miller, Physiology of Exercise (Saint Louis: The C.V. Mosby Company, 1967), p. 109. David H. Clarke and H Harrison Clarke, Research processes in: Physical Education, recreation and Health (Englewood Cliffs, New Jersey : Prentice Hall, Inc., 1970), p. 207. M. L. Kamlesh and M. S. Sangral, Principles and History of Physical Education (Ludhiana: Parkas Brooder, 1977), p. 34. Thomas K. Cureton, The Physiological Effects of Exercise Programme On Adults (Springfield: Charles Thomas, 1969), p. 41. Donald K. Mathews, Measurement in Physical Education (Philadelphia: W.B. Saunders Company, 1973), p. 39. Charles A. Bucher, Foundation of Physical Education (Saint Louis: The C.V. Mosby Company, 1975), p. 13.

*** *** ***

85

90

95

100

105

110

115

Group - I Group - II

Group - IGroup - II


Comparative Study of Selected Motor Fitness Components of Volleyball and Kho – Kho Players

Comparative Study of Selected Motor Fitness Components of Volleyball and Kho – Kho Players G. K. Dhokrat

Correspondence to: G. K. Dhokrat Bombay Physical Culture Association’s College of Physical Education Wadala, Mumbai -31

ABSTRACT The purpose of the study was to compare the motor fitness components between Volleyball and Kho-Kho players in Mumbai District. 200 players (100 Volleyball and 100 Kho – Kho) were randomly selected as a sample for the present study. Further 10 Volleyball and 10 Kho-Kho players from10 different schools of Mumbai District were selected. To assess the motor fitness of the selected players AAHPER youth fitness test was used. The collected data was analyzed by using ‘t’ test to compare the significance of motor fitness components between Volleyball and Kho-Kho players. Results indicated Kho-Kho players were superior on abdominal strength and flexibility than the Volleyball players. However, no significant difference was observed between Volleyball and Kho-Kho players on agility and muscular power.

Key words: Motor fitness components, Agility, Flexibility.

A Ball has figured largely in life of man as the need of recreational activities and pastime. Life is the symbol of active movement. Volleyball game is very thrilling to watch, is the game of power and tactics. Motor Fitness is probably one of the richest achievements of man because it cannot be purchased but can only be developed through regular participation in exercise and other related activities. The objectives of the presents study was to compare mean scores of abdominal strength, agility, flexibility and power of Volleyball and Kho-Kho players. Methodology: To compare the selected Motor fitness components between Volleyball and Kho–Kho players, 200 players (100 Volleyball and 100 Kho – Kho)

belonging 12 to14 years of age groups were randomly selected as a sample for the present study. Further 10 Volleyball and 10 Kho-Kho players from10 different schools of Mumbai District were selected.

VARIABLE TEST UNIT Muscular endurance

Bent knee sit-up

Minute/Number

Agility 4 x 10m shuttle run

Second

Flexibility Sit & reach Centimeter Power Standing

Broad jump Meter

Results and Discussion: The data were analyzed by using ’t’ test. The data

pertaining to this has been presented in Table-1. Table - 1: Comparison of Mean scores of selected variables between Volleyball and Kho - Kho players

Table -1 revealed that Volleyball and Kho-Kho players significantly differ on abdominal strength. Kho-Kho players have shown their superiority on abdominal strength than the Volleyball players beyond 0.01 level. No significant difference has been observed on agility Kho-Kho and Volleyball players (P > 0.00).

Kho-Kho players were found to be more flexible than the Volleyball players. ‘t’ value 2.774 showed that both the groups have significant difference at 0.01 level. Volleyball players and Kho-Kho players have not shown significant difference on power (p > 0.00).

Variable Game Mean M. D. σDM ‘t’ Sig. Abdominal

Strength Volleyball Kho- Kho

36.93 41.06 4.13 0.8298 4.977 .000

p>0.00 Agility Volleyball

Kho- Kho 12.85 13.21 0.36 1.0223 0.360 .720

p>0.00 Flexibility Volleyball

Kho- Kho 30.49 31.50 1.01 0.3640 2.774 .006

p>0.00 Power Volleyball

Kho- Kho 1.52 1.53 0.01 0.0196 0.477 .634

p>0.00

Dhokrat, G. K. (2012) Comparative Study of Selected Motor Fitness Components of Volleyball and Kho-Kho Players International Journal of Physical Education, Sports and Yogic Sciences 1(2): 44-45.

45

G. K. Dhokrat


Conclusions: 1. Kho-Kho players showed superiority over the Volleyball players in case of abdominal strength. 2. In case of Agility, Volleyball and Kho-Kho players indicated no significant difference with each other. 3. In case of Flexibility Volleyball players were at lower side to that of the Kho-Kho players. 4. Volleyball and Kho-Kho players showed no difference in Power between them. REFERENCES: Chavan, S. D. (1985) Comparison of movement,

agility, reaction time and leg strength of Kabaddi and Kho-Kho players.(Amravati unpublished master dissertation, bibliographical abstracts)

Hasrani, S. (1987) Analysis of skill motor abilities and psychological components as predictive factors of basketball playing abilities at different level achievement (Unpublished Ph.D. thesis, Jiwaji University).

Stodden, D. (1989) The association between motor skill components and physical fitness in young adults. (department of health exercise and sport science at Texas teach university).

Suman and Ranbir Singh Dahiya (2004) A comparative study of co-ordination ability variables of Kho-Kho & Kabaddi players of Haryana State Indian Journal of Sports Science & PE vol. 13.

*** *** ***

SUBSCRIPTION FORM 1. Name :- Individual _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Institution _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 2. Mailing address of the subscriber _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ District _ _ _ _ _ _ ___ State _ _ _ _ _ _ Country _ _ _ _ _ _ 3. e-mail _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 4. Telephone No. _ _ _ _ _ _ _ _ _ _ Mobile _ _ _ _ _ _ _ _ _ _ _ _ _ _ 5. Mode of Payment (DD/Bank Transfer) Amount _ _ _ _ _ date _ _ _ _ _ _ _ _ Payment in favor of :- International Journal of Physical Education, Sports and Yogic Sciences Bank A/c No: 32021296564 Branch: DAVV Indore Branch Code: 30389 IFS Code: sbi 30389 (Signature) Note Subscription amount Individual Rs. 1200/- Institutional Rs. 2000/-


Comparison of Basketball Players of Different Levels on Selected Physical Variables

Comparison of Basketball Players of Different Levels on Selected Physical Variables Ajay Singh Ruhal and R. D. Sharma

See end of the article for authors’ affiliations Correspondence to: Ajay Singh Ruhal NCERT New Delhi

ABSTRACT The purpose of this study was to compare the basketball players of different levels on selected physical variables. Ninety male basketball players from different universities who participated in intercollegiate’ and intervarsity championship. Selected Physical Variables were Standing and Sitting height, Leg, Upper arm, Forearm and Hand length. Mean and S D of selected physical variables were calculated and three different levels i.e. beginners, intermediate and advanced were compared by using analysis of variance. It was concluded that variability Selected Physical Variables i.e. Standing and Sitting height, Leg, Upper arm and Forearm length, however variability does not exist among basketball players of different groups with respect to their Hand length.

Key words: Physical variables, Standing and Sitting height, Leg length, Upper arm and Forearm length.

Basketball is a high speed and explosive power game which required a physically sound individual. There are numerous factors which are responsible for performance of sportsmen and women. The physique and the body composition including the size, shape and form are known to play a significant role in this regard. Therefore, it is evident that the body builds popularly known as "Physiognomy" gets primary emphasis at the time of selection of players concerned to sports where superior competitions is involved. Hence, the trend of physical education, games and sports are to assess the related components as a part of the total body build and size of each player and also to interpret how far these components are helpful to perform in sports under competitive condition.

There are numerous studies which have been conducted in this field outside the country but in India no attempts have been made in this direction. Hence, there was a need to conduct an elaborate study on Indian basketball players of different levels with the objective of comparing the basketball players of different levels in relation to Standing height, Sitting height, Leg, Upper arm, Forearm and Hand length. Methodology: The subjects for this study were 90 male basketball players from different universities those who participated in intercollegiate’ and intervarsity championship. Variables selected for this study were: Standing height, Sitting height, Leg length, Upper arm length, Forearm length and Hand length. Standing Height: Subjects were made to stand erect without shoes against the marked scale on the stand. The subjects were instructed to keep the heels

together, head without tilt and to take and hold full breath while measurement was taken. A wooden bar was held horizontally on the head touching the scale marked on the stand. The subject was asked to step out and the reading indicated by the horizontal bar was recorded. Height was recorded to the nearest half of a centimeter. Sitting Height: The subject set erect on a table with his feet unsupported. The right angle formed at the knee without touching the edge of the table. The hand rested on the thighs. The head was oriented in the frank fort plane and the distance between the highest points on the head and sitting surface was taken, while gentle upward traction was exerted in the mastoid region while the subject was holding inspiration. The sitting height was recorded to the nearest half of a centimeter. Leg Length: Subjects were instructed to stand erect and leg length was taken with the flexible steel tape from the greater trochanter to the floor. The leg length was recorded correct to the nearest half centimeter. Upper Arm Length: The subject stood erect by keeping his arms along with his body. Upper arm length was measured with the flexible steel tape. The tip of the tape was placed at the upper edge of the head of acromial to the tip of the top of the point of radial. The upper arm length was recorded correct to the nearest half of a cm. Forearm Length: The subjects were instructed to stand erect and relaxed. Forearm length was measured with the flexible steel tape. The tip of the tape was placed at the upper edge of the head of the radius to the tip of the middle finger. The forearm length was recorded correct to the nearest half of a centimeter.

Ruhal, Ajay Singh and Sharma, R. D. (2012) Comparison of Basketball Players of Different Levels on Selected Physical Variables International Journal of Physical Education, Sports and Yogic Sciences 1(2): 46-49.

47

Ajay Singh Ruhal and R. D. Sharma


Hand Length: Subjects were instructed to place the hand on the table with palm facing upward and fingers close with wrist extension and elbow flexion in relaxed position. The hand length was taken with flexible steel tape from the base of the thumb to the tip of the middle finger.

Results and Discussion: Mean and standard deviation were computed in order to understand the physical profiles of each group separately. One way analysis of variance was utilized to compare the different groups i.e. beginners, intermediate and advanced.

Table – 1 Mean and Standard Deviation of Physical Variables of Different Groups of Basketball Players SN

Variables Beginners Intermediate Advanced M S.D. M S.D. M S.D.

1 Standing height 174.23 5.88 179.25 3.65 181.67 2.72 2 Sitting height 87.36 3.88 88.40 3.28 90.32 2.82 3 Leg Length 90.45 4.07 91.75 4.89 96.90 17.04 4 Upper arm length 35.70 2.11 36.37 1.60 37.73 1.03 5 Fore arm length 47.13 2.35 47.12 1.67 48.27 1.24 6 Hand length 19.10 0.75 19.15 0.77 19.43 0.87

M = Mean S.D. = Standard Deviation The subjects of different groups namely beginners, intermediate and advanced level were compared in

relation to physical variables and the results of analysis of variance are presented in Tables 2-12.

Table 2 Analysis of Variance of Different Groups of Basketball Players in Relation to Standing height Source of Variance df SS MSS F -ratio Between Groups (B) 2 862.62 431.31 23.40* Within Groups (W) 87 1603.91 18.44

N=90, F.05 (2, 87) = 3.11, *Significant at .05 level As evident from Table 2, that variability exists among the basketball players of different groups with respect to their Standing height. Since the value of F-ratio was found to be significant at .05 level. The L. S. D.

post-hoc test was utilized in order to find out the mean difference between the different groups in relation to Standing height, Results are presented in Table 3.

Table – 3 Mean Differences of Different Groups in Relation to Standing Height Means Mean difference Critical difference Beginners Intermediate Advanced 174.23 179.25 - 5.02*

2.206

174.23 - 181.67 7.44* - 179.25 181.67 2.24*

*Significant at .05 level. It is evident from the table 4 that significant difference exists between the means of beginners and intermediate; beginners and advanced; intermediate

and advanced. The observed sequence of performance in standing height is advanced > intermediate > beginners.

Table 4 Analysis of Variance of Different Groups of Basketball Players in Relation to Sitting Height Source of Variance df SS MSS F -ratio Between Groups (B) 2 134.44 67.22

5.97* Within Groups (W) 87 979.41 11.26 N=90, F.05 (2, 87) = 3.11, *Significant at .05 level Table 4, that variability exists among the basketball players of different groups with respect to their Sitting height. Since the value of F-ratio was found to be

significant. L. S. D. post-hoc test was utilized and the mean difference between different groups in relation to Sitting height, Results are presented in Table 5.

Table - 5 Mean Differences of Different Groups in Relation to Sitting Height Means Mean difference Critical difference Beginners Intermediate Advanced 87.36 88.40 - 1.04

1.724

87.36 - 90.32 2.96* - 88.40 90.32 1.92*

*Significant at .05 level. Table 5 shows that significant difference exists between the means of beginners and advanced; intermediate and advanced. However no significant difference exists between the means of beginners and

intermediate. The observed sequence of performance in sitting height is advanced > intermediate > beginners.


Comparison of Basketball Players of Different Levels on Selected Physical Variables

Table - 6 Analysis of Variance of Different Group of Basketball Players in Relation to Leg Length Source of Variance df SS MSS F -ratio Between Groups (B) 2 698.15 349.08

3.17* Within Groups (W) 87 9591.75 110.25 N=90, F.05 (2, 87) = 3.11, *Significant at .05 level As evident from Table 6, that variability exists among the basketball players of different groups with respect to their Leg Length. Since the value of F-ratio was found to be significant at .05 level. The L. S. D. post-

hoc test was utilized in order to find out the mean difference between the different groups in relation to Leg Length. Results are presented in Table 7.

Table – 7 Mean Differences of Different Groups in Relation to Leg Length Means Mean

difference Critical difference

Beginners Intermediate Advanced 90.45 91.75 - 1.30

5.395

90.45 - 96.90 6.45* - 91.75 96.90 5.15

*Significant at .05 level. It is evident from the table 6 that significant difference exists between the means of beginners and advanced. On the other hand significant difference does not exist between the means of beginners and intermediate;

intermediate and advanced. The observed sequence of performance in leg length is advanced > intermediate > beginners.

Table 8 Analysis of Variance of Different Groups of Basketball Players in Relation to Upper Arm Length Source of Variance df SS MSS F -ratio Between Groups (B) 2 64.47 32.23

11.98* Within Groups (W) 87 234.13 2.69 N=90, F.05 (2, 87) = 3.11, *Significant at .05 level As evident from Table 8, that variability exists among the basketball players of different groups with respect to their Upper arm length. Since the value of F-ratio was found to be significant at .05 level. The L. S. D.

post-hoc test was utilized in order to find out the mean difference between the different groups in relation to Upper arm length. Results are presented in Table 9.

Table – 9 Mean Differences of Different Groups in Relation to Upper Arm Length Means Mean difference Critical difference Beginners Intermediate Advanced 35.70 36.37 - 0.67

0.823 35.70 - 37.73 2.03* - 36.37 37.73 1.36*

*Significant at .05 level. It is evident from the table 7 that significant difference exists between the means of beginners and advanced; intermediate and advanced. On the other hand significant difference does not exist between the

means of beginners and intermediate. The observed sequence of performance in upper arm length is advanced > intermediate > beginners.

Table 10: Analysis of Variance of Different Groups of Basketball Players in Relation to Forearm length Source of Variance df SS MSS F -ratio Between Groups (B) 2 26.07 13.04

3.97* Within Groups (W) 87 285.68 3.28 N=90, F.05 (2, 87) = 3.11, *Significant at .05 level As evident from Table 10, that variability exists among the basketball players of different groups with respect to their Fore arm length. Since the value of F-ratio was found to be significant at .05 level. The L. S.

D. post-hoc test was utilized in order to find out the mean difference between the different groups in relation to Forearm length. Results are presented in Table 11.

Table 11: Mean Differences of Different Groups in Relation to Forearm Length Means Mean difference Critical difference Beginners Intermediate Advanced 47.13 47.12 - 0.01

0.931

47.13 - 48.27 1.14* - 47.12 48.27 1.15*

*Significant at .05 level.

49 Ajay Singh Ruhal and R. D. Sharma


It is evident from the table 8 that significant difference exists between the means of beginners and advanced; intermediate and advanced. On the other hand significant difference does not exist between the

means of beginners and intermediate. The observed sequence of performance in forearm length is advanced > intermediate > beginners.

Table 12: Analysis of Variance of Different Groups of Basketball Players in Relation to Hand length Source of Variance df SS MSS F -ratio Between Groups (B) 2 1.94 0.97

1.53 Within Groups (W) 87 55.14 0.63 N=90, F.05 (2, 87) = 3.11, *Significant at .05 level

As evident from Table 12, that variability does not exists among the basketball players of different groups with respect to their Hand length. Since the value of F-ratio was not found to be significant at 0.05 level hence the L. S. D. post-hoc test was not utilized. Standing height, sitting height, leg length, upper arm length and fore arm length exhibited the significant difference between the means of beginners, intermediate and advanced basketball players. In all the above physical variables, observed sequence was advanced > intermediate > beginners. Earlier research investigations revealed that basketball performance is directly proportional to the height of the individual. All the above physical variables are the sub contents of the height of the individual. In the present study in case of above variables advanced players proved to be superior than the intermediate and intermediate proved to be superior than the beginners hence the present study supported the earlier investigations i.e. basketball performance is directly proportional to the height of the individual. No significant difference was found between beginners, intermediate and advanced basketball players in case hand length. This might be due to the reason that only the hand length cannot contribute to the performance of the individual in basketball, besides hand length technical and tactical development of the individual is desired. Conclusions: 1. Variability exists among the basketball players of

different groups with respect to their Standing height, Sitting height, Leg Length, Upper arm length and Forearm length.

2. Variability does not exist among the basketball players of different groups with respect to their Hand length.

3. In standing height significant difference exists between the means of beginners and intermediate; beginners and advanced; intermediate and advanced.

4. The observed sequence of performance in standing height is advanced > intermediate > beginners.

5. In sitting height significant difference exists between the means of beginners and advanced; intermediate and advanced.

6. In sitting height significant difference does not exist between the means of beginners and intermediate.

7. The observed sequence of performance in sitting height is advanced > intermediate > beginners.

8. In leg length significant difference exists between the means of beginners and advanced.

9. In leg length significant difference does not exist between the means of beginners and intermediate; intermediate and advanced.

10. The observed sequence of performance in leg length is advanced > intermediate > beginners.

11. In upper arm length significant difference exists between the means of beginners and advanced; intermediate and advanced.

12. In upper arm length significant difference does not exist between the means of beginners and intermediate.

13. The observed sequence of performance in upper arm length is advanced > intermediate > beginners.

14. In forearm length significant difference exists between the means of beginners and advanced; intermediate and advanced.

15. In forearm length significant difference does not exist between the means of beginners and intermediate.

16. The observed sequence of performance in forearm length is advanced > intermediate > beginners.

REFERENCES: H. Becker, "Relationship of Sports and Peace"

International Journal of Physical Education 2nd Issue 25 (1988): 27.

Robert N. Singer et. al., Physical Education an Interdisciplinary Approach (New York: The McMilan Company, 1972), p.16.

L. Matveyer, Fundamentals of Sports Training (Moscow: Progress Publishers, 1981), P.22.

David H. Clarke and Harrison Clarke, Research Process in Physical Education 2nd ed. (Inglewood Cliffs, N. J.: Prentice Hall Inc., 1984), p.219.

Authors’ affiliations: R. D. Sharma Govt. College, Lateri, Vidisha (M.P.)

*** *** ***


Effect of Cognitive and Perceptual Motor Skills on Archery Shooting Skill

Effect of Cognitive and Perceptual Motor Skills on Archery Shooting Skill C. D. Agashe, Vivek Mishra and Ashish Diwan See end of the article for authors’ affiliations Correspondence to: C. D. Agashe SOS in Physical Education, Pt. Ravishankar Shukla University, Raipur (C.G.)

ABSTRACT The purpose of the study was to study the effect of cognitive and perceptual motor skills on shooting skills in archery. 150 male archers (Av. age 23.46 years) were selected as sample. The criterion for selection was participation in state level archery competitions held in Chhattisgarh (India). To measure shooting ability of selected archers, AAHPER Archery Test was used. Due to paucity of resources shooting skills of archer’s from 10 yard distance was evaluated. To measure reasoning ability of selected male archers, Mehrotra’s (1984) Mixed Type Group Test of Intelligence (MGTI) was used. Mirror Drawing Test was used as a tool to measure hand-eye coordination of the selected subjects. After collecting the data, it was analysed to see the effect of hand-eye coordination and reasoning ability on archery shooting skills. Q1 and Q3 cutting points were adopted to bifurcate cases into High and Low hand-eye coordination and High-Low reasoning ability. To verify hypothesis 2x2 ANOVA technique was applied. Results indicated that shooting accuracy of the archers who exhibited high level of hand eye coordinative ability was significantly better as compared to archers of low hand eye coordinative ability (F=46.04, p<.01). Similarly archers exhibiting higher degree of reasoning ability showed superior shooting skills as compared to archers having lesser degree of reasoning ability. (F=7.38, p<.01). The F of 0.18, an indicator of hand eye coordination x reasoning ability (A×B) interaction, turned out to be statistically insignificant. It was concluded that although hand eye coordination and reasoning ability were unable to influence shooting accuracy of archers together, the main effect of hand eye coordination and reasoning ability was clearly visible on shooting accuracy.


Eye-hand coordination is defined as a perceptual-motor skill involving the integration and processing in the central nervous system of visual and tactile input so that a purposeful motor movement can be made. Eye-hand coordination is divided into 2 components. Proaction (closed motor skill) and Reaction (open motor skill). Proaction refers to action, which is initiated or controlled by the athlete. Reaction refers to movement that occurs in response to another action. Reasoning is the cognitive process of looking for reasons for beliefs, conclusions, actions or feelings. Humans have the ability to engage in reasoning about their own reasoning. If logic & reasoning of a sportsperson is weak, will he/she may have trouble making a split-second decision on the field? On the background of these two important variables, the present study was conducted to assess shooting ability of male archers from 10 yard distance. It was hypothesized that hand eye coordination along with reasoning will show their joint action effect on shooting skills of male archers.

Methodology: To verify above-mentioned objectives investigator make systematic planning to investigate the effect of eye-hand co-ordination and reasoning ability of male archers on their shooting accuracy from 10 yard distance. Therefore following methodological steps were taken. 150 male archers (Av. age 23.46 years) were selected to serve as sample for the present study. The criterion for selection was participation in state level archery competitions held in Chhattisgarh (India). To measure reasoning ability of selected male archers, Mehrotra’s (1984) Mixed Type Group Test of Intelligence (MGTI) was used. The validity and reliability of this 50 item test is .90 and .81 respectively. Mirror Drawing Test was used as a tool to measure hand-eye coordination of the selected subjects. To measure shooting ability from 10 yard distance of selected archers, AAHPER Archery Test (1967) was used. In this test 9 points were given if the subject hits

Agashe, C. D.; Mishra, Vivek and Diwan, Ashish (2012) Effect of Cognitive and Perceptual Motor Skills on Archery Shooting Skill International Journal of Physical Education, Sports and Yogic Sciences 1(2): 50- 51.

51

C. D. Agashe, Vivek Mishra and Ashish Diwan


the gold area, 07 points for red area, 05 points for blue area, 03 points for black area and 01 point was given when the archer hits the white target area. In all 6 attempts are given to each subject. Procedure: Firstly Mehrotra’s Mixed Type Group Test of Intelligence (MGTI) was administered to each subject. After 10 minute interval Mirror drawing test was given to the selected subjects. Scores on target zone for each subject was computed by adding the number of arrow in the specified coloured target zone. Q1 and Q3 cutting points were adopted to bifurcate cases into High and Low hand-eye coordination and High-Low reasoning ability. To find out the effect of hand eye coordination (High-Low) and reasoning ability (High-Low) on archery shooting skills of male archers, 2x2 ANOVA technique was adopted. Results and Discussion: After ANOVA treatment, results were summarised in Table No. 1. Table – 1: Hand Eye Coordination x Reasoning Ability on Shooting Accuracy (N=72)

Hand Eye Coordination

Reasoning Ability Marginal

Mean B1 High

B2 Low

High Hand Eye Coordination

M=31.23 N=17

M=26.41 N=17

28.82

Low Hand Eye Coordination

M=20.17 N=17

M=16.66 N=21

18.42

Marginal Mean 25.70 21.53 ANOVA Summary

Source of Variation

SS df MS F

A 1931.384 1 1931.384 46.04** B 399.896 1 399.896 7.38* A × B 7.702 1 7.702 0.18(NS) Error 2852.314 68 41.946

* - Significant at .05 level ** - Significant at .01 level NS - Not Significant ANOVA table clearly indicating that male archers with superior hand eye coordination had better shooting skills from 10 yards distance as compared to archers with inferior hand eye coordination. The F-ratio of 46.04, which is statistically significant at .01 level, confirms the above finding. The main effect of non verbal intelligence or reasoning ability on archery shooting skills from 10

yards distance comes out to be statistically significant. (F=7.38, p<.01) This finding gives statistical weightage to the fact that, archers with high reasoning ability display better shooting skills in archers as compared to male archers whose reasoning ability is not so good. The two factor interaction effect i.e. hand eye coordination (A) and reasoning ability (B) on shooting skills of male archers turned out to be statistically insignificant. (F=0.18, p>.05). The results establish a fact that both psycho-motor i.e. hand eye coordination and cognitive ability i.e. reasoning have strong influence on shooting skills of male archers but the role of psycho-motor ability i.e. hand eye coordination and cognitive ability i.e. reasoning, together was not established in the context of shooting skills of male archers. Conclusions: The results establish a fact that both psycho-motor i.e. hand eye coordination and cognitive ability i.e. reasoning have strong influence on shooting skills of male archers but the role of psycho-motor ability i.e. hand eye coordination and cognitive ability i.e. reasoning, together was not established in the context of shooting skills of male archers.. REFERENCES: Dey, S. K. (1997) Effect of training on selected

physical and physiological profiles of Indian national male and female archers: A comparative study Journal of Physical Education and Sport Science, Vol. X, pp. 39-49.

Ertan, H. (2008) Muscular activation patterns of the bow arm in recurve archery Journal of Science and Medicine in Sport, Sports Medicine Australia Published by Elsevier Ltd.

Johnson, B. L. and Nelson J. K. Practical Measurement for Evaluation in Physical Education Byrges Publishing Company, Minnesota, 1974, pp. 248.

Mehrotra, P. N. Manual for mixed type of group test of intelligence (Verbal and non-verbal), Agra National Psychological Corporation, Agra, 1984.

Skills Test Manual - Archery for Boys and Girls (Washington: American Association for Health, Physical Education and Recreation.

Authors’ affiliations: Vivek Mishra and Ashish Diwan Netaji Subhash College of Physical Education Abhanpur, Raipur (C.G.)

*** *** ***


Prediction of Performance Ability of Throwers in Relation to Selected Anthropometric Measurements

Prediction of Performance Ability of Throwers in Relation to Selected Anthropometric Measurements Brij Kishore Prasad and Baiju Abraham See end of the article for authors’ affiliations Correspondence to: Brij Kishore Prasad Institute of Professional Studies, Gwalior (M.P.)

ABSTRACT The purpose of the study was to predict the performance ability of throwers in relation to selected Anthropometric Measurements. Twenty male athletes aged between 14-18 years were selected from Sports Authority of India (SAI) Lucknow. To find out the Anthropometric measurement to the athletic performance correlations, multiple correlations and regression analysis statistical technique were employed. The result of the study showed significant difference except standing height, leg length, upper leg length, lower leg length, arm length, upper arm length, lower arm length, hip width, shoulder width, chest width, calf girth, thigh girth, and chest girth. The Anthropometric measurements namely Weight, Upper arm girth and Lower arm girth are significantly related to shot put performance. The multiple linear regression equations developed in the study for independent variables are Anthropometric measurements that have shown significant relationship to shot put performance are Weight, Upper arm girth and Lower arm which can be effectively used for prediction of shot put performance.

Key words: Throwers, Calf girth, Anthropometric Measurements.

Booysen (1971) clarified that all the facets of shot technique have not yet been explored. This is fortunate, as otherwise we may reach a point of stagnancy, as the case might well have been where it is not for an innovation such as introduction by Peri O Brien. Before ‘O Brien’ we were probably more concerned with “style” as the new stance introduced by ‘O Brien’ paved the way towards a more scientific approach to shot putting. Today technique is equally the key to better performance, although we can’t escape the fact that “style” will always be an integral aspect in ultimate performance. This is due to the differences in the physical and anatomical structure of the human body, which differs from athlete to athlete. The purpose of the study was to predict the performance ability of throwers in relation to selected Anthropometric measurements. It was hypothesized that there may not be significant relationship between performance ability of throwers and Anthropometric measurements. Methodology: Twenty male athletes aged between 14-18 years were selected for this study. These subjects were selected from Sports Authority of India (SAI) Lucknow. The following Anthropometric Measurements such standing height, weight, leg length, upper leg length, lower leg length, arm length, upper arm length, lower arm length, hip width, shoulder width, chest width, calf girth, thigh girth, chest girth, upper arm girth and lower arm girth tests were selected. The necessary

data was collected by administering various tests for the chosen variables. The distance chosen for assessing the performance ability was administered in the Athletic ground of Sports Authority of India (SAI). To find out the Anthropometric measurements to the athletic performance, following statistical technique were employed: Reliabilities, Correlations, Multiple correlation and Regression analysis. Results and Discussion: Table-01: Descriptive analysis of anthropometric measurements with shot put performance of throwers Variables Mean S.D Min Max Standing height 174.80 4.96 165.0 183.0 Weight 71.75 3.46 66.00 78.00 Leg length 101.37 3.88 95.00 108.0 Upper leg length 51.15 2.10 47.50 55.50 Lower leg length 50.22 1.85 47.00 53.00 Arm length 82.22 2.42 77.50 86.50 Upper arm length 36.27 1.22 34.50 38.50 Lower arm length 45.92 1.46 43.00 48.00 Hip width 31.02 2.43 27.50 34.50 Shoulder width 35.52 1.88 32.00 38.50 Chest width 31.17 1.60 28.00 33.50 Calf girth 38.75 1.71 36.20 42.30 Thigh girth 55.68 1.96 51.70 59.00 Chest girth 90.50 2.87 85.10 95.00 Upper arm girth 29.46 2.02 26.30 32.30 Lower arm girth 25.78 1.29 24.00 28.00

Prasad, Brij Kishore and. Abraham, Baiju (2012) Prediction of Performance Ability of Throwers in Relation to Selected Anthropometric Measurements International Journal of Physical Education, Sports and Yogic Sciences 1(2): 52-55.

53 Brij Kishore Prasad and Baiju Abraham


Table-02: Relationship of anthropometric measurements with shot put performance

Variables ‘r’ Standing height -0.111 Weight 0.472* Leg length -0.063 Upper leg length -0.094 Lower leg length -0.024 Arm length -0.089 Upper arm length -0.336 Lower arm length 0.101 Hip width -0.252 Shoulder width -0.201 Chest width -0.402 Calf girth -0.264 Thigh girth -0.277 Chest girth -0.230 Upper arm girth 0.452* Lower arm girth 0.507*

From Table-02 it is clear that three Anthropometric measurements have significant relationship with shot put performance of throwers. They are weight (0.472); upper arm girth (0.452); and lower arm girth (0.507). In respect to other Anthropometric measurements (standing height, leg length, upper leg length, lower leg length, arm length, upper arm length, lower arm length, hip width, shoulder width, chest width, calf girth, thigh girth, and chest girth) the relationship with shot put performance is not found to be statistically significant at 0.05 level as they are below tabulated value i.e.0.444.

The relationship of anthropometric measurements and shot put performance of throwers are (weight, upper arm girth, and lower arm girth) is graphically presented in Figures 1 -3.

Fig. 01: Linear regression and relationship between Weight and Shot Put.

Fig. 02: Linear regression and relationship between Upper Arm Girth and Shot Put.

Performance of throwers in Shot Put (In mtrs.)

10.110.09.99.89.79.69.5

Weig

ht (In

kg)

80

78

76

74

72

70

68

66

64

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5 4

3

2

1


10.110.09.99.89.79.69.5

Uppe

r Arm

Girth

(In cm

)

39

38

37

36

35

34

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6 5

4

3 2

1


Prediction of Performance Ability of Throwers in Relation to Selected Anthropometric Measurements

Fig. 03: Linear regression and relationship between Lower Arm Girth and Shot Put.

Table-3: Combined contribution anthropometric measurements with shot put performance of throwers Criterion Variable

Independent Variables

Coefficient of Multiple Correlation

Shot Put

Weight (9) Upper arm girth (22) Lower arm girth (23)

RC.9,22,23 =0.908*

*Significant at 0.05 level of confidence

Table-03 has disclosed that the combined contribution of Anthropometric measurements of shot put performance are weight (9); upper arm girth (22); and lower arm girth (23); is significantly at 0.05 level of confidence as the computed value of 0.908* (Rc.9, 22, 23) for multiple correlation was more than the value of 0.444 required for the multiple correlation coefficient to be significant at 0.05 level of significant with 18 degree of freedom. From the obtained value of multiple correlations it can be deduced that all the above variables taken together contribute to shot put performance of throwers.

Table-04: Linear regression equations of anthropometric measurements with shot put performance of throwers

1. y = 8.28 + 0.021 (weight) 2. y = 8.768 +0.034 (upper arm girth) 3. y = 8.220 + 0.060 (lower arm girth)

Where y=Criterion Variable i.e. shot put performance The Multiple Linear Regression Analysis in order to predict shot put performance. Y = 9.866 (constant) + 0.004 (weight) - 0.006 (upper arm girth) + 0.041 (lower arm girth). The result of the study revealed that there is a significant relationship between weight, upper arm girth and lower arm girth and shot put performance. As a whole the variables Anthropometric measurements which have shown high relationship (weight, upper arm girth and lower arm girth) with shot put performance. The insignificant coefficient of correlation or low correlation (standing height, leg length, upper leg length, lower leg length, arm length, upper arm length, lower arm length, hip width, shoulder width, chest width, calf girth, thigh girth, and chest girth) shown by the variables does not mean that those variables are not contributing to the performance may be due to small sample size. It was hypothesized that there may not be significant relationship between performance ability of throwers and Anthropometric measurements. The result of the study shows the significant difference in weight, upper arm girth, and lower arm girth and hence the hypothesis is rejected. Whereas the other variables such as standing height, leg length, upper leg length, lower leg length, arm length, upper arm length, lower arm length, hip width, shoulder width, chest width, calf girth, thigh girth, and chest girth are found not to be significantly related and hence the hypothesis is accepted.


10.110.09.99.89.79.69.5

Lowe

r Arm

Girt

h (In

cm

)49

48

47

46

45

44

43

42

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

55 Brij Kishore Prasad and Baiju Abraham


Conclusions: 1. The Anthropometric measurements namely

weight, upper arm girth and lower arm girth are significant related to shot put performance.

2. The Anthropometric measurements standing height, leg length, upper leg length, lower leg length, arm length, upper arm length, lower arm length, hip width, shoulder width, chest width, calf girth, thigh girth and chest girth are not found to be significantly related to shot put performance.

3. The multiple linear regression equations developed in the study for independent variables are Anthropometric measurements which have shown significant relationship to shot put performance are weight, upper arm girth and lower arm girth can be effectively used for prediction of shot put performance.

REFERENCES Clarke, H. Harrison, Application of Measurement to

Health and Physical Education 5th ed. (Englewood Cliffs, N. J. Prentice Hall, Inc., 1976), P. 252.

Johnson, Barry L. and Nelson, Jack K. Practical Measurement for Evaluation in Physical Education 3rd ed. (Delhi: Surjeet Publication, 1982), P.76

Kansal, Devinder K., Test and Measurement in Sports and Physical Education (New Delhi: D.V.S. Publication, 1996), P. 122.

Mathews, Donald K. Measurement in Physical Education 5th ed. (Philadelphia: W. B. Saunders Company, 1978), P. 19.

Booysen Hannes, “Thought on Shot Put Technique”

Track Technique (1971): 1365. Dolores, Dronfield Mirriam “A Comparison of the

Relationship of Shoulders Flexibility and other Selected Factors to Throwing Performance by College Women” Completed Research in Health, Physical Education and Recreation 12 (1970): 218.

Ecker Tom, “Angle of Release in Shot Putting” Athletic Journal 6 (February 1970): 52.

Clarke, H. Harrison, “Joints and Body Range of Movements” Physical Fitness Research Digest (Washington D.C. President’s Council on Physical Fitness and Sports, 1975), P. 1-18

Psiakes Ivan John, “The Rotation of Shot Put Style” Track and Field Quarterly Review, 1: 87 (Spring 1987): 56.

Wilkinson, Charles Dewey “Selected Anthropometric Measures and Two Methods of Putting the Shot” Dissertation Abstracts International 34: 8 (February 1974): 4851-A.

Authors’ affiliations: Baiju Abraham, Department of Physical Education Lucknow Christian Degree College Lucknow (U.P.)

*** *** ***


Comparison of Personality Characteristics of Football and Basketball Players

Comparison of Personality Characteristics of Football and Basketball Players Bhaskar Mane and Prashant Chavan

See end of the article for authors’ affiliations Correspondence to: Bhaskar Mane Department of Sports, S. R. T. M. University Nanded (M. P.)

ABSTRACT The aim of the present study was to compare the personality characteristics of Inter-collegiate football and basketball players, with regard to neuroticism and extraversion. Twenty football and 20 basketball players served as subjects who participated in S. R. T. Marathwada University inter-collegiate football and basketball tournaments. Eysenck personality Inventory (E.P.I.) was administered to find out the Personality characteristics of the football and basketball players, with regards to neuroticism and extraversion. ‘t’ test was used to compare the significance difference between football and basketball players. t-ratios for extraversion and neuroticism were (3.75, p> 0.05) and (1.83, p< 0.05) respectively indicating significant difference with respect to extraversion and no significant difference with respect to neuroticism between football and basketball players.

Key words: Eysenck personality Inventory, extraversion and neuroticism.

Basketball and football are the most popular sports in Marathwada region of Maharashtra. The study of personality characteristics and profiles of sports participants is one of the most popular areas in sports psychology research. Personality is the overall pattern of psychological characteristics that makes person a unique individual. It is well known fact that players, of one game differ from the players of other games in their personality traits. The great majority of empirical research in sport personality has utilized assessment devices, which embody the factor theory as their main premise. As expressed by Cattell (1973), the factor theory searches for consistencies in behavior. It is assumed that internal dispositions or traits are relatively stable and so enduring that they override environmental or situational influences. This infers that questions cold be asked in any situation and the responses to generalized to a sport situation. The purpose of the study was to find out personality characteristics between inter collegiate level

Basketball and Football Players .with regards to Extraversion and Neuroticism. The Present study was delimited only two psychological variables as it was not horrible to study all the psychological factors which help the sportsman. The two variables which were selected for present study (I) Extraversion (II) Neuroticism. Methodology: Twenty Basketball players and 20 Football players who participated in intercollegiate tournament conducted by S. R. T. Marathwada university were selected as subject for this present study.

EYSENCK’S Personality inventory (E.P.I.) was administration to the Basketball and Football Players. Instructions were given to the subject the subject before filling the E.P.I.

Results and Discussion: The result of the present study are Presented in Table I and II.

Table -1: Means, Standard Deviation and t-ratio of Extraversion for Football and Basketball Players S. No Players N Means S.D. t- ratio 01 Basketball 20 27.95 2.3 3.75* 02 Football 20 24.80 3.06

*Significant at 0.05 Level Table -2: Means, Standard Deviation and t-ratio of Neuroticism for Football and Basketball Players

Sr. No Players N Means S. D. t- ratio 01 Basketball 20 21.4 5.26 1.83 02 Football 20 23.9 3.08

Significant at 0.05 Level

Mane, Bhaskar and Chavan, Prashant (2012) Comparison of Personality Characteristics of Football and Basketball Players International Journal of Physical Education, Sports and Yogic Sciences 1(2): 56-57.

57 Bhaskar Mane and Prashant Chavan


It is evident from Table-I There was significant difference found (t = 3.75, P < .5) between football and basketball players with respect to Extraversion. In Table-II no significant difference was found (t = 1.83, P < .5) between football and Basketball player with respect of neuroticism. Conclusions: Statically significant difference of Personality Characteristics with respect to Neuroticism between Basketball and Football players was found. Football players were found to have no significance neurotic tendency as compare to basketball players. Statically significant difference of Personality Characteristics with respect to extroversion between Basketball and Football players was found. football players were found to have got more neurotic tendency as compare to basketball players. REFERENCES: Eysenck, H. J. (1967) Dimensions of personality New York. Eysenck, H. J. and Eysenck, S. B. G. (1975) Manual of the Eysenck personality Questionnaire London: Hodder & Stoughton.

Copper, L. (1969) Athletics, activity & personality: a review of the literature Research Quarterly 40: 77-82. Danio, A. (1985) Personality traits of adolescent tennis players. International journal of sport psychology 16 (2): 120-125. Darden, E. (1972) 16 personality factors profiles of competitive body builders and weightlifters Research quarterly 43: 142-147. Mushier, C. L. (1972) Personality and selected women Athletes International journal of sport psychology. Singh, A. and Brar, R. S. (1987) A study of Extraversion, Neuroticism, and self concept of University Handball players Sports Science, Health fitness and performance Patiala IASSPE 251-254.

Authors’ affiliations: Prashant Chavan Research Scholar, Physical Education S. R. T. M. University Nanded (M. S.)

*** *** ***


Effect of Plyometric and Resistance Training on Female Hockey Players

Effect of Plyometric and Resistance Training on Female Hockey Players Brij Kishore Prasad

Correspondence to: Brij Kishore Prasad Institute of Professional Studies Gwalior (M.P.)

ABSTRACT Purpose of the study was to compare the effects of plyometric and resistance training on hockey skills of female hockey players. For the present study researcher selected forty five female hockey players from Lakshmibai National University of Physical Education, Gwalior (M.P.), Madhya Pradesh Hockey Academy, Gwalior (M.P.) and Jiwaji University, Gwalior (M.P.). Subjects were selected by using purposive sampling technique between the age group of 18 to 30 years. Subjects were further divided into two experimental groups (plyometric and resistance training group) and one control group of fifteen subjects in each group. Training schedule of ten weeks of plyometric and resistance training was prepared which was followed by the experimental groups on alternate days (three days a week). Harbans Singh Field Hockey Test (1982) was used to collect pre and post test data which was further compared by the application of ANCOVA and LSD post hoc test. It was concluded that both training program has similar potential to develop different skills of female Hockey players.

Key words: Plyometric Training, Resistance Training.

There are many types of training method used in the field of physical education and sports like endurance training, repetition training, interval training and fart lake training. Sport seems to involve basic human development and exercise for their primary focus of evaluation, rather than the physical attributes of the contestant as in the latter (although "presentation" or "presence" also be judged in both activities).In sport women taking part was thought to be "unfeminine" during first Olympic games in 1896. Since then, it is easy to see the progress that has since been made in many parts of the world. By 1900, societal views had modernized enough to allow 11 women to stand beside the 1,319 men at the opening ceremony at the Paris Olympics, although their participation was restricted to sports regarded as "suitable" for women - tennis and golf. Olympic Games in 2004 (Athens), a new world record was set - just over 40 per cent of participants were female. Before Title IX, fewer than 300,000 young women participated in interscholastic athletics nationwide. Today, that figure has reached approximately 2.25 million. Scholars and practitioners alike need to keep pace with the diversification of female involvement with sport and physical activity. Leading up to this has been a decreasing trend in the number of countries sending all-male teams - there were 35 all-male national teams at the 1992 Barcelona Olympics, 26 at Atlanta in 1996 and 12 at Sydney in 2000. As sport has become increasingly

commercialized, opportunities for girls and women in the sport industry have also increased. Speed and strength are integral components of fitness found in varying degrees in virtually all athletic movements. Simply put the combination of speed and strength is power. For many years, coaches and athletes have sought to improve power in order to enhance performance. Throughout this century and no doubt long before, jumping, bounding and hopping exercises have been used in various ways to enhance athletic performance. In recent years, this distinct method of training for power or explosiveness has been termed plyometrics. Whatever the origin of the word the term is used to describe the method of training that seeks to enhance the explosive reaction of the individual through powerful muscular contractions because of rapid eccentric contractions. The Objectives of the study were to find out the effect of plyometric, resistance and, plyometric and resistance training on skill of female hockey players. Methodology: For the present study researcher selected 45 female hockey players from Lakshmibai National University of Physical Education, Gwalior (M.P.), Madhya Pradesh Hockey Academy, Gwalior (M.P.) and Jiwaji University, Gwalior (M.P.). Subjects were selected by using purposive sampling technique between the age group of 18 to 30 years. Prior to the administration of pre-test, a meeting with all subjects was held. Purpose

Prasad, Brij Kishore (2012) Effect of Plyometric and Resistance Training on Female Hockey Players International Journal of Physical Education, Sports and Yogic Sciences 1(2): 58-61.

http://www.brianmac.co.uk/speed.htm

http://www.brianmac.co.uk/strength.htm

http://www.brianmac.co.uk/conditon.htm

http://www.brianmac.co.uk/power.htm

59

Brij Kishore Prasad


of the study along with the various testing procedures and training program was explained to subjects in detail so that they could fully grasp the importance of all features and should suffer not from any confusion regarding the hard work they will have to put in. All the subjects agreed to cooperate whole heartily. The physical instructor of the concerned college also motivated them to put in every ounce of their energy in the experiment in order to promote scientific investigation in general and also to enhance their knowledge and skill. After pre test of various skill of Harbans Singh Hockey Skill test, subjects were further divided into two experimental groups (plyometric and

resistance training group) and one control group of fifteen subjects in each group. Training schedule of eight weeks of plyometric and resistance training was given to both experimental groups respectively on alternate days. Data collected with the help of suitable tool were analyses with the help of ANCOVA and LSD post hoc to compare the effect of plyometric and resistance training on experimental and control group. Both the components of Harbans Singh Hockey Skill Test (1982) i.e. dribbling and hitting, and dribbling and shooting was used tool for this study. Results and Discussion:

Table -1: ANCOVA of Plyometric and Resistance Training on Dribbling and Hitting Ability of Female Hockey Players

Training Variance Sum of square d. f. Mean square F-ratio

Plyometric

Between Group 183.35 2 91.67 4.57*

Within Group 821.51 41 20.04

*Significant at 0.05 level F0.05 (2, 41) = 3.23

Table no. 1 indicate that there is significant difference exist between different training groups as calculated F- ratio of 4.57 is greater than required tabulated F -

value i.e. 3.23 at 0.05 level of significance. Further to know the actual difference due to training among different training methods post hoc test was applied.

LSD post hoc test of plyometric and resistance training on dribbling and hitting ability of female hockey players

Adjusted Mean of Plyometric Training

Adjusted Mean of Resistance Training

Adjusted Mean of Control Group

Mean Difference

Critical Difference

1.04 1.17 0.13* 0.11 1.04 1.23 0.19*

1.17 1.23 0.06

Above table that there is significant difference among plyometric and resistance as well as between plyometric and control group as mean difference of both of them are more the required critical difference i.e., 0.11. No significant difference was found between resistance training and control group as their mean difference is much lesser than critical difference at 0.05 level of significance. Graphical representation of above table is made in Figure no. 1.

0.9

0.95

1

1.05

1.1

1.15

1.2

1.25

Plyometric Training Resistance Training Control Group

Adju

sted

Mea

n Va

lues

Fig. no. 1: Adjusted mean values of dribbling and hitting after different types of training.


Effect of Plyometric and Resistance Training on Female Hockey Players

Table – 2: ANCOVA of plyometric and resistance training on dribbling and shooting ability of female hockey players

Training Variance Sum of square D.F Mean square F-ratio

Plyometric Between Group 92.05 2 46.02 3.62* Within Group 521.01 41 12.71

*Significant at 5% level of significance F0.05 (2, 41) = 3.23

Above Table - 2 indicate that there is significant difference between different training groups as calculated F-ratio of 4.57 is greater than the required tabulated F-value of 3.23 at 0.05 level of significance.

Further to know the actual difference due to training among different training methods post hoc test was applied.

LSD post hoc test of plyometric and resistance training on dribbling and shooting ability of female hockey players

Adjusted Mean of Plyometric Training

Adjusted Mean of Resistance Training

Adjusted Mean of Control Group

Mean Difference

Critical Difference

1.09 1.25 0.16* 0.13 1.09 1.30 0.21*

1.25 1.30 0.05

Above table that there is significant difference among plyometric and resistance as well as between plyometric and control group as mean difference of both of them are more the required critical difference i.e., 0.13. No significant difference was found between

resistance training and control group as their mean difference is much lesser than critical difference at 0.05 level of significance. Graphical representation of above table is made in Figure - 2.

On the basis of the result, it accomplished that the plyometric and resistance training program have a significant impact on the accuracy of dribbling and hitting skill of the subjects of experimental groups.

Therefore null hypothesis is rejected in the lights of above findings. The finding of Martel (2006) and Sharma (2009) is also supporting the result of the study.

0.95

1

1.05

1.1

1.15

1.2

1.25

1.3

Plyometric Training Resistance Training Control Group

Adju

sted

Mea

n Va

lues

Fig. no. 2: Adjusted mean values of dribbling and shooting after different types of training.

61

Brij Kishore Prasad


Further plyomertic training is more effective than resistance while improving hockey skills of female hockey players. Both, plyometric and resistance training plays important role in developing various physical and physiology variables of players. Same is with dribbling & hitting and dribbling & shooting ability of female hockey players. Plyometric and resistance training is consist of various exercise which are essential for developing various motor components of players and for developing better neuromuscular coordination. Conclusions: 1. It is concluded that plyomertic and resistance

training had significant effect on dribbling and hitting ability of female hockey players.

2. It is also concluded that plyomertic and resistance training had significant effect on dribbling and shooting ability of female hockey players.

REFERENCES Anita (2001) Effects of Resistance Training, Plyometric Training and their Combination on Related Motor Components Journal of Sports and Sports Sciences 24 (4) 5. Christas Kotzamanidis (2006) Effect of Plyometric Training on Running Velocity and Squat Jump in Prepubescent Boys, Journal of Strength and Conditioning Research, 20 (2) 2, 441 – 445. Miclael G. Miller, Jeremy Herniman, Mark D. Ricard, Christopher C, Cheatham & Timothy J. Michael

(2006) Effects of Plyometric Training can improve on Athlete’s Agility Journal of Sports Science and Medicine 5, 459 - 465 http://www. jssm.org. Paramdeep Singh (2009) Effect of weight training program in the development of components of motor ability of senior secondary volleyball players (Unpublished Thesis, LPU, Jalandhar). Sharma Y. P. (2009) Skill Efficiency Variables of Volleyball Players of Himachal Pradesh in Relation to their Performance Journal of Sports and Sports Science Vol. 24, No. 4: 5. Wiliam P. Ebben (2002) Effect of Plyometric training is supported by research. Complex training has gained popularity as a training strategy combining weight training and Plyometric training, Journal of Sports Science and Medicine 1, 42-46. D. J. Gehri et. al. (1998) “A Comparison of Plyometric Training Techniques for Improving Vertical Jump Ability and Energy Production” Journal of Strength and Conditioning Research Vol. XII No. 02: 85-89. Edwin R. et. al., (2000) “Effects of a Plyometric Intervention Programme on Sprint Performance”, Journal of Strength and Conditioning Research, Vol.XIV, No.03: 295-301. Noble C. (1992) “Relative effect of Isokinetic and Plyometric training on vertical jumping performance” Journal of Strength Conditioning Research Feb Volume 6(1): 36-41.

*** *** ***


Comparison of Physiological Fitness Level between Undergraduate and Post-Graduate Students of Physical Education

Comparison of Physiological Fitness Level between Undergraduate and Post-Graduate Students of Physical Education Naman Yadav and Ruchi Yadav

See end of the article for authors’ affiliations Correspondence to: Naman Yadav Department of Physical Education V.S.S.D.P.G. College Kanpur (U.P)

ABSTRACT The purpose of the study was to compare the selected physiological variables including vital capacity, blood pressure, cardiovascular endurance, heart rate and oral body temperature of under-graduate and post-graduate students of the department of physical education. Thirty male students of Banaras Hindu University were selected. The age of the students was in between 19 to 28 years. Some students were residing in the hostel with a fixed daily routine whereas some were day scholars. All the tests of selected Physiological variables were administered at basketball court of B.H.U., Varanasi to collect the data. The vital capacity was recorded in liters by dry spirometer, blood pressure by auscultatory method, cardiovascular endurance through Harvard step test (long form), heart rate from carotid artery and oral body temperature in F. The weather conditions were same in all the days. The data collected on the test were statistically analysed by 't' ratio at .05 level of confidence. Analysis of data reveals that post-graduate students were better in respect to vital capacity than under-graduate students and under-graduate were slightly better in cardiovascular endurance. But in rest of the three variables i.e. Blood Pressure, Heart Rate and Oral Body temperature, no significance difference was found at 0.05 level of confidence.

Key words: Physiological Fitness, Cardiovascular method, Vital capacity.

Exercise physiology assists in scientifically constructing and implementing exercise training for various programmes categories of people who are involved in competitive sports or those interested in acquiring optimal fitness to accomplish high performance in competitive sports, it is essential that the trainer posses the knowledge of exercise physiology. This assists them to yield fruitful results from their athletes. It also helps in designing and managing rehabilitative programmes for those suffering from various health disorders. Moreover, sedentary class of people can be motivated to lead a positive and healthier life style. Thus whether it is selection of potential sports person, sports team or creating an awareness of fitness among masses, the knowledge of exercise physiology serves everyone thereby contribute to the concept of “Fit People, Fit Nation.”

The individual can actively perform an activity only if he is physiologically fit. Human performance is directly related to the physiological system and organ functions sustain the particular activity in all the individuals. Physiological fitness implies that all the physiological system of the body, abdominal, muscular, circulatory, respiratory, nervous and

glandular etc. should function efficiently to perform different strenuous activities.

The purpose of the study was to compare the physiological fitness level of undergraduate and postgraduate male students of the Department of Physical Education.

1. Male undergraduate students and postgraduate students of physical education department, B.H.U. was taken for the study.

2. Thirty Students between 18 to 27 years of age were taken for the study.

3. Students of B.P.E. and M.P.E. (fifteen each) were taken for the study.

4. The Following Physiological Components were selected:

a) Blood Pressure - Sphygmomanometer b) Vital Capacity - Dry Spiro meter c) Cardiovascular Endurance - Harvard Step Test

(long form) d) Heart rate - No. of beats/minutes (Stethoscope) e) Oral Body Temperature - Thermometer

‘t’ test was applied to find out the physiological differences between undergraduate and postgraduate students. Mean and standard deviation of physiological fitness variables of post-graduate and

Yadav, Naman and Yadav, Ruchi (2012) Comparison of Physiological Fitness Level between Undergraduate and Post-Graduate Students of Physical Education International Journal of Physical Education, Sports and Yogic Sciences 1(2): 62-63.

63

Naman Yadav and Ruchi Yadav


undergraduate students are given in Table - I and Table – II.

Table I: Mean and standard Deviation of Physiological Fitness Variables of Undergraduates

S. No.

Variables Mean S.D.

1. Vital Capacity (liters) 2.59 .21 2. Blood Pressure (mm Hg) 91.17 3.97 3. Cardiovascular

Endurance 86.86 5.13

4. Heart Rate (beat/ min.) 73.27 4.19 5. Oral Body Temperature 95.56 1.56

Table II: Mean and standard Deviation of Physiological Fitness Variables of Post Graduates

S. No. Variables Mean S.D. 1. Vital Capacity (liters) 2.61 .32 2. Blood Pressure (mm Hg) 81.50 11.39 3. Cardiovascular

Endurance 86.6 11.01

4. Heart Rate (beat/ min.) 73.26 5.68 5. Oral Body Temp (oF) 95.36 1.03

Mean difference, standard error and ‘t’ ratio of physiological fitness variables of undergraduate and postgraduate students are given in Table III and as whole group in table IV. Table III: Significance of Difference of Means in selected Physiological Fitness variables of Undergraduate and postgraduate students

S N Variables M. D. σDM t- ratio 1. Vital Capacity

(liters) 3.6 1.435 2.50*

2. Blood Pressure (mm Hg)

2.68 2.71 .988

3. Cardiovascular Endurance

2.87 1.1 2.60*

4. Heart Rate (beat/ min.)

1.56 1.45 1.08

5. Oral Body Temperature (oF)

1.45 2.50 .58

*Significant at .05 level ‘t’ value to be needed at .05 level of confidence with 28 degree of freedom is 2.05.

Table IV: Significance of Difference of Means in Selected Physiological Variables of Undergraduate and Postgraduate Students

S N Group M. D. σDM t-ratio 1 Whole group 5.2 5.39 0.96

*Significant at .05 level ‘t’ value to be needed at .05 level of confidence with 28 degree of freedom is 2.05.

It is revealed form the Table – I and II that mean vital capacity (M = 2.61) was better in post graduate students as compared to undergraduate (M = 2.59). But on the other hand mean cardiovascular endurance (M =86.86) of undergraduate student was better than postgraduate students (M = 86.6).

Table III shows significant difference in vital capacity (t = 2.50) and in cardiovascular endurance (t =2.60)

Table - IV reveals that there was no significant difference in physiological variables of under graduate and post graduate students when compared as a whole group.

There was no significant difference in blood Pressure (t = .988), heart rate (t = 1.08) and in oral body temperature (t = .58) as shown in table III.

After analyzing the data there was no significant difference found in selected physiological variables such as blood pressure, heart rate and oral body temperature. But in vital capacity and in cardiovascular endurance there was significant difference while comparing the undergraduate and post graduate students.

Postgraduate students were found to be better in vital capacity than undergraduate students of the same department. This may be due to the involvement in some short of yogic activities such as pranayama and swimming which needs inhalation and exhalation of air and this might have improved their ventilatory efficiency.

Undergraduate students were found little better in cardiovascular endurance than postgraduate students. So it may be attributed to the fact that they were undergoing regular training programme as compared to postgraduate students. Therefore, it is inferred that there was significant difference in two variables and in three physiological variables, significant difference was not found. Hence, Hypothesis of this study was rejected. References: Mathews, Donald K. Measurement in Physical Education Published in1993. Fox Edward L., Richard W. and M. L. Foss, Physiological basis of exercise and sports published in 1993. Kansal, D. K. Test and Measurement in sports and Physical Education D. V. S. Publication, New Delhi.


Ruchi Yadav, M. Phil.

*** *** ***


Assessment of Physique Characteristics and Training Patterns of Indian Universities Women Soccer Players

Assessment of Physique Characteristics and Training Patterns of Indian Universities Women Soccer Players Pradeep Kumar, Rajender Singh and Preeti Singh See end of the article for authors’ affiliations Correspondence to: Pradeep Kumar Veerbhumi Govt. P. G. College Mahoba (U.P.) India

ABSTRACT The purpose of the study was assessment of physique characteristics and training patterns of Indian Universities Women Soccer Players. 126 soccer players were selected as subjects for this study. The selected variables for the study were Standing Height, Body Weight, Fat Percentage (Biceps skin fold, Triceps skin fold, Sub Scapular skin fold, Supra Iliac skin fold), Leg length, Chest muscle girth, Thigh muscle girth, Biceps muscle girth Calf muscle girth, Bone diameter, Elbow epicondyle, Knee epicondyle, Shoulder Width. The average body weight, height, Leg length, Biceps skin fold, Triceps skin fold, Sub scapula skin fold, Super iliac skin fold, Elbow epicondyle, Knee epicondyle, Shoulder Width, Biceps muscle girth, Chest muscle girth, Thigh muscle girth, and Calf muscle girth were 49.54 kg, 156.44 cm, 81.5 cm, 7.38 mm, 10.41 mm, 12.71 mm, 18.59mm, 5.07 cm, 8.06 cm, 33.54 cm, 23.41 cm, 54.67 cm, 48.51 cm, and 80.44 cm respectively. All eight Universities give four hours and eighteen minutes per day for soccer training which is higher. Average session of training per day was approximately two for every team. All eight Universities trained for six days a week and for about eight months and twenty three days a year which is highest. All teams have been training since last seven years which is highest. All Universities started training at early age of 15 years on an average.

Key words: Physiology, Skin fold, Fat percentage, Epicondyle.

The analysis the highest achievers in soccer show that excellence in games is the product of different training and programmed physique characteristic. There are many detailed studies regarding the specific characteristics of women soccer players’ participation in intervarsity championship. But it is not much clear for each of these profiles contribution to the achievement of performance. Sports performance is the sum of numerous factors which can vary from individual to individual, even if ultimately they achieve similar results in competition. Soccer is a game of physical fitness components. The soccer players must be among the most physically fit of all athletes in terms of physical fitness at one hand and physiological pre-requisites at the other, and is equally important to maintain equilibrium of the players. The motor performance qualities commonly recognized in soccer are speed, strength, explosive power, agility, and endurance and coordination with constant demand for high sports performance. The purpose of the study was of assessment of physique characteristic and training patterns of Indian Universities Women Soccer Players.

Methodology: 126 soccer players were selected as subjects for this study. These Footballers have represented their national team and all India interuniversity matches the subject had more on less close homogeneity in their training habits. They were undergoing regular training and living habits. The age of the subjects ranged from 18 to 28 years. Prior to the administration of tests, a meeting of all the subjects selected was called in each centre in which their coaches were also present, along with the data collection team. In the meeting the procedure of the test was well explained to the subjects. All the subjects voluntarily agreed to co-operative throughout the investigation. The selected variables for the study were Standing Height, Body Weight, Fat Percentage (Biceps skin fold, Triceps skin fold, Sub Scapula skin fold, Supra Iliac skin fold), Leg length, Chest muscle girth, Thigh muscle girth, Biceps muscle girth Calf muscle girth, Bone diameter, Elbow epicondyle, Knee epicondyle, Shoulder Width. In order to assess the training programmed of all India inter-university soccer players, a questionnaire

Kumar, Pradeep; Singh, Rajender and Singh, Preeti (2012) Assessment of Physique Characteristics and Training Patterns of Indian Universities Women Soccer Players International Journal of Physical Education, Sports and Yogic Sciences 1(2): 64-66.

65

Pradeep Kumar, Rajender Singh and Preeti Singh


consisting of six simple questions was prepared and was named as questionnaire for assessment of training programmed. The questions for assessment of training were like how many hours of soccer training per day? How many sessions of soccer training you go in a day? How many months of soccer training you go in a week? etc. a soccer players has done in order to nurture the talent to come to this level. The responses received were analyzed and final shape to the

questionnaire was given on the basis of responses received. Description about criterion test In order to asses and evaluate the soccer training program of soccer players, the following question were included in the Soccer training program questionnaire:

Question 1:- How many hours of football (soccer) training you go in a day? Ans:-

Question 2:- How many session of football (soccer) training you go in a day? Ans:-

Question 3:- How many days of football (soccer) training you go in a week? Ans:-

Question 4:- How many months of football (soccer) training you go in a year? Ans:- Question 5:- For how many last tears you have been undergoing training and playing of football (soccer)? Ans:-

Question 6:- In what age you started your training Ans:- Results and Discussion:

For analysis of data descriptive statistics i.e. Mean and S. D. were computed and presented in Table - 1.

Table – 1: Combined mean scores of physique characteristic of women soccer players of Indian universities

In Table-1, it is evident from all the above analysis that the average Body weight of GNDU Amritsar 51.53 kg is highest and average body weight of Goa University is lowest according to other Universities. The average height of GNDU Amritsar 158.59 cm is highest and average height MK University is lowest 154.19 cm. The average leg length of Goa University 82.94 cm is higher and average leg length of BRAB

Bihar 79.54 cm is lowest. The average biceps skin fold of GNDU Amritsar 10.18 mm is highest and the average of biceps skin fold of MK University 8.33 mm is lowest. The average of triceps skin fold of GNDU Amritsar 14.65 mm is highest and average of triceps skin fold of Mumbai University 8.33 mm is lowest. The average of sub scapula skin fold of Mumbai University 14.07 mm is highest and average of sub scapula of MGU Kottayam 9.70 mm is lowest.

1 2 3 4 5 6 7 8 9 10

1 2

1 2 3 4 5 6 7

1 2 3 4 5 6 7 8 9 10 11 12

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Team Name

GND Univ.

BRAB Univ.

Kerala Univ.

MG Univ.

Mum Univ.

Goa Univ.

MK Univ.

Salem Univ.

Combined mean

weight 51.53 46.5 50.9 48.76 50.6 39.11 49.44 49.00 49.54 Height 158.59 157 157.7 155.5 158.3 156 154.1 154.4 156.44 Leg length

82.12 79.5 80.1 82.64 82.34 82.94 80.44 81.31 81.5

B.S.F. 10.18 8.38 8.8 5.94 6.8 7.16 5.56 6.43 7.38 T.S.F. 14.65 10.6 13.6 8.52 8.33 10.16 8.68 8.43 10.41 S.S.F. 11.88 12.2 13.6 9.70 14.07 13.11 12.31 13.44 12.71 S.S.F. 17.06 17.2 20.0 17.82 19.8 18.38 18.5 19.25 18.59 E.E 5.37 4.98 5.04 4.86 5.14 5.21 4.82 5.01 5.07 K.E 8.21 7.93 8.23 7.81 8.09 8.15 7.96 8.06 8.06 S.W. 32.94 34.6 33.6 33.23 34.6 32.22 33.25 34.37 33.54 B.M.G 24.18 23 23.6 23.58 22.73 23.72 24 22.15 23.41 C.MG 32.04 30.8 33.4 31.52 31.93 32.03 31.81 47.91 54.67 T.M.G 48.59 47.6 48.4 49.47 46.9 48.78 49.56 47.91 48.51 C.M.G 82.65 79.2 81.2 79.88 81.7 80.11 80.44 78.59 80.44


Assessment of Physique Characteristics and Training Patterns of Indian Universities Women Soccer Players

The average of super iliac skin folds of Kerala University 20.06 mm is highest while that of GNDU Amritsar 17.06 mm is lowest. The average of elbow epicedial of GNDU Amritsar 5.37 cm is highest while that of MK University 4.82 cm is lowest. The average of knee extension of Kerala University 8.23 cm is highest while that of MGU Kottayam 7.81cm is lowest. The average of shoulder depth of BRAB Bihar 34.69 cm is highest while that of Goa University 32.22 cm lowest. The average of biceps muscle girth of GNDU Amritsar 24.18 cm is highest while that of Salem University 22.15 cm is lowest. The average of calf muscle girth of Salem University 47.91 cm is highest while that of BRAB Bihar 30.8 cm is lowest. The average of thigh muscle girth of 49.56 cm is highest while that of Mumbai University 46.9 cm is lowest. The average of chest muscle girth of GNDU Amritsar 82.65 cm is highest while that of Salem

University 78.59 cm is lowest according to other universities. The average body weight, height, Leg length, Biceps skin fold, Triceps skin fold, Sub scapula skin fold, Super iliac skin fold, Elbow epicondyle, Knee epicondyle, Shoulder Width, Biceps muscle girth, Chest muscle girth, Thigh muscle girth, Calf muscle girth is 49.54 kg, 156.44 cm, 81.5 cm, 7.38 mm, 10.41 mm, 12.71 mm, 18.59 mm, 5.07 cm, 8.06 cm, 33.54 cm, 23.41 cm, 54.67 cm, 48.51 cm, 80.44 cm respectively. The average of physique characteristics of every performer of Salem University is approximately equal to the combined mean of physique characteristic. This shows that, physique characteristic is also one of the major factors in winning a game.

Table - 2: Combined Mean Scores of training programme of women soccer players of Indian Universities

Question

N=126 Mean S.D.

1. How many hours of soccer training go in a day? 4.18 0.72 2. How many sessions of training go in a day? 1.66 0.2 3. How many days training go in a week? 5.65 0.53 4. How many months training go in a year? 8.23 1.47 5. For how many last year’s undergoing training and playing? 7.04 2.35 6. In what age started training? 15.06 2.21

In Table - 2, it is evident from the above analysis that the all eight Universities give four hours and eighteen minutes per day for soccer training which is higher. Average of sessions of training per day is approximate two for every team. All eight Universities doing for approximate six days. All eight Universities were training for about eight month and twenty three days which is highest. All team have been doing training since last seven years which is highest. All Universities started doing training at early age of fifteen years on an average. Conclusions: 1. The physique characteristic namely height, Body

weight, leg length, muscle girth, body fat percentage, bone diameter is significantly distinct to soccer performance.

2. The top eight position of Indian Universities soccer players undergo training for four hours and eighteen minutes in a day, two sessions in a day, six days in a week, eight months and twenty three in a year, their training age is seven years on an average, and soccer played training age is fifteen years on an average.

3. It is further concluded that top eight team players of Indian universities level are superior in training.

REFERENCES: Have, Principles of Sports Training St. Louis: The C.V. Mosby Company, 1973, P. 13.

F. W. Cozen et al. A Study of Stature in Relation to physical Performance” Research Quarterly (1930): 3845. Loy W. John, D. McPherson Barry and Kenyan Gerald, Sports and Social System (California: Addition Wesley Publishing Co., 1978), P. 1. Robert C. Albrecht, “The Relationships Between Certain Physique and Flexibility Measure and High School Swimming Success,” Completed Research in Health, Physical Education and Recreation I (1959):56 Robert G. Hindmarch, “The Relationship Between Various Anthropometric and Physical Performance Tests and Selected Trunk Flexibility Criteria,” Completed Research in Health, Physical Education and Recreation 2 (1960): 22.


Rajender Singh Department of Physical Education Jiwaji University, Gwalior (M. P.)

Preeti Singh Research Scholar, SOS in Physical Education Jiwaji University, Gwalior (M. P.)

*** *** ***


Comparative Study of Available Facilities of Physical Education and Sports in Senior Secondary Schools

Comparative Study of Available Facilities of Physical Education and Sports in Senior Secondary Schools Shyam Narayan Singh and Paranveer Singh See end of the article for authors’ affiliations Correspondence to: Shyam Narayan Singh S. D. P.G. College Muzaffarnagar (U. P.)

ABSTRACT The purpose of the study was to compare the available facilities of physical education and sports in senior secondary schools of Haridwar (Uttrakhand), Saharanpur (Uttar Pradesh) and Yamunanagar (Hrayana). Ten senior secondary schools were selected randomly from each district and from each school at least one physical education teacher was selected to get the information via questionnaire. All the physical education teachers were voluntarily agreed to extend full cooperation and efforts for the successful completion of the investigation. For the comparisons of available facilities in three districts the percentage was calculated. The study revealed that The percentage of M.A. qualification of physical education teachers in all three district schools is higher and there is low percentage of physical education teachers having B. Sc. qualification. With the regard to professional qualifications there is high percentage of physical education teachers in all three district schools having B. P. Ed. degree and low percentage of physical education teachers having Ph. D. degree. The provision of physical education and sports related facilities provided by schools of three districts were (in sequence of top to bottom) Yamunanagar, Saharanpur and Haridwar. More problem faced by the Saharanpur district schools during the organization of tournaments but the Yamunanagar schools faced low % of problems.

Key words: Physical Education and Sports Facilities, Physical Fitness, Mental Fitness

The mission of physical education and sports is to provide adequate physical education facilities and programme that are wholesome and attractive so as to enshrine sound mind in a sound body and the vision is to provide adequate infrastructure facilities for sports and games so that students choose and participate in the events for which they have flair. Keeping in view the mission and vision of physical education and sports the investigators have tried to compare the available facilities of physical education and sports in senior secondary schools of Haridwar (Uttrakhand), Saharanpur (Uttar Pradesh) and Yamunanagar (Hrayana). Methodology: The study was carried out in the year 2007-2008 in Haridwar, Saharanpur and Yamunanagar districts respectively. 10 senior secondary schools were selected randomly from each district and from each school at least one physical education teacher was selected to get the information via questionnaire. Questionnaire containing information on physical education teachers (like name, appointment year, duration of service, educational qualification, professional qualification etc.), facilities of sports field, equipments, literature related to physical education, problem faced during sports programme,

level of the participation in the sports of students, coaching facilities, provision of awards etc. were used for collecting the data. All the subjects (physical education teachers) voluntarily agreed to extend full cooperation and efforts for the successful completion of the investigation. Keeping in view the objective of the study for the comparison of available facilities of physical education and sports in senior secondary schools of Haridwar, Saharanpur and Yamunanagar the percentage was calculated. Results and Discussion: The results of the study for the comparison of available facilities of physical education and sports in senior secondary schools of Haridwar, Saharanpur and Yamunanagar districts have been presented in Tables. Table 1: Academic qualification of physical education teachers in terms of percentage

Qualifications

Haridwar (%)

Saharanpur (%)

Y. Nagar (%)

M.A 30 40 30 B.A. 40 30 40

B.S.C. 20 10 20 Table 1 indicates that 40% of Saharanpur teacher are post graduate in arts but in the case of Haridwar and

Singh, Shyam Narayan and Singh, Pranveer (2012) Comparative Study of Available Facilities of Physical Education and Sports in Senior Secondary Schools International Journal of Physical Education, Sports and Yogic Sciences 1(2): 67-69.

68 Shyam Narayan Singh and Paranveer Singh


Yamunanagar its 30%, 40% of teachers are graduates in arts of Haridwar and Yamunanagar but Saharanpur had 30%. Twenty percent teachers of Haridwar and Yamunanagar were graduated in science but only 10% teachers were from Saharanpur. Table 2: Professional qualification of physical education teachers in terms of percentage

Qualifications Haridwar(%)

Saharanpur(%)

Y. Nagar (%)

B.P.E. 10 10 10 B. P. Ed. 20 50 10 D.P.ED. 10 10 20 M. P. Ed. 50 10 40 M. Phil. 10 10 20 Ph. D. 0 10 0

Table 2 shows that 10% of teachers are B.P.E. in each district schools, 50% of teachers are B. P. Ed of Saharanpur, 20% are of Haridwar and 10% of Yamunanagar. 10% of teachers of Haridwar and Saharanpur are D. P. Ed and 20% are from Yamunanagar. The percentage of M. P. Ed qualification are Haridwar - 50%, Saharanpur 10% and 40% M. P. Ed, in case of M. Phil. 10% are from Haridwar and Saharanpur each and 20% are from Yamunanagar. Only Saharanpur district had 10% physical education teachers having Doctorate degree. Table 3: Facilities of field, literature, medical, gymnasium, kit, accommodation, sports -equipments and swimming pool in percentage

Facilities Haridwar (%)

Saharanpur(%)

Y. Nagar (%)

Field 100 100 100 Literature 70 80 90 Medical 80 30 80

Gymnasium 10 20 10 Kit 70 70 70

Accommodation 10 10 10 Sports Equipment 90 80 90

Refreshment 80 80 60 Swimming pool 00 00 00

Above table shows that all the selected schools of each districts having play field. 90% of Yamunanagar schools having literature facility, in case of Haridwar and Saharanpur its 70% and 80% respectively. 80% of Haridwar and Yamunanagar schools having medical facilities but in case of Saharanpur it is only 30%. 10% of schools of Haridwar and Yamunanagar having gymnasium facility but in case of Saharanpur its 20%. From all the three districts only 70% of schools provide kit facilities and 10% provides accommodation facilities. In case of sports equipment 90% of Haridwar and Yamunanagar schools having this facility but in case of Saharanpur schools its 80%. 80% of Haridwar and Saharanpur schools having

refreshment facility and the percentage of this facility of Yamunanagar are 60%. There is no swimming pool facility in the schools of all three districts. Table 4: Facilities of field, court and track in terms of percentage

Sports Field/Court

Haridwar(%)

Saharanpur(%)

Y. Nagar (%)

Badminton 60 50 70 Hockey 30 30 40 Cricket 70 60 70 Track 60 40 70

Volleyball 70 60 80 Football 50 50 60

Basketball 20 30 40 Handball 10 10 40 Kabaddi 80 90 70 Kho-Kho 50 50 70

Table 4 shows that 60% schools of Haridwar districts having Badminton court and in the case of Saharanpur and Yamunanagar its 50 and 70% respectively. 30% of Haridwar and Saharanpur schools having hockey field facility and in case of Yamunanagar its 40%. 70% of Haridwar and Yamunanagar schools having cricket field but in case of Saharanpur it is only 60%. 70% of schools of Yamunanagar having track facility but in case of Haridwar and Saharanpur it’s 60% and 40% respectively. 80% of schools of Yamunanagar districts having volleyball court and in the case of Haridwar and Saharanpur it’s 70% and 60% respectively. In case of football field 50% of Haridwar and Saharanpur schools having this facility but in case of Yamunanagar schools its 60%. The percentages of basketball court facility in all three districts school are 20%, 30% and 40% respectively. 10% of Haridwar and Saharanpur schools having handball court facility and in case of Yamunanagar its 40%. The percentages of Kabaddi court facility in all three districts school are 80%, 90% and 70% respectively. 50% of Haridwar and Saharanpur schools having Kho –Kho court facility and in case of Yamunanagar its 70%. Table 5: Problem faced during organization of games and sports in terms of percentage

Problems Haridwar(%)

Saharanpur(%)

Y.Nagar (%)

Lack of budget 90 100 70 Lack of time 20 10 50 Lack of participation 60 80 20

Non cooperation of principal 20 30 10

Lack of motivation 40 20 60

Problem of play area 10 00 40

Non cooperation of non P. E. T. 70 60 70


Comparative Study of Available Facilities of Physical Education and Sports in Senior Secondary Schools

Table 5 shows that 100% school of Saharanpur districts having budget problem and 90% of Haridwar and 70% of Yamunanagar districts schools are having same budget problem. Problem faced by the schools with respect to lack of time for the organization of tournaments in a Haridwar, Saharanpur and Yamunanagar districts are 20,10 and 50 % respectively. The percentage of lack of participation in the tournaments of Haridwar, Saharanpur and Yamunanagar districts schools are 60, 80 and 20%. The non cooperation of principal in the organization of tournaments in terms of percentage for selected schools of Haridwar, Saharanpur and Yamunanagar are 20,30 and10%. The percentage of lack of motivation in the organization of tournaments of Haridwar, Saharanpur and Yamunanagar districts schools are 40,20 and 60%. The problem of play area in the schools of Haridwar, Saharanpur and in Yamunanagar in terms of percentage is 10 and 40%. The non cooperation of non physical education teachers in the organization of tournaments in terms of percentage for selected schools of Haridwar, Saharanpur and Yamunanagar are 70, 60 and 70%. Table 6: Playing level of the students in terms of percentage

Level Haridwar(%)

Saharanpur(%)

Y.Nagar (%)

School level 100 100 100 District level 100 100 90

State level 60 60 70 National level 30 40 60 International

level 00 00 01

Above table shows that 100% of schools having school level participation in all three selected districts but in case of district level participation the percentage of Yamunanagar is less by 10% only. 70% schools of Yamunanagar district have state level players and in the case of Haridwar and Saharanpur its 60%.Badminton court and in the case of Saharanpur and Yamunanagar its 50 and 70% respectively. The percentage of national level players in the Haridwar, Saharanpur and Yamunanagar districts schools are 30, 40 and 60%. Yamunanagar have only 1% international level player. Table 7: Provision of accommodation, separate physical education department coaching and awards in terms of percentage

Facilities Haridwar(%)

Saharanpur(%)

Y.Nagar (%)

Accommodation 10 10 20 Separate P. E. department 90 100 100

Coaching 50 60 80 Awards 100 100 100

Table 7 shows that 20% schools of Yamunanagar districts having accommodation facility and in the case of Haridwar and Saharanpur its 10%. 100% of Saharanpur and Yamunanagar schools having separate physical education department and in case of Haridwar its 90%. The percentage of coaching facility in the Haridwar, Saharanpur and Yamunanagar districts schools are 50, 60 and 80% respectively. 100% schools of selected districts having awards facility. Conclusions: 1. The percentage of M.A. qualification of physical

education teachers in all three district schools is higher and there is low percentage of physical education teachers having B.S.C. qualification.

2. With the regard of professional qualification there is high percentage of physical education teachers in all three district schools having B. P. Ed degree and low percentage of physical education teachers having Ph.D. degree.

3. The provision of physical education and sports related facilities provided by schools of three districts are (in sequence of top to bottom) Yamunanagar, Saharanpur and Haridwar.

4. More problem faced by the Saharanpur district schools during the organization of tournaments but the Yamunanagar schools faced low percentage of problems.

REFRENCES Bennet Bruce L. & Howell Maxwell Comparative Physical Education and Sports, 2nd Edition, Lea and Febiger, Philadelphia, 1983 Bennet Bruce L. &Dalen D. B. Van A World History of Physical Education, 2nd Edition Prentice Hall, Englewood Cliff,1987. Bucher, C. A. & Wuest D.A. Foundation of Physical Education and Sports, Mosby Publishing St Louis Toronto Santa Carla, 1987. Farook M. Study of Physical Education Facilities in School of Madras City, Unpublished Master Thesis, University of Madras, 1972. Radha Krishanan K. A Survey of Physical education Facilities in Higher Secondary Schools in Selected Districts of Himachal Pradesh, Unpublished Master Thesis, University of Madras, 1978. http://www.caricom.org/jsp/community_organs/physedpolicy_lc.jsp?menu=cob http://www.thesportjournal.org/article/results-and-recommendations-world-summit-physical-education Authors’ affiliations: Paranveer Singh Gochar Mahavidayalaya Rampur Maniharan Saharanpur (U. P.)

*** *** ***

http://www.caricom.org/jsp/community_organs/physedpolicy_lc.jsp?menu=cob

http://www.caricom.org/jsp/community_organs/physedpolicy_lc.jsp?menu=cob

http://www.thesportjournal.org/article/results-and-recommendations-world-summit-physical-education

http://www.thesportjournal.org/article/results-and-recommendations-world-summit-physical-education


Physical and Psychological View of Urban and Rural Students

Physical and Psychological View of Urban and Rural Students Ajay Karkare and Vivek Awasare

See end of the article for authors’ affiliations Correspondence to: Ajay Karkare Rani Laxmibai Mahila Mahavidyalaya, Sawargaon Distt. Nagpur (M.S.)

ABSTRACT The purpose of the present study was to investigate physical and psychological variables of urban and rural students of Vidarbha region in Maharashtra. Investigator decided to compare physical fitness, mental health and personality dimensions of urban and rural students. Eight hundred students (400 urban and 400 rural) were selected from different schools of Vidarbha region in Maharashtra. To determine physical fitness Cooper’s (1965) JCR test was adopted. To measure personality of subjects Junior Eysenck Personality Inventory (JEPI) model was used. To determine mental health of subjects Mental Health Inventory prepared by Agashe and Helode was used. For the comparison of physical and psychological variables ‘t’ test was used. Results indicated that rural and urban students have significant difference on physical fitness and psychological variables.

Key words: Physical fitness, Mental health, Personality dimensions.

The term mental health is so common in the daily usage that psychologists are facing difficulties in defining it more accurately from the standpoint of their science. As a result, different points of view regarding the concept of mental health are prevailing in the psychological literature Soddy (1952), Berrien (1956), Strong (1965).

A Tantric Yogi can spiritualize his mind. He can get rid of lowers types of desires and thus he may transform his ordinary personality into a spiritualized personality. Thus the criteria’s of normality (mental health) is within in individual himself. As pointed out by Sri Aurobindo (1978) supramental transformation of personality is considered as on indicator of perfect mental health. Methodology:

Eight hundred students, (400 urban and 400 rural) from Vidarbha region in Maharashtra state was selected from different schools for the study. The age group of the subjects ranged between 13-18 years. Physical fitness was determined by Cooper’s JCR test (1965). Test consists with three items namely chin-ups, vertical jump and shuttle run.

To determine mental health of urban and rural students mental health inventory prepared by Agashe and Helode was decided to use. In this inventory there were 36 questions which measured ego strength,

philosophy of life and self acceptance of urban and rural students.

For the purpose of tapping extraversion, neuroticism and L dimension of Eysenck's personality theory, the J.E.P.I. inventory developed by B.J. Eysenck has been preferred. This inventory measures extraversion (E), neuroticism (N) along with an element of social desirability known as faking through its lie sub-scale by a questionnaire method. The original inventory is in English and it is basically meant for junior population. It was decided to go for a Hindi version of Eysenck's J.E.P.I. inventory prepared by (Helode, 1985). This Hindi J.E.P.I. inventory comprises of in all 50 items of which 20 items are for tapping E, 20 items for measuring N, and 10 items are for measuring tendency to tell a lie (L). So as reliability and validity of this Hindi J.E.P.I. is concerned, it can be said that the inventory is highly reliable and valid. Results and Discussion:

Descriptive statistics were calculated for each items of the physical fitness and the mean and standard deviation along with their ‘t’ value are presented in Table - 1.

In Table -2 descriptive statistics mean and standard deviation with ‘t’ test of psychological variables namely mental health, extrovert-introvert, neuroticism and L-scores are presented.

Table -1: Descriptive statistics on physical fitness among urban and rural students

Urban Students (N=400) Rural Students (N=400) t Level of significance Mean ± SD Mean ± SD

Vertical Jump 27.79 ± 9.30 29.44 ± 8.47 2.62 P<.01 Chin-up 13.96 ± 5.64 17.41± 7.61 7.29 P<.01 Shuttle Run 30.22 ± 2.59 29.39 ± 2.80 4.37 P<.01

‘t’ value at 0 .05 = 1.96 and 0.01= 2.57

Karkare, Ajay and Awasare, Vivek (2012) Physical and Psychological View of Urban and Rural Students International Journal of Physical Education, Sports and Yogic Sciences 1(2): 70-71.

71 Ajay Karkare and Vivek Awasare


Table – 2: Comparison of mental health and personality dimensions among urban and rural students

Urban students (N=400) Rural students (N=400) t Level of Significance Mean ± SD Mean ± SD

Mental Health 18.20 ± 3.41 19.30 ± 3.73 4.34 P<.01 Extrovert-Introvert 12.85 ± 2.92 11.92 ± 2.71 4.62 P<.01 Neuroticism 8.15 ± 3.07 9.98 ± 3.12 8.30 P<.01 L-score 5.96 ± 2.17 6.70 ± 2.14 4.83 P<.01

‘t’ value at .05 = 1.96 and .01= 2.57

Table - 1 shows that rural students have found to be superior on vertical jump as compared to urban boys beyond 0.01 level. Urban students have shown low arm strength as compare to rural students. Rural students have shown more speed and agility than the urban boys at 0.01 level. The findings of the table - 1 indicated that rural students having more physical fitness as compared to urban students. The main reason behind that was the living conditions of rural students have more difficult as compared to urban students. Urban students were eating lots of junk food which is harmful for the body, as compared to rural students.

Table - 2 reveals that rural students have shown their superiority on mental health as compared to urban students at .01 level. Urban students have found to be more extrovert as compared to rural students (p<.01). Rural students have found to be more neurotic than the urban students (p< .01). Urban students have shown low tendency to tell lie as compared to rural students (p< .01). The findings of the table no.2 point out that urban and rural student have found to be significantly differing on mental health and personality dimensions. The main reason behind that is, the urban students having more awareness about their career and it create mental tension on mind. The rural students not much aware about the career, therefore they don’t have much stress as compared to urban boys. Thus rural boys have found to be more mental health than the urban boys. According to above mentioned results rural boys have found to be introvert as compared to urban boys. Urban boys having lots of opportunities to expose than the rural boys thus they were more extrovert. Rural boys were found to be emotionally unstable than the urban boys, thus they shown more neurotic tendency as compared to urban boys. Rural boys have also found to have more tendency to tell lie as compared to urban boys. Conclusions:

Rural students have shown significantly differ on physical fitness than the urban students. Rural students have shown more arm strength, explosive leg strength and speed and agility than the urban students. Urban

students have shown low amount of mental health as compared to rural students. Rural students found to be introvert than the urban students. Rural students have shown more neuroticism and tendency to tell lie than the urban students. REFERENCES: Agashe and Helode Mental Health Inventory, department of psychology Ravishankar ShuklaUnviertisy, Raipur, (unpublished), 1988. Cooper Motor Fitness Test: Measurement in Physical education, Carlton R. Meyers, 2nd edition, the Ronald press company, New York, 1974.n. Folkins C. H. et al Physical fitness and mental health, American psychologists, vol.36, 373-389, 1981. Helode, R. D. J.E.P.I. Hindi inventory, Memory variance and personality, CBS publication, New Delhi. Judd, Flone et al “The mental health of rural Australians: Developing a framework for strategic research”. Australian Journal of rural health, 10, 6, pp 269, Dec 2002. Kell, Robert T. et al “Musculoskeletal fitness, Health outcomes and quality of life,” Sports medicine, 31, 12, pp. 867-73, 2001. Stephens T. Dulberg C and Joubert N “Mental health of the Candian population: A comprehensive analysis.” Reports on the mental health of the Canadian population pp. 18-32, 1999. Singer, R. S. Personality differences between and within baseball and tennis players, Res, Quart. Vol. 40, p. 583, 1969. Soddy, K. Mental Health and the mal adjustment child Mental Hyg. H.Y. 1952.


Vivek Awasare N. T. College of Physical Education Nagpur (M.S.)

*** *** ***


Effect of Training and Break in Training on Physical Fitness Components

Effect of Training and Break in Training on Physical Fitness Components Bhawana Yadav, Abhay Kumar Bhosle and Utpal Rao Dongre

See end of the article for authors’ affiliations Correspondence to: Bhawana Yadav, Research Scholar Devi Ahilya University Indore (M.P.)

ABSTRACT The purpose of the study was to analysis the effect of training and break training on components of physical fitness. Twenty nine male and female students were selected for this study. Pre test conduct by the Physical Education Department during Admission using (AAHPERD Youth Fitness Test) test of B.P.E.I year. First post test was conducted by researcher before Depawali vacation and second post test was conducted after a gap of seven days when subject reporting to department. Paired ‘t’ test was applied between pre-test and post test means of group. The statistical analysis was tested for significance at 0.05 level. It was concluded that due to effect of training the physical fitness components viz. strength, abdominal strength, agility, leg strength and speed significantly improved but there was no significant improvement in endurance ability. And due to effect of break in training the ability of the entire physical fitness component reduced.

Key words: Strength, Training, Break in Training, Abdominal strength.

Athletes today are trained on scientific lines and using highly sophisticated technology for top performance in their specific sports with minimum expenditure of energy and time. To improve or maintain a desired level of physical fitness, there is a need to constantly administer an adequate training intensity while exercising. No doubt with the development of scientific approach in sports, there has been many attempts to help athletes and coaches in their pursuits in many ways like assessing on various physical, physiological and Psychological demands of sports. The effects of resistive type exercise on athletic performance have been largely evident. To know the effect of training and break in training on components of physical fitness it was decided to take up this study. Methodology: For the purpose of this study 29 male and female students were selected from department of physical education Devi Ahiliya University, Indore those are take admission in B.P.E.-I year. The age of subject ranged from 20 to 26 years. The physical fitness variables are strength, abdominal strength, agility, leg strength, speed, and endurance select for study. To measuring strength, abdominal strength, agility, leg strength, speed, endurance ability through the respectively test: strength-Pull ups (for boys) and flexed arm hang (for girls) abdominal strength - bent knee sit-ups, agility – 10x4 shuttle run, leg strength -standing broad jump, speed - 50 yards dash and

endurance - 600 yard run/walk . Pre test conduct by the Physical Education Department during Entrance Examination using (AAHPER Youth Fitness Test) test for B.P.E-I year. First post test was conducted by researcher before Depawali vacation and second post test was conducted after a gap of seven days when subject reporting to department. Paired‘t’ test was applied between pre-test and post test means of group. Results and Discussion: The significance of mean differences found due to the effected of training and break in training on selected strength variables have been are presented in Tables. Table-1: Effect of training on physical fitness components

Variable n Pre test Mean

I Post Test M

M.D. ‘t’

Pull ups 29 7.36 9.22 1.86 3.32* Bent Knee

Sit Ups 29 32.551 40.275 7.724 4.936*

Shuttle Run

29 10.58 10.33 0.25 6.827*

Standing Broad Jump

29 2.081 2.35 0.269 4.43*

50 yard dash

29 8.15 7.713 0.837 5.955*

600 yard run/walk

29 1.965 1.988 0.023 .454

*Significant at 0.05 level

Yadav, Bhawana; Bhosle, Abhay Kumar and Dongre, Utpal Rao (2012) Effect of Training and Break in Training on Physical Fitness Components International Journal of Physical Education, Sports and Yogic Sciences 1(2): 72-73.

73

Bhawana Yadav, Abhay Kumar Bhosle and Utpal Rao Dongre


Table - 1 clearly indicates that pull ups, bent knee sit ups, shuttle run, standing broad jump and 50 yards dash test was found significant having ‘t’ value = 3.32, 4.936, 6.827,4.43, 5.955 respectively. The mean difference of 600 yards run/walk test was not found significant having ‘t’ value = 0.454.

Table - 2: Effect of Break in Training on physical fitness components (N = 29)

Variable I Post Test Mean

II Post Test Mean

M.D ‘t’

Pull ups 9.22 7.32 1.86 3.16* Bent Knee Sit Up

40.275 36.034 4.24 4.135*

Shuttle Run

10.33 10.68 0.35 7.20*

Standing Broad Jump

2.35 2.161 0.683 1.775*

50 Yards dash

7.713 8.396 0.683 5.502*

600 Yards run/walk

1.988 2.250 0.262 4.072

*Significant at 0.05 level Table - 2 clearly indicate that pull ups, bend knee sit ups, shuttle run, standing broad jump, 50 yard dash and 600 yard run/walk was found significant having ‘t’ value = 3.16, 4.135, 7.20, 1.775, 5.502, and 4.072 respectively.

Conclusions:

1. Due to effect of training on components of physical fitness viz. strength, abdominal strength, agility, leg strength and speed, significantly improved but endurance ability did not improve.

2. Due to effect of break in training the ability of all the physical fitness components reduced.

REFERENCES:

AAHPER Youth Fitness Test Manual Washington, D.C.: AAHPER Publication, 1978. Barrow, Harold M. and McGee, Rosemary A Practical Approach to Measurement in Physical Education Philadelphia: Lea & Febiger, 1979. Singh, Hardayal Sports Training General Theory and Methods DVS Publications Delhi,1984. Uppal, A. K. Physical Fitness and Health L.N.C.P.E. Gwalior, 1993. Authors’ affiliations:

Abhay Kumar Bhosle Govt. N. C. D. M. College Alote Distt. Ratlam (M.P.)

Utpal Rao Dongre Resident Manager, Edusports

*** *** ***


Effect of Ageing and Emotional Stability on Positive Mental Health of Retired Football Players

Effect of Ageing and Emotional Stability on Positive Mental Health of Retired Football Players C. D. Agashe and Sumit Tiwari


Correspondence to: C. D. Agashe SOS in Physical Education Pt. Ravishankar Shukla University, Raipur (C.G.)

ABSTRACT The present study was conducted to see the effect of ageing and emotional stability upon positive mental health of retired football players. To conduct the study, 50 retired football players from each age group i.e. 31-35, 36-40, 41-45, 46-50, 51-55 and 56-60 years respectively were selected as sample. In all 300 retired football players from these age groups were selected. The criterion for selection of football players for the presentation was participation in state level tournaments during their sporting career. Mental health of the subjects was assessed by three dimensional Mental Health Inventory prepared by Agashe and Helode (1988) while neuroticism was assessed by Hindi version of PEN inventory prepared by Menon et al. (1978). Results were obtained by 6x2 ANOVA technique and revealed that ageing had no adverse affect upon positive mental health of retired football players. Results also showed low neurotic subjects possess significantly better positive mental health as compared to high neurotic subjects. The two factor interaction effect of ageing and neuroticism upon positive mental health of retired football players was turned out to be statistically insignificant. Hence it may be concluded that neuroticism affect positive mental health but the role of ageing and interaction effect of these two variables on positive mental health cannot be established.

Key words: Ageing, Emotional Stability, Mental Health, Neuroticism.

The psychological problems of old age are associated with the readjustments of the person who is growing older, has to make the changes which commonly overtake him. These are the changes in his physical functioning, in his work or occupation, in his economic status and in his social situation. In all these stated problems, mental health is one major issue when we consider psychological problems with ageing.

So many researchers, namely Fuller, C.W. et al (2001), Drawer, S. et al (2002), Kohandel, A. (2006), Lynch, N. (2007) have conducted studies with prime focus on retired football players but all these studies are concerned with physiological and clinical aspect of ageing rather than psychological. In fact researcher was not able to locate any study on retired football players in which positive mental health of retired football players was assessed in the light of ageing and emotional stability. Hence, considering all the above factors, the researcher decided to assess positive mental health of retired football players with relation to ageing and neuroticism. Methodology:

To conduct the study, 50 retired football players from each age group i.e. 31-35, 36-40, 41-45, 46-50, 51-55 and 56-60 years respectively were selected as

sample. In all 300 retired football players from these age groups were selected. The criterion for selection of football players for the present study was participation in any state level tournaments during their sporting career.

To measure positive mental health, three dimensional positive mental health (self acceptance, ego strength and philosophy of life) inventory prepared by Agashe and Helode (1988) was used.

To assess neuroticism dimension of personality, Hindi version of PEN inventory prepared by Menon et al. (1978) was administered to each subject. After scoring, obtained data was tabulated.

Q1 and Q3 technique was utilized to cluster subjects into extrovert and introvert subjects. All the subjects whose neuroticism scores on were above 75th percentile were classified as neurotic and subjects whose scores were below 25th percentile were treated as normal subjects. To find out the effect of ageing (Six age groups) and neuroticism (Neurotic-Normal) on positive mental health of retired players, 6x2 ANOVA technique was adopted. Results and Discussion:

Descriptive statistics and ANOVA summary are presented below in the form of Table - 1.

Agashe, C. D. and Tiwari, Sumit (2011) Effect of Ageing and Emotional Stability on Positive Mental Health of Retired Football Players International Journal of Physical Education, Sports and Yogic Sciences 1(2): 74-75.

75 C. D. Agashe and Sumit Tiwari


Table - 1 Ageing x Neuroticism upon Positive Mental Health of Retired Football Players (N=222) Neuroticism (B)

Neurotic Normal Subjects (b1) Subjects (b2) M 31-35 years N=17 N=18 (a1) M=18.76 M=21.94 20.35 36-40 years N=20 N=16 (a2) M=18.50 M=23.75 21.12 41-45 years N=19 N=16 (a3) M=19.36 M=23.31 21.34 46-50 years N=23 N=16 (a4) M=19.04 M=20.87 19.95 51-55 years N=21 N=17 (a5) M=19.76 M=20.88 20.32 56-60 years N=19 N=20 (a6) M=20.31 M=23.50 21.90 M 19.29 22.37

ANOVA Summary

Source of SS df MS F Variation A 103.633 5 20.727 1.95(NS) B 521.442 1 521.442 49.07** AB 99.275 5 19.855 1.86(NS) Within treatment 2231.248 210 10.625 (Error)

**Significant at .01 level NS - Not significant

The main effect of ageing upon positive mental health of retired football players turned out to be statistically insignificant. (F=1.95, p>.05) The heartening fact comes out with the result is that retired football players maintained their level of positive mental health in their life span. The main effect of neuroticism upon positive mental health of retired football players turned out to be statistically significant. (F=49.07, p>.01) It shows that those subjects who are normal exhibited higher magnitudes of positive mental health as compared to neurotic subjects. The interaction effect of ageing and neuroticism upon positive mental health of retired football players was found to be statistically insignificant. (F=1.86, p>.05) Conclusions: 1. Effect of ageing upon positive mental health of

retired football players was not observed. 2. Anxiousness, touchy and restless behaviour

pattern is detrimental for positive mental health. 3. The interaction effect of ageing and neuroticism

together, unable to influence positive mental health of retired football players.

REFERENCES Agashe, C. D. and Helode, R. D. Positive Mental

Health Inventory 2007 Psycho scan Wardha.

Drawer, S. and Fuller, C. W. (2002) Perceptions of retired professional soccer players about provision of support services before and after retirement British Journal of Sports Medicine 36(1):33-38.

Eysenck H. J. & Rachman S. (1965) Causes and cures of neurosis; London: Routledge and Kegan.

Eysenck H.J. (1973) Personality learning and anxiety In H.J. Eysenck (Ed.) Hand Book of Abnormal Psychology, London: Pitman

Eysenck H.J. (1977) Psychology is about people Penguin

Eysenck, H.J. (1960) Structure of Human Personality, London, Metheun.

Fuller, C.W. and Drawer, S. (2001) Propensity for osteoarthritis and lower limb joint pain in retired professional soccer players. British Journal of Sports Medicine 35:402-408.

Menon, D.K., Malhotra, S.K. and Dubey, B.L. (1978) Hindi PEN Inventory Preliminary Data on Normal and Psychiatric Patients Indian Journal of Clinical Psychology (1): 59-62.

Authors’ affiliations: Sumit Tiwari WIPRA College of Physical Education Raipur (C.G.)

Agei

ng (A

)


Comparative Study of Eating Disorders between Female Netball Players of Different Zones in India

Comparative Study of Eating Disorders between Female Netball Players of Different Zones in India Sanjay J. Thakur, Jagdish J. Vankar and Pankaj P. Parmar


Correspondence to: Sanjay J. Thakur M. Phil. Scholar Gujrat Vidyapeeth, Sadra Taluka & Distt. GandhiNagar (Gujrat)

ABSTRACT The purpose of present study was to compare eating disorder between female netball player of west, east, south and north zone in India. 120 female netball players those who participated in Senior National netball Championship organized by Rajasthan netball Association held at Jaipur, who volunteered to participate in the study. Each zone has 30 female netball players. The study was further delimited to investigation through questionnaire of eating disorder developed by David C. Nieman. For statistical analysis of data the comparison of eating disorder between female netball players of different zones of India like west, east, south and north zone. One way ANOVA was applied. There was significant difference between female netball player of west, east, south and north zone in India. Post-hoc LSD test was applied. the result of the study indicated the west zone female netball players was having more eating disorder in comparison to south, east and north zone female netball players. But there was no significant difference between east and south zone female netball player and also no significant difference found between east and north zone female netball players.

Key words: Eating disorder, Anorexia Nervosa, Bulimia Nervosa.

Anorexia nervosa, a form of self-starvation, is an eating disorder characterized by low body weight (less than 85 percent of normal weight for height and age), a distorted body image, amenorrhea (absence of at least three consecutive menstrual cycles when otherwise expected to occur in women), and an intense fear of gaining weight. Bulimia Nervosa is characterized by a highly secretive cycle of binge eating followed by purging. Bulimia includes eating large amounts of food (more than most people would eat in a meal) in a short period, then getting rid of the food and calories through vomiting, excessive exercise, or laxative abuse. There are many diseases, disorders, and problem conditions involving food, weight and eating, but in everyday conversation, the term "eating disorders". An eating disorder is a compulsion to eat , or avoid eating , that negatively affects both one's physical and mental health. Several factors contribute to eating disorders, including poor parental relations and family dynamics. Poor personal relationships and social factors like increased emphasis on thinness and physical attributes are the main culprits. Eating disorders do mainly affect women between the ages of 12 and 35; other groups are also at risk of developing eating disorders. Eating disorders affect all ethnic and racial groups and while the specific nature of the problem and the risk factors

may vary, no population is exempt. Younger and younger children seem to be at risk of developing Eating Disorder, Anorexia Nervosa and Bulimia Nervosa. The study was delimited to the only female netball players of different zones of India who participated in Senior National netball Championship held at Jaipur, Rajasthan - India. The study was further delimited to investigation through questionnaire of eating disorder developed by David C. Nieman in the book of Fitness and Sports Medicine. Methodology Initially one hundred twenty female netball players selected as subjects randomly who volunteered participated in this study. All the participants those who came for participated in Senior National netball Championship which was organized by Rajasthan netball Association held at Jaipur all the important and required information was given to subjects. Data of eating disorder taken through questionnaire of eating disorder developed by David C. Nieman in the book of Fitness and Sports Medicine. For statistical analysis of data to find out the comparison of eating disorder between female netball players of different zones of India like west, east, south and north zone. One way analysis of variance (ANOVA) F-test was applied. The level of significance in the study was

Thakur, Sanjay J.; Vankar, Jagdish J. and Parmar, Pankaj P. (2011) Comparative Study of Eating Disorders between Female Netball Players of Different Zones in India International Journal of Physical Education, Sports and Yogic Sciences 1(2): 76-77.

77 Sanjay J. Thakur, Jagdish J. Vankar and Pankaj P. Parmar


chosen at .05. Graph and figure were drawn using Excel software. The results show that there was significant difference between female netball player of west, east, south and north zone in India. Since the values of F – ratio were found significant in the different groups the data were further subjected to the post-hoc test LSD was applied.

For statistical analysis of data to find out the comparison of eating disorder between female netball players of different zones of India like west, east, south and north zone. One way analysis of variance (ANOVA) F – test was applied to find out the significant difference the LSD post hoc test was applied. The level of significance in the study was chosen at .05.

Table – 1: Mean score of eating disorder checklist in female netball player of different zones

ZONES WEST EAST SOUTH NORTH MEAN 30.1 21.3 19.9 23.7

Table-2: Analysis of variance of the female netball player of different zones in eating disorder

SOURCE OF VARIANCE D.F. S.S. M.S.S. F - ratio BETWEEN GROUP 3 2798 932.66 7.25* WITHIN GROUP 156 2048 128.51

*Significant at 5% level of confidence (116, 3) = 2.69

Critical Difference of female Netball players of different zones in eating disorder

North Zone West zone South Zone East Zone M. D. CD 23.7 30.1 - - 6.4* 4.96 23.7 - - 21.3 2.4 4.96 23.7 - 19.9 - 3.8 4.96

- 30.1 - 21.3 8.8* 4.96 - 30.1 19.9 - 11.2* 4.96 - - 19.9 21.3 1.4 4.96

It is evident from Table -2 that significant difference was found between female netball players of different zones of India like west, east, south and north zone of India in eating disorder. West, east, south and north zone of India in eating disorder the value obtained is 7.25; whereas the value needed to significant at 0.05 level is 2.69. It is also evident from Table - 1 the mean values of female netball players of different zones of India like west, east, south and north zone in eating disorder respectively 30.1, 21.3, 19.9 and 23.7. There was significant difference between female netball players of west, east, south and north zone of India in eating disorder. The mean score was indicated the west zone female netball players was having more eating disorder comparatively to south , east and north zone female netball players of India. Since the values of F – ratio were found significant in the different groups the data were further subjected to the post-hoc test LSD was applied. . the result of the study indicated the west zone female netball players was having more eating disorder comparatively to south , east and north zone female netball players of India. But there was no significant difference between east and south zone female netball player and also no significant difference found between east and north zone female netball players of India. A.P. (Karin) de Bruin, Frank C. Bakker, Raôul R.D. Oudejans, examine the relationships between eating disordered in female gymnasts and dancers and their perspective towards achievement in sport and dance, respectively.

Measuring ego and task involvement (individual orientation and motivational climate), dieting, self-esteem, perfectionism and weight-related peer and coach pressure through questionnaires. Women generally have a more negative body image than men. They frequently over-estimate their body size and are preoccupied with their weight, tend to aspire to unrealistic goals for weight loss and are more likely than man to engage in destruction behavior to attain their ideal weight. REFERENCES: www.anorexia nervosa/history.com Pamela K. Keel, Scott Crow, Traci L. Davis, James E. Mitchell, Assessment of eating disorders: Comparison of interview and questionnaire data from a long-term follow-up study of bulimia nervosa Journal of Psychosomatic Research November 2002. David C. Nieman, Book of Fitness and Sports Medicine Tamara D. Jackson, Obesity Research (2000) 8, 451–458 March 2000 http:/www.Obesity Abstract of article Teasing History, Onset of Obesity, Current Eating Disorder. Anita Bean & Peggy Wellington, Sports Nutrition for Women Practical Guide for Active Women (A & C Black: London., 1996), p. 12.

Authors’ affiliations: Jagdish J. Vankar and Pankaj P. Parmar M. Phil. Scholars Gujrat Vidyapeeth, Sadra Taluka & Distt. GandhiNagar (Gujrat)

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T8V-47779RV-B&_user=10&_coverDate=11%2F30%2F2002&_alid=837179045&_rdoc=22&_fmt=high&_orig=mlkt&_cdi=5096&_sort=v&_st=17&_docanchor=&view=c&_ct=1518&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=fb020484baf3f5493142dda070e46cdb





Effect of Break in Training on Selected Physiological Parameters and Physical Fitness Components of Trained Athletes

Effect of Break in Training on Selected Physiological Parameters and Physical Fitness Components of Trained Athletes Rajratna Rajeshwar Durge and Praveen Lamkhede


Correspondence to: Rajratna Rajeshwar Durge Nagpur Sharirik Shikshan Mahavidyalaya, Nagpur (M.S.)

ABSTRACT The purpose of the study was be investigate the effect of six weeks break in training on selected physiological parameters and physical fitness components of trained athletes. Fifty male Athletes (10 from each Match practice group of Basketball, Football, Kabaddi, Volleyball and Track and Field) were selected randomly as subjects for the purpose of the study. The Physiological variables selected for the study were Resting Pulse Rate, Vital Capacity, Chest Expansion and Cardio-Vascular Endurance. The Physical variables selected for the study were Speed, Agility, Flexibility and Strength. Data pertaining to each of the selected physiological and Physical Fitness was examined by `t’ ratio to find out the significant difference between Pre and Post test. It was concluded that there was significance difference between pre and post-test scores as a result of break in training in selected physiological parameters i.e. Vital Capacity and Cardiovascular Endurance. Findings of study also showed no significant difference in the mean value of Resting pulse rate and Chest expansion but showed significant difference in pre and post test as a result of break in training in selected physical fitness component i.e. Agility, Flexibility and Strength. There is no significance difference in the mean performance of pre and post test scores in speed as a result of break in training.

Key words: Resting Pulse Rate, Vital Capacity, Cardio-Vascular Endurance.

In modern times physical education is considered as the progress of `Human Engineering’ and it is having much to do with the human body other than the mental and sociological aspects of life. Therefore physical educators must have a strong grasp over the physical functioning of the body to understand its optimum utilization. The physical educators seek the help of the related disciplines of exercise physiology and sports medicine to select the proper types of physical education programmes.

The ultimate performance of the mature athlete is a resultant of large number of factors such as genetic, nutritional, state of health, climate, sociological, psychological as well as habitual activity and training the athlete has been exposed throughout the years.

In present day sports training transitional period is considered to the base for the preparation period, as preparation period is the base for competition period. The main emphasis of transitional period is to keep the athlete in as much form as possible. The objective of the study was Effect of Break in Training on Selected Physiological Parameters and Physical Fitness Components of Trained Athletes.

Methodology: The subjects of the study were selected from the

male students of the Rashtrasant Tukadoji Maharaj, Nagpur University, Nagpur. Match Practice groups of Basketball, Football, Kabaddi, Volleyball and Track and Field. 100 subject, twenty (20) from each match practice group, was selected at randomly. The age of the subject was ranged between 18 to 25 years.

Following Physiological variables were selected for the purpose of study 1. Resting Pulse Rate – It was measured by feeling

the palpation of redial artery 2. Vital Capacity – It was measured with help of

wet Spiro meter 3. Chest Expansion – It was measured with help of

metallic tape 4. Cardio-Vascular Endurance – 600 years Run-

walk Test. The resting pulse rate was taken in the morning period. To conduct the test the subject was made to lie down on ground or in the class room for 10 minutes to eliminate the effect of previous work if any. The resting pulse rate was be determined by the palpation of the radial artery (at the wrist). The

Durge, Rajratna Rajeshwar and Lamkhede, Praveen (2011) Effect of Break in Training on Selected Physiological Parameters and Physical Fitness Components of Trained Athletes International Journal of Physical Education, Sports and Yogic Sciences 1(2): 78-80.

79 Rajratna Rajeshwar Durge and Praveen Lamkhede


number of Pulse (heart beats) was counted for 15 seconds and then it was multiplied by 4 for an accurate estimation of the pulse rate in palpation per minute. The time was started on the first beat of palpation but the count was started from the second beat. The reason for this was that the Pulse rate was taken as the time between the two or more consecutive palpation.

The vital capacity of the subjects was measured by using wet Spiro meter in standing position. The subject was asked to exhale through it, due to which the inner drum floated up. A counter weight attached to a chain running over a pulley which balanced the weight of the inner drum. The pointer recorded the volume which was constrained in the Spiro meter indicating to the reading dial. The scale was marked on a wheel fixed over the pulley before test, the Spiro meter was filled with water to the required level and inner drum was fully lowered down.

A metallic tape was used to measure the chest expansion. The measurement was taken at the nipple level, same tension in holding the tape was ensured while taking the measurements. The measurement was taken after the deepest possible inspiration followed by deepest possible expiration. The difference between the two readings gave the chest expansion of the subject. Two lines were drawn at a distance of 600 yards on a standard 400 track and then the subject was asked to take a standing start behind the starting line. At the sound of the clapper the subjects started running the 600 yards distance to the best of their abilities. Waling was permitted but the subject was asked to cover the distance in shortest period of time. Results and Discussion: The findings of each of the selected physiological parameter test i.e. Resting Pulse Rate, Vital Capacity Chest expansion and cardiovascular endurance is presented in Tables 1-4.

Table – 1: Comparison between the Mean of Pre-test and Post-test Scores for Resting Pulse Rate

M1 M2 M. D. S. E. ‘t’ ratio Required ‘t’ ratio Resting Pulse Rate 71.68 72.08 0.4 0.58 0.69 1.98

Table - 1 reveals that the mean of Resting Pulse Rate for pre and post test scores are 71.68 and 72.08. Similarly an examination of table one reveals that there is no significant difference in the mean Resting

Pulse Rate of Pre-test and Post-test scores as a result of break in training as the obtained value of `t’ (0.69) is less than the required `t’ ratio value of 1.98 at 0.05 level.

Table – 2: Comparison between the Mean of Pre-test and Post-test Scores for Vital Capacity

M1 M2 M. D S. E. ‘t’ ratio Required ‘t’ ratio Vital Capacity 3684 3446 238 81.48 2.92* 1.98

Table - 2 reveals that the mean of Vital Capacity for Pre-test and Post-test scores are 3684 and 3446. Similarly an examination of table 2 reveals that there is a significance in the mean Vital Capacity of pre-

test and post-test scores as a result of break in training as the obtained value of `t’ (2.92) is greater than the required `t’ ratio value 1.98 at 0.05 level of confidence.

Table – 3: Comparison between the Mean of Pre and Post-test Scores for Chest Expansion

M1 M2 M. D. S.E. ‘t’ ratio Required ‘t’ ratio Chest Expansion 6.97 6.30 0.67 0.50 1.34 1.98

The mean of Chest Expansion for Pre-test and Post-test score are 6.97 and 6.30. Similarly an examination of table 3 reveals that there is no significant difference in the mean Chest Expansion of Pre-test

and Post-test score as a result of break in training as the obtained value of `t’ (1.34) is less than required `t’ ratio value 1.98 at 0.05 level of confidence.

3684

3446

330034003500360037003800

Pre Post Post Test

Graphical Depiction of the Means Score of Vital Capacity of Trained Athletes for Pre Test and Post Test Score


Effect of Break in Training on Selected Physiological Parameters and Physical Fitness Components of Trained Athletes

Table – 4: Comparison between the Mean of Pre-test and Post-test Scores for 600 Yards Run/Walk

M1 M2 D S.E. `t’ ratio Required `t’ ratio 600 Yard Run/Walk 1.89 2.12 0.23 0.05 4.6* 1.98

The mean of 600 yard Run/Walk for Pre-test and Post-test score are 1.89 and 2.12. Similarly the examination of table 4 reveals that there is significant difference in the mean 600 yard run/walk of pre-test

and post-test scores as the obtained value of `t’ (4.6) is greater than required `t’ ratio value 1.98 at 0.05 level of confidence.

The findings of the study showed that there is a significance difference between pre-test and post-test score as result of break in training in selected Physiological Parameter i.e. Vital Capacity and Cardiovascular Endurance as revealed through the analysis of the data indicate significant change. This shows that the working capacity of the subject were affected as a result of break in training and it may be due to reason that the subject selected for the purpose of the study were not physically well conditioned. Hence, break of training produces significant change. The findings of study also showed that there is no significant difference in the mean value of Resting Pulse Rate and Chest Expansion. Through the mean difference was found, it was not sufficient to show statistical significance. It may be due to reason that Rest Pulse Rate is the distinction of the redial walls at the beginning of the systolic ejection of blood and is not confined to the aorta travels down the arteries as a wave followed by a wave of recoil which surely does not change as a result of short break in training hence the above finding might have occurred. Similarly significant difference was not found in Chest Expansion it may be due to the reasons that the post-test was conduct in the month of December. The subject might have not shown their interest in testing

procedure due to cold climatic conditions which might have resulted in the above findings.

REFERENCES:

Bucher Charles A. Foundation of Physical Education Saint Louis: The C. V. Mosby Company, 1974.

Fox, Edward L. and Mathews, Donald K. Physiological Basis of Physical Education and Athletics Philadelphia Saunders College Publishing 1981.

Morehouse, Laurence E. and Miller, Augutus T. Physiology Exercise St. Louis: The C.V. Mosby Company, 1976.

Title W.W. The Simplification of Pulse Ratio Technique for rating Physical Efficiency and Present Condition Research Quarterly 9 (May 1938): 77.

Cureton Thomas, Analysis of Vital Capacity as test for condition of High School Boys “Research Quarterly” VII No. 4 (1976) PP. 81-86.

Authors’ affiliations: Praveen Lamkhede Rani Indirabai Bhonsale Arts College Kuhi, Distt. Nagpur (M.S.)

1.89

2.12

1.7

1.8

1.9

2

2.1

2.2

Pre Test Post Test

Graphical Depiction of the Mean Score of 600 Yard Run / Walk of Trained Athletes for Pre-test and Post-Test Scores


Effect of Different Altitude Hypoxic Training on Speed

Effect of Different Altitude Hypoxic Training on Speed D. Maniazhagu, A. Regupandi and S. Revathi See end of the article for authors’ affiliations Correspondence to: D. Maniazhagu Department of Physical Education & Health Sciences, Alagappa University Karaikudi (T. N.)

ABSTRACT The purpose of the study was to investigate the Effects of different altitude Hypoxic training on speed. For these 120 men students from Adhiyamaan Engineering College and MGR Arts and Science College, Hosur were selected as subjects at random. The selected subjects were divided into four experimental groups. Group - A underwent Moderate altitude hypoxic training, Group - B underwent High altitude hypoxic training, Group - C underwent Combined altitude hypoxic training, Group - D sea level training. Speed was chosen as a criterion variable, it measured before and after the training intervention. The duration of the training intervention on twelve weeks. ANCOVA was applied to find out the significant differences if any among the four groups. The result showed that the speed was significantly improved due to the influence of different altitude hypoxic training.

Key words: High altitude hypoxic training, Moderate altitude hypoxic training, Combined hypoxic training

Most of the current interest in altitude training can be traced back to the 1968 summer Olympic games at Mexico at an elevation of 2300 m. Athletes from altitude based countries such as Kenya and Ethiopia won a relatively high percentage of medals in the middle and long distance races, where native lowlanders felt the negative effect of competing un-acclimatized altitude. Hypoxic Training is about oxygen only. The air in the atmosphere contains 20.94% oxygen at every altitude. However, as altitude increases the air pressure is lower, so every breath contains fewer oxygen molecules or simply put breathe in less oxygen per breath. In this study an attempt is made to find out the Effects of different altitude hypoxic training on speed. Methodology: During the training period, the experimental groups underwent their respective training programme. Experimental groups namely, Experimental group-A moderate altitude hypoxic training, experimental group - B high altitude hypoxic training, experimental group-C combined altitude hypoxic training and experimental group-D sea level training, underwent

their respective training programme three alternative days per week for 12 weeks. The training programme for Group-A moderate altitude hypoxic training 12 weeks was carried out at Madras Regiments Centre, Willingdon, Ooty. The Group B high altitude hypoxic training 12 weeks was carried out at Bricks open athletic stadium, Ooty. The Group-C combined altitude hypoxic training for 12 weeks was carried out at Willingdon and Ooty. Out of these twelve weeks, 6 weeks moderate altitude hypoxic training was conducted at Madras Regiments Centre, Willingdon and six weeks high altitude hypoxic training was held at Bricks open stadium, Ooty. The group - D Sea level training at District Athletic stadium, Krishnagiri. Speed was chosen as criterion variable it measured through 50 yards run. The subjects of group - A to D underwent their respective training programme as per schedules, each day the training schedule was conducted only in the morning session that lasted for 60 to 90 minutes. Prior and after every training session subjects of experimental groups had 15 min. of warm-up and 15 min. of warm down exercises involving jogging, mobility and stretching exercises.

ANCOVA of Pre, Post and Adjusted Post Test on Speed of Four Experimental Groups

Group D

Group C

Group A

Group B

Source of Variance

Sum of Squares df Mean

Squares Obtained

F ratio Pre test Mean 7.10 7.15 7.13 7.15 B 6.06 3 0.0200 1.4777 W 1.57 116 0.0134 Post test Mean 6.80 6.81 6.50 6.50 B 2.09 3 0.6962 63.1354* W 1.28 116 0.0110

Adjusted Post Test M 6.70 6.80 6.50 6.49

B 2.10 3 0.6988 64.3254*

W 1.25 115 0.0109 * Significant tab F0.05 (3, 115) = 2.69

Maniazhagu, D.; Regupandi A. and. Revathi, S. (2012) Effect of Different Altitude Hypoxic Training on Speed International Journal of Physical Education, Sports and Yogic Sciences 1(2): 81-82.

82 D. Maniazhagu, A. Regupandi and S. Revathi


Table shows the analysed data on speed. The pre-test means of speed were 7.10 for experimental group A, 7.15 for experimental group B, 7.13 for experimental group C and 7.15 for experimental group D. The obtained ‘F’ ratio 1.47 was lesser than the table ‘F’ ratio 2.699. Hence the pre-test was not significant at 0.05 level of confidence for the degrees of freedom 3 and 116. The post-test means of speed were 6.80 for experimental group A, 6.81 for experimental group B, 6.50 for experimental group C and 6.50 for experimental group D. The obtained ‘F’ ratio 63.13

was higher than the table ‘F’ ratio 2.699. Hence the post-test was significant at 0.05 level of confidence for the degrees of freedom 3 and 116. The Adjusted post-test means of speed were 6.70 for experimental group A, 6.80 for experimental group B, 6.50 for experimental group C and 6.49 for experimental group D. The obtained ‘F’ ratio 64.32 was higher than the table ‘F’ ratio 2.699. Hence the adjusted post-test was significant at 0.05 level of confidence for the degrees of freedom 3 and 115.

Scheffe’s Post Hoc Test Mean Difference on Speed among Four Groups (Scores in Seconds)

Group D Group C Group A Group B MD OF TF 6.49 6.50 - - 0.0099 0.1375 2.699 6.49 - 6.70 - 0.2108 61.1237* 2.699 6.49 - - 6.80 0.3095 131.1859* 2.699

- 6.50 6.70 - 0.2009 55.462* 2.699 - 6.50 - 6.80 0.2996 123.466* 2.699 - - 6.70 6.80 0.0987 13.426* 2.699

Table shows the Scheffe’s post-hoc test results. The ordered adjusted final mean difference for speed of experimental groups A, B, C and D were tested for significance at 0.05 level of confidence against Scheffe’s post-hoc F-ratio. The obtained F ratios between experimental groups C and D was 0.1375 and it was seen to be lesser than the Table F ratio 2.699. Hence the above comparison was not significant. However the obtained F ratio between the A and B, A and C, A and D, B and C, and B and D experimental groups, were 13.426, 55.462, 61.123, 123.466 and 131.1859 respectively and it was seen to be greater than the Table F ratio 2.699. Hence the above comparisons were significant. The above findings clearly indicated that the speed was increased significantly due to the influence of different levels of hypoxic training. The results also indicated that the sea level training increased the speed greater than the other types of training. Karvonen J, (1986) the effect of sprint training performed in a hypoxic environment on specific performance capacity. National sprinters were divided into two groups; one training at sea level and the other at altitude. Training was conducted for three weeks. Speed production and explosive strength increased more in sprint speed training above sea-level (1,850m). It was suggested that altitude training be performed as final work prior to a main competition and not to increase the capacity of anaerobic glycolysis. The main benefit of altitude training may be environmental rather than physiological. The decreased gravitational pull and reduced air resistance may allow faster work to be performed.

Conclusions: Speed was significantly improved due to the influence of moderate, high and combined altitude hypoxic training of college men students. Speed was improved greater by sea level training than that of combined, moderate and high altitude hypoxic training of college men students. REFERENCES: Balke, B. (1968) Variation is altitude and its effects

on exercise performance International Exercise Physiology New York: Academic Press.

Barrow, Harold M. (1984) Principles of Physical Education Philadelphia: Lea and Febiger.

Fox, Edward L (1984) Sports Physiology, Philadelphia: Sounders College Publishers, P. 58.

Fox, E. L.; Bowers, Richard W and Merle L (1982) Physiological Basis of Physical Education Dubuque Iowa: WMC Brown Publishers.

Hardayal Singh, (1991) Science of Sports Training New Delhi: DVS Publications.

Karvonen, J., Petota, E., Saarela, J. (1986) The effect of sprint training performance in a hypoxic environment on specific performance capacity. Journal of Sports Medicine 26(3): 219 - 24.

Authors’ affiliations: A. Regupandi Govt. Hr. Sec. School Chatrapatti, Madurai (TN)

S. Revathi, Research Scholar Department of Physical Education and Health Sciences, Alagappa University, Karaikudi. (TN)

*** *** ***


Investigation of Achievement Motivation and Competitive State Anxiety of Badminton Players

Investigation of Achievement Motivation and Competitive State Anxiety of Badminton Players S. K. Yadav, Satyendra Sharma and Neeraj Yadav

See end of the article for authors’ affiliations Correspondence to: S. K. Yadav School of Physical Education Devi Ahilya University Indore (M. P.)

ABSTRACT The purpose of this study was to compare the achievement motivation and competitive state anxiety of Senior National Badminton Players. Forty eight badminton players (28 men, 20 women) who participated in the 64th Inter-state, Inter-zone and 73rd Senior National Badminton Championships were selected to serve as subjects for the study. The criterion measures were the scores obtained in the Sports Achievement Motivation Test by Kamlesh and Competition State Anxiety of Inventory – 2 (CSAI-2) by Martin, Vealey and Burton. No significant difference was found between seeded and unseeded senior national men and women badminton players on achievement motivation. State self confidence was found to be significant between seeded and unseeded senior national men badminton players. No significant difference was found on cognitive and somatic state anxiety between seeded and unseeded men senior national badminton players. Cognitive state anxiety was found to be significant between seeded and unseeded senior national women badminton players. No significant difference on somatic state anxiety and state self confidence was found between seeded and unseeded women senior national badminton players.


The success or failure of an individual athlete is dependent on the blending of physical ability, conditioning, training, mental preparation and the ability to perform well under pressure. It is not uncommon to hear coaches and athletes express disbelief on how poorly their team performed against a certain opponent or how they fell apart in a crucial situation. Anxiety plays a paramount role in sports. It is the challenge in sports participation which produces anxiety. How an athlete handles the anxiety determines how successful he would be? Anxiety may be a positive motivating force or it may interfere with successful performances in sports events. As the importance of winning continued to be stressed in competitive sports, the pressure and anxiety of performing well will also continue to increase. The purpose of this study was to compare the achievement motivation and competitive state anxiety of Senior National Badminton Players. Methodology: Forty eight badminton players (28 men, 20 women) who participated in the 64th Inter-state, Inter-zone and 73rd Senior National Badminton Championships held at Abhay Prashal, Indore from 10-18 February 2009. Out of the 28 men badminton players, on which data could be collected 14 were seeded from a total of 16 seeded players, and remaining 14 unseeded players

were randomly selected from the unseeded men players from different states. Out of the 20 women badminton players, on which data could be collected 10 were seeded players and remaining 10 unseeded players were randomly selected from the unseeded women players from different states. The criterion measures for testing the hypothesis in this study was the scores obtained in the Sports Achievement Motivation Test by M. L. Kamlesh and Competition State Anxiety of Inventory – 2 (CSAI-2) by Martin, Vealey and Burton . Researcher took permission from the coach of the concerned subject and also the consent of the subject for administering the questionnaire. Subjects were ensured that the responses given by them on the questionnaire would be kept strictly confidential and would not be revealed to anyone. Subjects were instructed to read to each statement and then encircle the appropriate number to the right of the statement to indicate how they felt right then at that moment. There were no rights or wrong answers. Subjects were instructed not to spend too much of time on one statement. Sports achievement motivation questionnaire prepared and standardized by Kamlesh consist of 20 statements and each statement has two answers. Each statement has a maximum 2 as a response value. When the

Yadav, S. K.; Sharma, Satyendra and Yadav, Neeraj (2012) Investigation of Achievement Motivation and Competitive State Anxiety of Badminton Players International Journal of Physical Education, Sports and Yogic Sciences 1(2): 83-85.

84 S. K. Yadav, Satyendra Sharma and Neeraj Yadav


subject ticked the high pole, he was given 2 points and when he ticked the low pole earned zero. The total score ranged from 0 to 40. Subjects scoring below 24 marks were characterized as low in sports achievement motivation, those scoring below 30 and above 24 marks as moderate and above 30 marks as highly motivated, as suggested by Kamlesh. Responses given by each subject on the questionnaire were separately tabulated to alternatives and thus the tables were prepared for the analysis of data. The competitive state anxiety inventory-2 (CSAI-2) prepared and standardized by Martin, Vealey and Burton measures competitive state anxiety and has three subscales: somatic Anxiety, cognitive anxiety and confidence. Somatic anxiety refers to the physiological component of anxiety and cognitive anxiety to the worry component. These subscales reflect the multidimensional nature of anxiety. The competitive state anxiety inventory-2 (CSAI-2) has 27 items/questions subject responded each question with a 1, 2, 3, or 4. 1 = not at all, 2 = somewhat so; 3 =

moderately; 4 = very much so. Scoring for the CSAI-2 is accomplished by computing a separate total for each of the three subscales, with scores ranging from a low of 9 to a high of 36. The greater score the greater is cognitive or somatic anxiety or self confidence. The Cognitive Anxiety subscale was scored by adding the responses to items 1, 4, 7, 10, 13, 16, 19, 22, and 25. The somatic state anxiety subscale is scored by adding the responses to items 2, 5, 8, 11, 14, 17, 20, 23 and 26 (scoring for item 14 must be reversed, i.e. 4-3-2-1). The state self confidences subscale was scored by adding up the responses to items 3, 6, 9, 12, 15, 18, 21, 24 and 27. Results and Discussion: To determine the significance of difference between means of seeded and unseeded players on achievement motivation of men and women badminton players, t-ratio was applied and the data pertaining to this has been presented in Table-1 and 2.

Table-1: Significance of difference between means of seeded and unseeded men badminton players on achievement motivation

Factors N Mean S.D. Mean Difference

σDM t

Seeded Players Unseeded Players

14 14

30.14 31

4.80 5.58

0.86

2 0.43

Table-1 shows no significant difference between seeded and unseeded players on achievement motivation perceived by men badminton players as the

obtained t- value of 0.43 is much less than the required value to be significant at t 0.05 (26) = 2.056.

Table-2: Significance of difference between means of seeded and unseeded women badminton players on achievement motivation

Factors N Mean S.D. Mean Difference

σDM t

Seeded Players Unseeded Players

10 10

31 28.8

3.29 6.26 2.2 1.22 0.98

Table-2 shows that there is no significant difference between seeded and unseeded players achievement motivation perceived by women badminton players as the obtained t- value of 0.98 is much less than the required value to be significant at t 0.05 (18) = 2.10

To determine the significance of difference between means of seeded and unseeded players competitive state anxiety of men and women badminton players, t - ratio was applied and the date pertaining to this has been presented in Table-3 and 4.

Table-3: Significance of difference between means of seeded and unseeded men badminton players on competitive state anxiety

Factors N Mean S. D. M. D. σDM t 1. Cognitive State Anxiety 2. Somatic State Anxiety 3. State Self Confidence

14 14 14 14 14

14

19.35 19.35 18.07 16.35 28.92 25.35

4.64 3.24 4.79 3.41 3.14 4.49

0

1.72

3.57

0

1.57

1.46

0

1.09

2.43*

* Significant at .05 level tab t 0.05 (26) = 2.056 Table-3 showed no significant difference on cognitive state anxiety and somatic state anxiety between seeded and unseeded players on competitive state anxiety

perceived by men badminton players as the obtained t -value of 0 and 1.09 are much less than the required value to be significant at t 0.05 (26) = 2.056. But state


Investigation of Achievement Motivation and Competitive State Anxiety of Badminton Players

self confidence showed significant difference between seeded and unseeded players as the obtained t- value

of 2.43 is more than required value to be significant as tab t 0.05 (26) = 2.056.

Table-4: Significance of difference between means of seeded and unseeded competitive state anxiety of women badminton players

Factors N Men S.D. Mean Difference

σDM t

1. Cognitive State Anxiety 2. Somatic State Anxiety 3. State Self Confidence

10 10 10 10 10 10

16.1 21.5 17.5 17.7 31.4 29.1

2.84 6.11 2.72 5.98 4.64 3.84

5.4

0.2

9.9

2.13 1.87 8.25

2.53*

0.107

1.20

* Significant at .05 level tab t 0.05 (18) = 2.10 Table-4 showed no significant difference on somatic state anxiety and state self confidence between seeded and unseeded players perceived by women badminton players as the obtained t-value of 0.107 and 1.20 is much less than the required value to be significant as tab t0.05 (18) = 2.10. But cognitive state anxiety showed significant difference between seeded and unseeded players as obtained t-value 2.53 is more than required value to be significant as tab t0.05 (18) = 2.10. Analysis of descriptive data on achievement motivation and competitive state anxiety indicates that Senior National badminton men seeded players have moderate level (30.14) of achievement motivation and unseeded players have high level (31) of achievement motivation. In women, seeded players have high level (31) of achievement motivation and unseeded players have moderate level (28.8) of achievement motivation. Men seeded players have moderate level of cognitive state anxiety (19.35), somatic state anxiety (18.07) and state self confidence (28.92) and men unseeded players moderate level of cognitive state anxiety (19.35), somatic state anxiety (16.35) and state self confidence (25.35). In women seeded players have moderate level of cognitive state anxiety (16.1), somatic state anxiety (31.4) and state self confidence (31.4) and women unseeded players moderate level of cognitive state anxiety (21.5), somatic state anxiety (29.1) and state self confidence (29.1). Conclusions: 1. Senior national men seeded badminton players

have moderate level of achievement motivation and unseeded players have high level of achievement motivation.

2. Senior national level women seeded badminton players have high level of achievement motivation and unseeded players have moderate level of achievement motivation.

3. No significant difference was found between seeded and unseeded senior national men and women badminton players on achievement motivation.

4. Cognitive state anxiety, somatic state anxiety and state self confidence all are considered to be important factors as perceived by seeded and

unseeded senior national men and women badminton players.

5. No significant difference on cognitive and somatic state anxiety was found between seeded and unseeded men senior national badminton players, whereas state self confidence was found to be significant between seeded and unseeded senior national men badminton players.

6. No significant difference on somatic state anxiety and state self confidence was found between seeded and unseeded women senior national badminton players, whereas cognitive state anxiety was found to be significant between seeded and unseeded senior national women badminton players.

REFERENCES: Bell, Keith F. Championship Thinking – The

Athlete's Guide to Winning Performance in All Sports London: Prentice Hall Int., Inc. 1983.

Bhadana, Om Prakash “Relationship between Factors Influencing Sports Career and Anxiety, Self-Confidence, Adjustment and Achievement Motivation” Journal of Sports and Sports Sciences Vol. 25 (2002): 11-18.

Cratty, B. J. Psychology in Contemporary Sport Guidelines for Coaches and Athletes 2nd Edition, Englewood Cliffs, New Jersey: Prentice Hall, Inc.1983.

Kamlesh, M. L. “Construction and Standardization of Achieve and Motivation Test.” NIS Scientific Journal Vol. 13 (July 1990): 28-38

Martin, R.; Vealey, R. and Burton, D. “Competitive Anxiety in Sports” Champaign, IL: Human Kinetics, 1990 cited by James R. Morrow et. al. Measurement and Evaluation in Human Performance Third Edition Champaign 2005.

Authors’ affiliations: Satyendra Sharma Gujrati Science College, Indore (M.P.)

Neeraj Yadav Sendhwa College of Physical Education Post - Chatli, District - Badwani (M.P.)

*** *** ***

86

International Journal of Physical Education, Sports and Yogic Sciences

(Quarterly Publication)

Board of Referees Dr. T. S. Brar

Dr. G. P. Gautam

Dr. M. I. Quraishi

Dr. Javed Ali Khan, Professor

Dr. R. C. Kapil, Professor

Dr. Gopal Krishan Dubey

Dr. Jagtar Singh Gill

Dr. Anil Karwande

Dr. S. Mukherjee, Professor

Dr. Bhupinder Singh, Professor

Dr. Dilip Dureha, Professor

Dr. Vijay Shrivastva, Professor

Dr. Govindarajulu, Professor

Dr. A. S. Sajwan, Professor

Dr. Anil Karwande, Professor

Dr. Reeta Venugopal, Professor

Dr. Vivek Pandey, Professor

Dr. (Mrs) Alka Nayak, Professor

Dr. (Mrs) Sushma Ghidyal, Professor

Dr. Guru Dutt Ghai, Professor

Dr. Ikram Hussain, Professor

Dr. Rajesh Tripathi, Professor

Dr. Ajay Kumar, Professor

Dr. B. C. Kapri, Professor

Dr. Shailendra Sinha

Dr. K. K. Khare

Dr. Kalpna Sharma

Dr. Jai Shree Acharya

Dr. Sophy Titus

Dr. C. D. Agashe

Dr. Rajender Singh

Dr. Brij Kishore

Dr. Brij Bhushan Singh

Dr. Ajay Karkare

Dr. Harsh Yadav

Dr. Raj Kumar Sharma

Dr. Aman Singh Sisodiya

Dr. C. P. S. Bhatti

Dr. K. M. Valsraj

Dr. Pramod Shastri

Dr. H. S. Athwal

Dr. Shyam Narayan Singh

Dr. Ranjeet Singh Pawar

Dr. Rafique Khan

Dr. Rajesh Yohan

ijpesys issn : 2249-8575feb 11, 2013 · ramjas college delhi university, delhi - 110007. editorial...

Documents