Pesy
Quarterly International
Journal of Physical Education Sports Management and Yogic Sciences
ISSN 2231 - 1394 VOL. 6, NO. 4 Oct – Dec. 2016
UGC Recognized, Peer Reviewed, Referred, Indexed with Impact Factor
YOGA KARMESHU KOSHALAM
Editor in Chief
Mrs. Ruby Sharma
Pesy
Quarterly International
Journal of Physical Education Sports Management and Yogic Sciences
ISSN 2231 – 1394 VOL. 6, NO. 4 Oct. – Dec. 2016
UGC Recognized, Peer Reviewed, Referred, Indexed with Impact Factor
Papers written in English/Hindi
Editor in Chief
Mrs. Ruby Sharma
Sudhir Surya Yoga College & Research Centre
C-84, LIG Flats, Ashok Vihar Phase IV, Delhi 110052
Ph: 08733934440, 08733934430, 9868910376, 9990803459
Email: [email protected]
www.mrdsect.org
WEBSITE:
About the Journal
Pesy is a referred International, Quarterly and Bi lingual Journal of Physical
Education, Sports Management and Yogic Sciences. It promotes interdisciplinary
perspective to discuss issues of National and International Significance. Its regular
features include research book editorial correspondence. All the Research papers are
subject to a double – blind referring process and are published on the
recommendations of referees and discretion of the editor. As far as the Research
papers are concerned, the views or statements expressed in the Research papers are
solely of the author and the editor is not responsible for the same.
PURPOSES
1. Cooperation in the exchange of information about Physical education, sports
Management and Yogic Science Culture worldwide
2. Development of both the physical and mental aspects of Physical Education,
Sports Management and Yoga.
3. Balance of advanced theories and common practices.
AIMS
1. To provide a medium for the exchange of information and an opportunity for
cooperation and development among various countries worldwide.
2. To promote the study of both and physical and mental aspect of physical
education, sports management and yogic sciences by using the advances in
scientific research results.
3. To establish a common foundation of theory based on the positive differences
of various backgrounds.
4. To develop interest in the significant study of various researchers.
Printed and Published by Mrs. Ruby Sharma on behalf of Sudhir Surya
Yoga College and Research Centre, C-84, LIG Flats, Ashok Vihar Phase
IV, Delhi 110052.
ii
Editorial Board
Patron Co-Patron
Prof. Dr. R. Thirumalaisamy Prof. Jatin Soni
Emeritus Professor, First Vice Chancellor,
Department of Physical Education, Swarnim Gujarat Sports University,
Alagappa University, TN Gandhi Nagar, Gujarat
Former (Founder) First Vice Chancellor,
Tamil Nadu Physical Education and Sports
University, Chennai, TamilNadu, India
Editor in Chief
Mrs. Ruby Sharma
Advisory Board Referee’s Board
Dr. Chia Hua Kuo (Taiwan) Dr. Jatin Soni (India)
Catarina Isabel N. G. Abrantes (Portugal) Prof. M Chandra Kumar (India)
Dr. Essam Eldin Shaaban A. H. (Egypt) Dr.(Mrs) A. Shenbagavalli(India)
Dr. Yousra Al-Sinani (Oman) Dr. Kaukab Azeem (Saudi Arab)
Dr. Rakesh Gupta (India) Dr. D. Maniazhagu (India)
Dr. Dilip T. Jaiswal (India)
Dr. Inder Mohan Datta (India)
Dr. Nagendra Sharma (India)
Dr. J. K. Thakur (India)
All correspondence related to the Journal should be addressed to:-
Mrs. Ruby Sharma (Editor in Chief)
Master Rameshwar Dutt Sharma Educational and Charitable Trust,
C-84, LIG Flats, Ashok Vihar Phase IV, Delhi 110052
Ph: 011-47061258, 08733934440, 09868910376,
Website: www.mrdsect.org
Email: [email protected]
iii
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papers based on review of extensive literature on Physical Education, Sports Management and
Yogic Sciences for publication in it. All communications should be addressed to the Mrs. Ruby
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C-84, LIG Flats, Ashok Vihar Phase IV, Delhi 110052.
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vi
CONTENTS
S No TOPIC Page No.
1. INFLUENCE OF YOGIC PRACTICES ON BREATH HOLDING TIME 1-4
AMONG ALAGAPPA UNIVERSITY MEN STUDENTS
Prof. R. Thirumalaisamy
2. EFFECT OF TWO MODES OF CIRCUIT TRAINING ON EXPLOSIVE 5-10
POWER
D. Maniazhagu, Malathi
3. COACH-ATHLETE RELATIONSHIP AMONG INDIVIDUAL GAME 11-16
FEMALE ATHLETES
Lakhveer Kaur, Dalwinder Singh
4. EFFECT OF LAND BASED AND WATER BASED AEROBIC 17-20
EXERCISES ON BODY MASS INDEX AMONG SCHOOL
STUDENTS
M. Kalaiselvi
5. A COMPARATIVE STUDY OF PERSONALITY TRAITS BETWEEN 21-24
MALE SPORTS PERSON AND NON SPORTS PERSON AT SWAMI
SHARDHANAND COLLEGE
Mohit Rana, Inder Mohan Datta
6. EFFECTS OF CIRCUIT AND PLYOMETRIC TRAINING ON SPEED OF 25-27
COLLEGE MEN KABADDI PLAYERS
M. Dasarathan, M. Saroja
7. COMPARISON OF MAXIMUM STRENGTH OF KICKING AND NON- 28-29
KICKING LEG OF FOOTBALL PLAYERS AT UNIVERSITY LEVEL
Usha Rani
8. BASEBALL: AN INTRODUCTION TO THE INDIAN SOCIETY 30-32
Sudhir Kumar Sharma
9. EFFECT OF MEDICINE BALL TRAINING ON SELECTED STRENGTH 33-38
AND POWER PARAMETERS AMONG VOLLEYBALL PLAYERS
Vijay Kaushal
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Editorial
“Sports must become an indispensable and inseparable part of
our social life. Competitiveness is just a by-product.”
Narendra Modi, Hon’ble Prime Minister, India
It is matter of great pleasure to present, October - December 2016 fourth issue of
the Sixth Volume of PESY to all its contributors and researchers in the field of Physical
Education, Sports Management and Yogic Sciences, not only from all the corners of the
country, but internationally also which have shown a great interest in starting this
international research journal.
In this issue all the nine research papers are very well prepared and presented by the
Professors, Researchers and Scholars under their Supervisors and Mentors.
We are thankful to our readers and contributors for motivating and subscribing the
journal regularly. The constant efforts of the editorial board and referees board members
and cooperation helped in release of Pesy papers written in English issue on time.
After the editorial board scrutinizes & agrees to the research papers standard then
only it is included in the volume. It is a request to all the contributors and members that it
would be highly appreciable if we receive the original & updated work.
It has been observed that many –a- time the papers not intensely checked before
sending to the journal. It is a request to one and all that the papers should be thoroughly
checked as per the guidelines given for the authors before sending.
We are thankful to one and all for their support for the Journal.
Ruby Sharma
Editor in Chief
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PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 6 No. 4
INFLUENCE OF YOGIC PRACTICES ON BREATH HOLDING TIME AMONG
ALAGAPPA UNIVERSITY MEN STUDENTS
Prof. R. Thirumalaisamy, Former, Vice Chancellor, Tamilnadu Physical Education and Sports
University, Chennai-600127
ABSTRACT
The purpose of this study was to investigate the effect of yogic practice on Breath holding time
among Alagappa University Men Students. To achieve the purpose of the study, thirty men Alagappa
University Men Students were selected during the year 2016. The subject’s age ranges from 18 to 25
years. The selected subjects were divided into two equal groups consists of 15 men students each
namely experimental group and control group. The experimental group underwent a yogic practice
programme for six weeks. The control group was not taking part in any training during the course of the
study. Breath holding time was taken as criterion variable in this study..The selected subjects were tested
on Breath holding time by taking nose clip method test. Pre-test was taken before the training period and
post- test was measured immediately after the six week training period. Statistical technique,’t’ ratio was
used to analyze the means of the pre-test and post test data of experimental group and control group. The
results revealed that there was a significant difference found on the criterion variable. The difference
was found due to yogic practice given to the experimental group on Breath holding time when compared
to control group.
Keywords: yogic practice, Breath holding time hadn’t’ ratio.
INTRODUCTION
Yoga is the universal religion, a way of life, which above all caste, creeds, languages, regions
and nations. It is simple and easy to practice acceptable to the people of all professions and ages of
India. Yoga exercises have been practiced since thousands of years. Now it is accepted that many yoga
exercises are suitable for all people and recommended for long living and healthy life. The practice of
yoga has been made systematic by the exponent of the system, Pathanjali’ being an important teacher.
The yoga exercises, according to Pathanjali have to be practiced in a systematic way and he advocated
eight steps to progressive achievement, namely abstention (yama), regulations discipline (Niyama), easy
posture (Asana), control of breathing (Pranayama), sense of control (Pratyahara), concentration
(Dharana), meditation (Dhyana), and super conscious state (Samadhi) of these Asanas and Pranayama
are very popular and very few people go beyond these steps. The yoga exercise improves the
functioning of organs and upgrade the mental and body efficiency of the practitioners. Yoga associates
the body, mind, sprit and improves the human performance in an excellent manner.
(Chanrasekaran,K,(1999)
Yoga helps to supply endocrine glands with copious blood. It exercises the tissue by
manipulation of pressure and thereby improves their function. All the organs and functions of the body
are influenced by endocrine glands. The main function of endocrine gland is to maintain the homeostasis
of Internal Environment. Heweitt james(1999)
Physical Education is not just a past time as many used to think. It moulds the personality of the
participant and prepares them to face the world better. Yoga helps to unite the body mind and split
thereby we can attain greatness in any field. It caters to the esthetic expression of the performers. It
makes the participants to enjoy life to the less. Many physical deviations can be corrected through yoga.
Much illness can be cured and many can be controlled. It also adds years to once life. Physical
Education has already become a life style to the many in the west. We are on the verge of making a
great beginning. Yoga is useful method of relaxation which helps to clear the mind and reduce physical
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PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 6 No. 4
tension. It also maintains body flexibility, promotes suppleness and can increase both muscle strength
and endurance. (Thirumalaisamy, R(2008).
The purpose of the study was to find out the effect of yogic practice on Breath holding time
among Alagappa University Men Students To achieve this purpose of the study, thirty men players were
selected. The literal meaning of the word yoga is yoke. It means for uniting the individual spirit with the
universal sprit, or god. the work yoga is derived from the roots of Sanskrit ‘yuj’ which means to join, to
attach, to bind, and yoke, and to concentrate on one’s attention. Yoga plays an important role by
bringing the therapeutic effect in asthma, diabetes, hypertension, and respiratory troubles. Some Yoga
has both preventive as well as curative values. Positive charges in the life style of the people can brought
through Yoga. During the period of education, Yoga can make them aware of their bodies and further
make them realize the need of emotional and physical well-being.
In other systems of physical exercises, the internal organs of the body mostly do not get proper
exercises, while yogic practices gives sufficient exercises to the internal organs of the body. Yoga
practices have a greater impacton the mind and control the senses. Yogic practices make possible not
only physical and mental development but also intellectual and spiritual development. Yoga practices
are called a ‘non-violent activity’. Sharma, (1984).
Breath holding time is defined as the duration of time through which one can hold his / her
breath without inhaling and exhaling after a deep inhalation. There are two types of breath hold time:
Positive Breath holding time
Negative Breath holding time
Endurance type of training will improve the breath holding time. Breath holding time also plays
a vital role in the sports performance. Strukic.P.J,(1981)
METHODOLOGY
In this study, subjects were selected at random. The age of the subjects were ranged from 18 to
25 years. The selected subjects were divided into two equal groups of fifteen subjects each, such as a
yogic practice group (Experimental Group) and control group. The experimental group underwent yogic
practice for six days per week for six weeks. The control group, which they did not undergo any special
training programme apart from their regular physical activities. The following physiological variable,
namely Breath holding time were selected as criterion variable. All the subjects of two groups were
tested on selected criterion variable Breath holding time by taking nose clip test, at prior to and
immediately after the training programme. The ‘t’ test was used to analysis the significant differences if
any, in between the groups respectively. The 0.05 level of confidence was fixed to test the level of
significance which was considered as an appropriate.
ANALYSIS OF THE DATA
The significance of the difference among the means of the experimental group was found out by
pre-test. The data were analyzed and dependent’s’ test was used with 0.05 levels as confidence.
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Table -I
ANALYSIS OF ‘t’-RATIO FOR THE PRE AND POST TESTS OF EXPERIMENTAL AND
CONTROL GROUP ON BREATH HOLDING TIME (Scores in Seconds)
Mean SD Sd Error
Variables Group df ‘t’ ratio
Pre Post Pre Post Pre Post
Control 41.05 41.03 3.71 3.01 0.94 0.73 0.34
Breath
holding 14
time Experimental 41.96 47.64 5.47 5.98 1.41 1.55 14.31*
*Significance at .05 level of confidence
The Table-I shows that the mean values of pre-test and post-test of control group on Breath
holding time were 41.05 and 41.03 respectively. The obtained ‘t’ ratio was 0.34, since the obtained ‘t’
ratio was less than the required table value of 2.15 for the significant at 0.05 level with 14 degrees of
freedom it was found to be statistically insignificant. The mean values of pre-test and post-test of
experimental group on resting pulse rate were 41.96 and 47.64 respectively. The obtained ‘t’ ratio was
14.24* since the obtained ‘t’ ratio was greater than the required table value of 2.15 for significance at
0.05 level with 14 degrees of freedom it was found to be statistically significant. The result of the study
showed that there was a significant difference between control group and experimental group in Breath
holding time. It may be concluded from the result of the study that the experimental group increased in
Breath holding time due to six weeks of yogic practice
Figure-1
BAR DIAGRAM SHOWING THE PRE AND POST MEAN VALUES OF EXPERIMENTAL
AND CONTROL GROUP ON BREATH HOLDING TIME
Breath holding time
50
48
47.6
46
scores in seconds 44 pre
post
42
40 41.06 40.93 41.93
38
36
Control group experimental group
DISCUSSIONS ON FINDINGS
The result of the study indicates that the experimental group, namely yogic practice group had
significantly improved the selected dependent variable, namely Breath holding time, when compared to
the control group. It was also found that the improvement was caused by yogic practice when compared
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to the control group. The result of this study on Breath holding time was in line with the study conducted
by Thirumalaisamy R. (2009)
CONCLUSIONS
There was a significant difference between experimental and control group on Breath holding
time of Alagappa University Men Students after the Yogic training period of six weeks.
There was a significant improvement in Breath holding time of Alagappa University Men
Students. However the improvement was in favor of experimental group due to six weeks of
yogic practice.
REFERENCES
1) Chanrasekaran,K,(1999) Sound health through Yoga Madurai Pramkalyan, Publishers.P.2
2 Heweitt James (1999) The complete Yoga Londen lider, A.Randon century Group ltd, P.4.
3) Sharma, P.D. (1984), Yogasana and Pranayama for Health Bombay, India: Navneet
Publication, PP. 10-11.
4) Swami Kuvalayananada, (1977), Asana, (India: Lonavala: Kaivalyathama) P.3
5) Thirumalaisamy, R (2008) Yogic for Good health,” Senthilkumar Publishers, Karaikudi .P:16
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EFFECT OF TWO MODES OF CIRCUIT TRAINING ON EXPLOSIVE POWER
Dr. D. Maniazhagu, Assistant Professor, Department of Physical Education and Health Sciences,
Alagappa University, Tamilnadu
Ms. Malathi, M. Phil. Scholar, Department of Physical Education and Health Sciences, Alagappa
University, Tamilnadu
ABSTRACT
The purpose of study was to find out the effect of two modes of circuit training on explosive
power of school boys. To achieve the purpose of the study, thirty school boys from different school
trained from Alagappa Sports Foundation at Karaikudi, were selected as subject at random. Their age
group range between 11 to 14 years. The study was formulated as pre and post test random group
design, in which thirty subject were divided into three equal groups. The experimental group-1 (n=10,
CT-SAQ) underwent circuit training combined with speed agility quickness drills, the experimental
group-2 (n=10, CT-JRD) underwent circuit training combined with Jump Rope Drills and group 3
served as a control group (n=10, CG) did not undergo any training. In this study, two training
programme were adopted as independent variable, i.e., circuit training combined with speed agility
quickens and circuit training combined with jump rope drills. The explosive power was selected as
dependent variable. It was measured by standing broad jump. The selected two treatment groups were
performed five days in a week for the period of six weeks, as per the stipulated training program. The
nature of speed was collected before and after the training period. The collected pre and post data was
critically analyzed with apt statistical tool of analysis of co-variance, for observed the significant
adjusted post-test mean difference of three groups. The Scheffe’s post hoc test was used to find out pair-
wise comparisons between groups. To test the hypothesis 0.05 level of significant was fixed. The nature
of the explosive power better in CT combined with JRD drills than the CT combined with the SAQ.
Key Words: 1.Circuit Training (CT) 2.SpeedAgility Quickness (SAQ) 3.JumpRope Drills
(JRD)4.Speed, 5.Ancova.
INTRODUCTION:
Circuit training was first proposed by Morgan and Adamson (1959) of Leeds University as a
method for developing general fitness. Their initial circuit training routine consisted of several stations
arranged in a circle (hence the name circuit training) so as to work muscle groups alternately from
station to station. As circuit training grew in popularity, other authors began to provide additional
information. A wide variety of exercises and devices can be used in a circuit training routine, such as
body weight, surgical tubing, medicine balls, light implements, dumbbells, barbells, and any strength
training machines.
METHODOLOGY:
The selected two treatment groups namely circuit training combined with speed agility quickens
drills and circuit training combined with jump rope drills were performed five days in a week for the
period of six weeks, as per the stipulated training program.
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TRAINING APPROACHES FOR EXPERIMENTAL GROUP 1-(CT-SAQ)
Nature of training 1-2 weeks 3-4 weeks 5-6 weeks
variables
Total number of 8 stations 8 stations 8 stations
station
Duration of each 15 seconds 15 seconds 25 seconds
station
Exercise order Clock wise Clock wise Clock wise
Rest in between 15 seconds 20 seconds 25 seconds
station
Total number of 3 circuit 3 circuit 3 circuit
circuit
Rest in between 5 minutes 5 minutes 5 minutes
circuit
Duration of one 2 minutes 2 min &40 sec 3 min 20 sec
circuit
Volume of the week 30 minutes 36 minutes 50 minutes
SAQ DRILLS
Activity Repetition Sets Rec- in between Rec- in
1-2 weeks repetition between
sets
Standing stationary arm swing
Running Balance
Ladder Speed Run
Run Through
Crossover Skipping
T-Drill Each 30
Figure Eights sec 3 1 min 3 min
Icky Shuffle
Reaction Arm Sprints
One –Handed Tap Drills With
Partner
Medicine Ball Bull in a Ring
Wheelbarrow Drills
Activity Repetition Sets Rec- in between Rec- in
3-4 weeks repetition between
sets
Standing stationary arm swing
Running Balance
Ladder Speed Run
Run Through Each 45
Crossover Skipping sec 3 1 min 3 min
T-Drill
Figure Eights
Icky Shuffle
Reaction Arm Sprints
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One –Handed Tap Drills With
Partner
Medicine Ball Bull in a Ring
Wheelbarrow Drills
Activity Repetition Sets Rec- in between Rec- in
5-6 weeks repetition between
sets
Standing stationary arm swing
Running Balance
Ladder Speed Run
Run Through
Crossover Skipping
T-Drill
Figure Eights Each60 sec 3 1 min 3 min
Icky Shuffle
Reaction Arm Sprints
One –Handed Tap Drills With
Partner
Medicine Ball Bull in a Ring
Wheelbarrow Drills
TRAINING APPROACHES FOR EXPERIMENTAL GROUP –II (CT-JRD)
Nature of training 1-2 weeks 3-4 weeks 5-6 weeks
variables
Total number of 8 stations 8 stations 8 stations
station
Duration of each 15 seconds 15 seconds 25 seconds
station
Exercise order Clock wise Clock wise Clock wise
Rest in between 15 seconds 20 seconds 25 seconds
station
Total number of 3 circuit 3 circuit 3 circuit
circuit
Rest in between 5 minutes 5 minutes 5 minutes
circuit
Duration of one 2 minutes 2 min &40 sec 3 min 20 sec
circuit
Volume of the week 30 minutes 36 minutes 50 minutes
JUMP ROPE DRILLS
Activity (1-2 weeks) Repetition Sets Rec- in between Rec- in
repetition between
sets
High step
Alternate –foot step Each 60 3 1 min 3 min
Forward straddle sec
The bounce step
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Bell jump
Forward shuffle
Back ward shuffle
Half twist
Full twist
X foot cross
Arm side swing
Arm crossover
Activity (3-4 weeks) Repetition Sets Rec- in between Rec- in
repetition between
sets
High step
Alternate –foot step
Forward straddle
The bounce step
Bell jump
Forward shuffle Each 75
Back ward shuffle sec 3 1 min 3 min
Half twist
Full twist
X foot cross
Arm side swing
Arm crossover
Activity (5-6 weeks) Repetition Sets Rec- in between Rec- in
repetition between
sets
High step
Alternate –foot step
Forward straddle
The bounce step
Bell jump
Forward shuffle Each 90 3 1 min 3 min
Back ward shuffle sec
Half twist
Full twist
X foot cross
Arm side swing
Arm crossover
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TABLE I
THE RESULTS OF ANALYSIS OF COVARIANCE ON EXPLOSIVE POWER OF
DIFFERENT GROUPS (Scores in meters)
Group 1 Group 2 Group 3 ‘F’
Test Conditions SV SS Df MS
CT-SAQ CT-JRD CG Ratio
Mean 1.46 1.47 1.48 B 0.002 2 0.001
Pre test 0.33
S.D. 0.05 0.04 0.06 W 0.071 27 0.003
Mean 1.55 1.57 1.50 B 0.026 2 0.013
Post test 13.00*
S.D. 0.02 0.02 0.02 W 0.015 27 0.001
Adjuste B 0.0262 2 0.0131
d post Mean 1.55 1.57 1.50 W 0.0145 26 0.0006 21.83*
test
* Significant at .05 level of confidence. The required table value for test the significance was
3.35 and 3.37, with the df of 2 and 27, 2 and 26.
The pre test mean and standard deviation on explosive power scores G1,
G2, and G3 were 1.46+0.05, 1.47+0.04 and 1.48+0.06 respectively. The obtained pre test F value of
0.33 was lesser than the required table F value 3.35. Hence the pre test means value of circuit training
combined with speed agility quickness and circuit training combined with jump rope drills and control
group on explosive power before start of the respective treatments were found to be insignificant at 0.05
level of confidence for the degrees of freedom 2 and 27. Thus this analysis confirmed that the random
assignment of subjects into three groups were successful.The post test mean and standard deviation on
explosive power of G1, G2 and G3 were 1.55+0.02, 1.57+0.02 and 1.50+0.02 respectively. The obtained
post test F value of 13.00 was higher than the required table F value of 3.35. Hence the post test means
value of circuit training combined with speed agility quickness and circuit training combined with jump
rope drills on explosive power were found to be significant at 0.05 level of confidence for the degrees of
freedom 2 and 27. The results proved that the selected two training interventions namely circuit training
combined with speed agility quickness and circuit training combined with jump rope drills were
produced significant improve rather than the control group of the sample populations. The adjusted post
test means on explosive power scores of G1, G2 and G3 were 1.55, 1.57 and 1.50 respectively. The
obtained adjusted post test F value of 21.83 was higher than the required table F value of 3.35. Hence
the adjusted post test means value of circuit training combined with speed agility quickness and circuit
training combined with jump rope drills on explosive power were found to be significant at 0.05 level of
confidence for the degrees of freedom 2 and 26. The results confirm that the selected two training
interventions circuit training combined with speed agility quickness and circuit training combined with
jump rope drills on explosive power were produced significant difference among the groups. In order to
find out the superiority effects among the treatment and control groups the Seheffe’s post hoc test were
administered. The outcomes of the same are presented in the table II.
TABLE - II
SCHEFFE’S POST HOC TEST MEAN DIFFERENCES ON EXPLOSIVE POWER AMONG
THREE GROUPS (Scores in meters)
Group 1 Group 2 Group 3 Mean Confidence
AT AN-T C G Differences Interval Value
1.55 1.57 0.02* 0.0061
1.55 1.50 0.05* 0.0061
1.57 1.50 0.07* 0.0061
* Significant at .05 level of confidence.
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RESULT OF SCHEFFE’S POST HOC TEST ON EXPLOSIVE POWER.
Table II, shows the paired mean differences of circuit training combined with speed agility
quickness and circuit training combined with jump rope drills and control group on explosive power.
The paired wise comparisons results as follows. First comparison: Group 1 and Group 2: The pair wise
mean difference of group 1 and group 2 values 0.02 was higher than the confidential value of 0.0061.
Hence the first comparison was not significant. The results of this compression clearly proved that both
training have produced significantly different greater improvements on explosive power. Second
comparison: Group 1 and Group 3: The pair wise mean difference of group 1 and group 3 values
0.05was higher than the confidential value of 0.0061. Hence the first comparison was significant. The
results of this compression clearly proved that circuit training combined with speed agility quickness
have produced greater improvements on explosive power, than the control group. Third comparison:
Group 2 and Group 3: The pair wise mean difference of group 2 and group 3 values 0.07, was higher
than the confidential value of 0.0061. Hence the first comparison was significant. The results of this
compression clearly proved that circuit training combined with jump rope drills have produced greater
improvements on muscular endurance in the term of upper body than the control group.
DISCUSSION OF EXPLOSIVE POWER
After analyzing the statistical end results the researcher found that the selected training groups
have significantly improved the quality of explosive power from the base line to post interventions. The
pre to post intervention was present as follows. Circuit training combined with speed agility drills group
from pre (1.46+ 0.05),to post(1.55+ 0.02) and circuit training combined with jump rope drills group
from pre (1.47+0.04) to post (1.57+0.02) have significantly changed the pre to post results. The present
study demonstrates an increase in speed performance of 0.0009% and 0.0001% for circuit training
combined with speed agility quickens and circuit training combined with jump rope drills respectively.
Schmidt W, Anderson K, Graff M, Strutz V. (2015), they found that the high intensity circuit
training may improve muscle endurance in moderately fit populations. Slight improvements that are
gender specific may also be observed in muscle strength as well as aerobic fitness. Atul Meethal* and
Dr.A.M.Najeeb(2013) their study proved that the mud circuit training group had improved the speed,
agility, leg explosive power, pulse rate, blood pressure, and aerobic capacity to a greater degree than
concrete circuit training group. Taşkin, Halil (2009) conducted a study on effect of circuit training on the
sprint-agility and anaerobic endurance. Their study shows that the circuit training, which is designed to
be performed 3 days a week during 10 weeks of training, improves sprint-agility and anaerobic
endurance.
CONCLUSIONS
The results of this study indicate the nature of the explosive powersignificantly improved over
six weeks training period for circuit training combined with speed agility quickens drills and circuit
training combined with the jump rope drills.
The circuit training combined with the jump rope drills better than the circuit training speed agility
quickens drills and control group. The circuit training combined with speed agility quickens drills
produce less improvement on explosive power.
REFERENCES
1) Atul Meethal* And Dr.A.M.Najeeb** (2013), Effects Of Circuit Training On Different Surfaces
On Selected Physical And Physiological Variables Of School Boys, International Journal of
Physical Education, Fitness and Sports | Vol.2. No.4 | December 2013 | ISSN 2277-5447
2) Schmidt. W, Anderson K, Graff M, Strutz V (2015) The effect of high-intensity circuit
training on physical fitness.J Sports Med Phys Fitness. Epub ahead of print PMID 25942012
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COACH-ATHLETE RELATIONSHIP AMONG INDIVIDUAL GAME FEMALE
ATHLETES
Lakhveer Kaur, Research Scholar, Department of Physical Education, Panjab University, Chandigarh.
,
Dr. Dalwinder Singh Professor, Department of Physical Education, Panjab University, Chandigarh.
ABSTRACT
The present study was designed to assess the coach-athlete relationship among individual game
female athletes. Three hundred female athletes (N=300) who had participated in inter-college
competitions were selected as subjects through random sampling technique. They consist of one hundred
(n=100) wrestling, one hundred (n=100) boxing, one hundred (n=100) judo female athletes. The age of
subjects was ranged between 17 to 28 years. Coach-athlete Relationship Questionnaire (CART-Q, 2004)
developed by Jowett and Ntoumanis was used to collect the required data. One-way Analysis of
Variance (ANOVA) was employed to see the significant differences among individual game (wrestling,
boxing and judo) female athletes with regard to coach-athlete relationship. Where ‘F’ value found
significant, Least Significant Difference (LSD) Post-hoc test was employed to find out the direction and
degree of differences. The level of significance was set at 0.05. The result showed significant differences
among individual game female athletes on the sub-variables; closeness and the variable coach-athlete
relationship (total). However, no significant differences were found among individual game female
athletes on the sub-variables; commitment and complementarity.
Key Words:- Coach-athlete, relationship, Individual, Female, Athletes
INTRODUCTION
Coach-athlete relationship is a dynamic and complex relationship in which they both have to
create adjustment, co-ordination, co-operation, friendly behaviour towards each other. A sport is an ideal
environment for the examination of interpersonal relationships, with frequent and varied social
interactions, especially between coaches and their athletes (Carron & Bennett, 1977). The coach–athlete
relationship needs to be carefully nurtured, flexible and to deal with any difficulties. It may lead them
toward a success (Cassidy et al. 2009). An athlete is moving forward to attain a goal with his potentials
and sincerity, in this situation coach-athlete relationship needs to be very understanding, purity and
flexibility to complete the target.
A coach is a person who applies the systematic methods of training with more professional
considerations to get pre-decided results. Coach gives right direction to the athlete as per his/her
capability and mastery of game. He/she develops the learning process of an athlete with enthusiasm.
Sometimes, coach may works as a counselor and advisor for his/her team. Coaches play a very crucial
role in the life of an athlete, they analyse their performance, instruct their skills and give them courage.
Coach creates the right path for right time learning and coach also finds the different ways to motivate
their players. It is also a great task for coaches to maintain that excitement and enthusiasm. Coach is
responsible to prepare his/her team for the competitions. Coach acts as an organiser of the training
schedule of an athlete in early stage of coaching. Williams et al. (2003) stated that coach is the person
who determines the quality and success of an athlete.
Coach-athlete relationship has been defined as “the situation in which coaches’ and athletes’
emotions, thoughts & behaviours are mutually & causally inter-connected” (Jowett & Ntoumanis, 2004).
Smith et al. (1978) stated that coach-athlete relationship is a type of good social interactions; in which
the response of the first person may have influence on the response of another person.
Coach and athlete have different needs and motives to take part in sports and have some different
objectives to enjoyment and personal development. Coaching system is the central process of
relationship between coach and athlete which identify the knowledge and skill to underpin the effective
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working. A coach can be like a camera, who tries to capture all the movements of the game. Coach-
athlete relationship has the similarities like an employee or supervisor in an organisational set ups.
Obviously, a coach-athlete relationship has an effect in sports arena. The quality of coach-athlete
relationship is important to give a shape to athlete’s genuine identification and to find the potential. The
success in sports is rarely achieved if the relationship between coach and athlete is critical and without
any sincerity. Therefore, the present study was designed to assess the coach-athlete relationship among
individual game female athletes.
OBJECTIVE
To ascertain the significant differences among individual game female athletes on the variable
coach-athlete relationship.
METHODOLOGY
Sample
Total three hundred female athletes (N=300) who had participated in inter-college competitions were
selected as subjects through random sampling technique. They consist of one hundred (n=100)
wrestling, one hundred (n=100) boxing, one hundred (n=100) judo female athletes. The age of subjects
was ranged between 17 to 28 years.
Tool
Coach-athlete Relationship Questionnaire (CART-Q, 2004) developed by Jowett and Ntoumanis was
used to study the coach-athlete relationship among individual game female athletes.
Statistical Application
One way Analysis of Variance (ANOVA) was applied to find out the significance of differences among
individual game female athletes with regard to the variable coach-athlete relationship. Further, Least
Significant Differences (LSD) Post-hoc test was applied to study the direction and degree of differences
where ‘F’ value was found significant.
RESULTS
Table-1
Analysis of Variance (ANOVA) results among individual game female athletes with regard to the
sub-variable Commitment
Source of Sum of Degree of Mean F-value P-value
Variation Squares Freedom Square (Sig.)
Between Groups 152.207 2 76.103
Within Groups 8791.580 297 29.601 2.571 .078
Total 8943.787 299
*Significant at 0.05 F0.05 (2, 297)
It has seen observed from table-1 that insignificant differences were found with regard to the
sub-variable Commitment among individual game (wrestling, boxing and judo) female athletes, as the
P-value (Sig.) .078 was found more than 0.05 level of significance (p>0.05). Since the F-value found
insignificant, therefore, there is no need to apply Post-hoc test.
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Table-2
Analysis of Variance (ANOVA) results among individual game female athletes with regard to the
sub-variable Closeness
Source of Sum of Degree of Mean F-value P-value
Variation Squares Freedom Square (Sig.)
Between Groups 335.780 2 167.890
Within Groups 8314.150 297 27.994 5.997 .003
Total 8649.930 299
*Significant at 0.05 F0.05 (2, 297)
It can be seen from table-2 that significant differences were found, as the P-value (Sig.) .003
was found smaller than 0.05 level of significance (p<0.05) with regard to the sub-variable closeness
among individual game (wrestling, boxing and judo) female athletes.
Since the F-value found significant, therefore, Least Significant Differences (LSD) Post-hoc test
was employed to study the direction and degree of differences between paired means among individual
game (wrestling, boxing and judo) female athletes with regard to sub-variable closeness. The results of
LSD Post-hoc have been presented in table-3.
Table-3
Least Significant Differences (LSD) results among individual game female athletes with regard to
the sub-variable Closeness
Means Mean differences P-value (Sig.)
Boxing (20.56) 0.38 .612
Wrestling (20.18)
*
Judo (18.15) 2.03 .007
Wrestling (20.18) 0.38 .612
Boxing (20.56)
*
Judo (18.15) 2.41 .001
Wrestling (20.18) 2.03 .007
*
Judo (18.15)
*
Boxing (20.56) 2.41 .001
*Significant at 0.05
Result from table-3 revealed the significant differences between wrestling and judo and boxing
and JUDO individual game female athletes, as the P-values .007 and .001 respectively were found
smaller than 0.05 level of significance on the sub-variable closeness.
The results in table-3 showed insignificant difference between wrestling and boxing individual
game female athletes, as the P-value .612 was found more than the 0.05 level of significance on the sub-
variable closeness. The graphical representation of mean scores with regard to the sub-variable closeness
has been exhibited in figure-1.
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Figure-1
Graphical representation of mean scores of Individual game female athletes with regard to the
sub-variable Closeness
20.56
21 20.18
20 18.15
19
18
17
16
Wrestling Boxing Judo
Table-4
Analysis of Variance (ANOVA) results among individual game female athletes with regard to sub-
variable Complementarity
Source of Sum of Degree of Mean F-value P-value
Variation Squares Freedom Square (Sig.)
Between Groups 74.247 2 37.123
Within Groups 7287.150 297 24.536 1.513 .222
Total 7361.397 299
*Significant at 0.05 F0.05 (2, 297)
It has been illustrated in table-4 that insignificant differences were found, as the P-value (Sig.)
.222 was found more than 0.05 level of significance (p>0.05) with regard to the sub-variable
Complementarity among individual game (wrestling, boxing, judo) female athletes. Since F-value found
insignificant, therefore, Post-hoc test has not been applied.
Table-5
Analysis of Variance (ANOVA) results among individual game female athletes with regard
to the variable Coach-athlete Relationship (Total)
Source of Sum of Degree of Mean P-value
Variation Squares Freedom Square F-value (Sig.)
Between Groups 30182.007 2 15091.003
131.195 .000
Within Groups 34162.990 297 115.027
Total 64344.997 299
*Significant at 0.05 F0.05 (2, 297)
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It can be noticed from table-5 that significant differences were found with regard to the variable
coach-athlete relationship (total) among individual game (wrestling, boxing and judo) female athletes, as
the P-value (Sig.) .000 was found smaller than 0.05 level of significance (p<0.05). Since the F-value
found significant, therefore, Least Significant Differences (LSD) Post-hoc test was employed to study
the direction and degree of differences between paired means among individual game (wrestling, boxing
and judo) female athletes with regard to the variable coach-athlete relationship (total). The results of
LSD Post-hoc have been presented in table-6.
Table-6
Least Significant Differences (LSD) results among individual game female athletes with regard to
the variable Coach-athlete Relationship
Means Mean differences P-value (Sig.)
*
Boxing (34.58) 20.41 .000
Wrestling (54.99)
*
Judo (32.94) 22.05 .000
*
Wrestling (54.99) 20.41 .000
Boxing (34.58)
Judo (32.94) 1.64 .280
*
Wrestling (54.99) 22.05 .000
Judo (32.94)
Boxing (34.58) 1.64 .280
*Significant at 0.05
It can be seen from table-6 that significant differences between wrestling and boxing, wrestling
and judo were found among individual game female athletes as the P-values .000, .000 respectively were
found smaller than 0.05 level of significance on the variable coach-athlete relationship (total).
However, insignificance difference was found between boxing and judo individual game female
athletes as the P-value .280 was found more than 0.05 level of significance. The graphical representation
of mean scores of individual game female athletes with regard to the variable coach-athlete relationship
(total) has been exhibited in figure-2.
Figure-2
Graphical representation of mean scores of individual game female athletes with regard to the
variable Coach-athlete Relationship (Total)
54.99
60
50 34.58 32.94
40
30
20
10
0
Wrestling Boxing Judo
DISCUSSION
It is evident from the results that significant differences were found among individual game
female athletes on the sub-variable closeness and the variable coach-athlete relationship (total). As the
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significant differences were found with regard to sub variable closeness among individual game
(wrestling, boxing, judo) female athletes and boxing female athletes had demonstrated significantly
better than their counter part wrestling and judo female athletes, therefore, the results might be attributed
to faith, respect, likening and emotional attachment between coach and athlete of boxing game. Jowett &
Carpenter (2015) stated that closeness works as rewarding honour that motivate the members to stay in
relationship and an open channel of communication.
The coach-athlete relationship (total) was found significantly better in wrestling individual game
female athletes followed by boxing and judo individual game female athletes. It may be due to the fact
that wrestling individual game female athletes got more appreciations, friendly environment, good sports
career with their coach. Olympiou et al. (2008) described that a good environment created by a coach
with their athletes has positively related to higher closeness, commitment and complementarity with
coach. The result with regard to the sub variables; commitment and complementarity were found
insignificant among individual game female athletes. Jowett & Frost (2007) said that their commitment
should extend beyond the coach. Therefore, it is safely surmised that individual game female athletes
may have faced some discrepancies, tactless and reckless situations with coach during their sports career
which influenced the sub variables in question.
CONCLUSION
It is concluded from the above results that significant differences were found among individual
game female athletes on the sub-variable closeness and the variable coach-athlete relationship (total).
However, no significant differences were found among individual game female athletes on the sub-
variable commitment and complementarity. While comparing the mean scores of the individual game
female athletes, it has been observed that boxing game female athletes had demonstrated significantly
better closeness than their counter part wrestling and judo female athletes. However, while comparing
the mean values of individual game female athletes with regard to the variable coach-athlete relationship
(total), the wrestling female athletes exhibited significantly better than their counter part boxing and
judo female athletes.
REFERENCES
1) Carron, A. V., & Bennett, B. B. (1977). Compatibility in the Coach-athlete Dyad. The Research
Quarterly, 48, 671-679.
2) Cassidy, T., Jones, R., & Potrac, P. (2009). Understanding Sports Coaching, Routledge Taylor &
Francis Group, New York. 17-25.
3) Jowett, S & Carpenter, P. (2015). The Concept of Rules in the Coach-athlete Relationship,
Sports Coaching Review, 4 (1), 1-23.
4) Jowett, S. & Ntoumanis, N. (2004). The Coach-athlete Relationship Questionnaire (CART-Q):
Development and Initial Validation, Scandinavian Journal of Medicine & Science in Sports, 14,
245-257.
5) Jowett, S., & Frost, T. (2007). Race/Ethnicity in the All Male Coach-Athlete Relationship: Black
Footballers’ Narratives, International Journal of Sport & Exercise Psychology, 3, 255-269.
6) Olympiou, A., Jowett, S., & Duda, J. L. (2008). The Psychologist Interface Between the Coach-
created Motivational Climate and the Coach-athlete Relationship in Team Sports, The Sports
Psychologist, 22, 423-438.
7) Smith, R. E., Smoll, F. L., & Curtis, B. (1978). Coaching Behaviours in Little League Baseball.
In F. L. Smoll & R. E. Smith (2007, Eds.), Psychological Perspectives in Youth Sports DC:
Washington, DC: Hemisphere, 173-201.
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EFFECT OF LAND BASED AND WATER BASED AEROBIC EXERCISES ON
BODY MASS INDEX AMONG SCHOOL STUDENTS
Dr. M. KALAISELVI, Assistant Professor, Department of Physical Education and Health Sciences,
Alagappa University, Karaikudi.
ABSTRACT
Nowadays the approximate ranges of 20-25% of the Indian population have some form of
disability and chronic illness according to figures derived from the latest research conducted under the
National Institutes of Health. In this type aerobic exercises is a new concept, but it has recently become
more popular in India, mostly because of the potential to decrease injuries compared with all other
exercises contractions by decreasing impact of the injuries. The present study was investigated the effect
of land based and water based aerobic exercises on body mass index among school students. Randomly
45 (forty five) school going students aged 15-18 years were selected and divided into three equal groups
consist of twenty five subjects each. Group A underwent land based aerobic exercise (LAE); Group B
water based aerobic exercise (WAE) and Group C without any activities as control group. Both aerobic
exercises training were one hour per day thrice a week for 6 weeks was given. Pretest and posttest were
tested for BMI (Body Mass Index). The data will be collected before and after the experimental treatment.
The data obtained from the experimental period will be statistically analyzed with dependent‘t’ – test and
Analysis of covariance (ANCOVA). The level of significance will be fixed at .05 level of confidence for
all the cases.
Keywords: Land Aerobic, Water Aerobic, Body Mass Index
INTRODUCTION
Water aerobics (WA) is among the most popular and widely prescribed fitness activities because
it appears to be suitable for different groups: older, injured, and even healthy people. This can be related
to the peculiarity of the water environment, which is characterized, in fact, by a condition of reduced
gravity acceleration associated to an increased density (compared with air). As a result in the water
environment the movements become rather slow, making WA less demanding and traumatic than a
similar activity practiced on land .Different studies have investigated the different physiological
responses comparing land-based running and water running or walking performed on land and in water.
Most studies showed higher HR (about 10–15 b·min21) during exercise on land compared with exercise
in water performed at the same relative intensity. Few studies that focused specifically on WA
considered heart rate (HR), blood lactate (BL; 3,7, 10), and oxygen uptake found a reduction of values
of the mentioned parameters during WA compared with exercise on land.
According to Bucher (1983) aerobic exercise is any physical activity that requires the heart rate
to reach at least 60% of the maximal heart rate for an extended period of time. Also it is an activity that
can be sustained for an extended period of time without developing an oxygen deficit. The main
objective of an aerobic exercise program is to increase the maximum amount of oxygen that the body
can process within a given time. This is called “Aerobic capacity”. It is dependent upon an ability to (1)
rapidly breathe a large amount of air, (2) forcefully deliver large volumes of blood and (3) effectively
deliver oxygen to all parts of the body. In short, it depends upon efficient lungs, a powerful heart, and a
good vascular system. Because it reflects the conditions of these vital organs, the aerobics capacity is the
best index of overall physical fitness.
Therefore, the purpose of the present study was to compare the LAE and WAE responses in
young healthy men performing the same routine of aerobic exercise in 3 different conditions: on land, in
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shallow water, and in deep water. This information has the potential to provide a better insight about the
general physiological responses of subjects who regularly participate in WA training.
METHODOLOGY
To achieve the purpose of this present study forty five students are selected school boys students
are selected from Alagappa model Hr. Sec. School, Karaikudi, Tamil Nadu state, India. School students
are selected randomly as subject and their age group between 15 to 18 years. The selected subjects
(N=45) were divided into three groups equally and randomly. Of which Experimental Group I
underwent Land based Aerobic exercise (LAE), Group II underwent Water based Aerobic exercise
(WAE) and Group III acted as Control Group (CG). The experimental groups were treated with their
respective training for one hour per day for three days a week for a period of six weeks.
BMI (Body Mass Index) was measured by the weight of the subjects was measured in a standard
weighing machine and stadiometer. The weight was measured in kilogram. The height was measured in
meters. The body mass index was calculated using the following formula:
2
BMI =Weight in kilogram / Height in meter
STATISTICAL TECHNIQUE
The significance of the difference among the means of experimental group was found out by pre-
test. The data were analyzed analysis of covariance (ANCOVA) technique was used with 0.05 levels as
confidence. Analysis was performed using SPSS 20.0 (SPSS Inc Software).
RESULTS AND DISCUSSION
Table 1
Analysis of Covariance of Land based Aerobic exercise, Water based Aerobic exercise and
Control group on BMI (Body Mass Index) for School Boys
2
(BMI scores in kg/m )
Source
Contr
Variable Test Exp I Exp II ol of Sum of df Mean ‘F’ ratio
name (LAE) (WAE) Varianc Square square
group
e
Betwee 0.00 2 0.002
n
Pre test 31.966 31.96 31.94 0.00
Within 81.12 42 1.93
Betwee 19.26 2 9.63
BMI (Body Post test 30.850 30.41 31.97 n 5.79
Mass Index)
Within 69.89 42 1.66
Betwee
Adjuste n Set 19.54 2 9.77
d post 30.84 30.41 31.98 Within 17.19
test 23.298 41 0.57
Set
*Significance at 0.05 level; Number of subject in each group is 15
Table value required for significant at 0.05 level with df 2 and 42 and 2 and 41 are 3.22 and 3.23
respectively.
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Table-I shows that in the case of BMI (Body mass index) the Post test and adjusted post test F-
ratio found to be significant. To determine which of the paired means had a significant difference, the
post-hoc t test was applied and the result are presented in the table –2
Table 2
Scheffe’s Test for the Difference between the Adjusted Post Test Paired Means of School Boys
( BMI scores in kg/m )
2
Water
Land Aerobic
Variables exercises Aerobic Control Mean C.I value
exercise
Difference
group
Group
Group
BMI(Body 30.84 30.41 - 0.43
Mass 30.84 - 31.98 1.56* 0.69
Index) - 30.41 31.98 1.13*
In the above table, the body mass index results of Scheffe’s Post hoc test are presented. From the
table it can be seen that the mean difference between Land aerobic exercise group and water aerobic
exercise group was 0.43 P>0.05) and the calculated C.I value was 0.69 (P>0.05). The mean difference
between Land aerobic exercise group and the control group was 1.56* (P<0.05) and the calculated C.I
value was 0.69 (P< 0.05). The mean difference between the water aerobic exercise group and the control
group was 1.13* (P>0.05) and the calculated C.I value was 0.69 (P>0.05). From that it can be clearly
noticed that water aerobic exercise group responded to the training with more positive influences of
body mass index when compared with the Land aerobic exercise group and control group. The Land
aerobic exercise group responded better when compared with the control group.
FIGURE II
BAR DIAGRAM SHOWING THE PRE TEST, POST TEST AND ADJUSTED POST TEST
MEANS ON BMI(Body Mass Index)
32
Scores in kg/m2 31.5
31
30.5
30
29.5
Pre Test Post Test Adjusted
EXP.GP 1 31.966 30.85066667 30.84
EXP.GP 2 31.96 30.41 30.41
CONTROL GP 31.94 31.97 31.98
Fig.2.Bar diagram showing the pre test, post test and adjusted post test means on BMI (Body
2
Mass Index mean value count by kg/m )
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CONCLUSION
1. There was a significant difference between two experimental groups and control group on all the
two sites selected for assessing BMI (Body Mass Index).
2. As the improvement in six weeks of water aerobic exercise group and land aerobic exercise
group programme resulted in significant decreases in the BMI (Body Mass Index).
REFERENCES
1) Bishop, P.A., Frazier.S, Smith.J, and Jacobhe.D,(2014) “Physiological responses to treadmill and
water running”. Phys. Sport med. 17:87–94.
2) Bowman A.J.and Clayton, R.H., et.al.,(1997) “Effects of Aerobic Exercise Training and Yoga on
the Baroreflex in healthy elderly persons”. European Journal and Clinical Invest, 27:5, p.443-
449
3) Colcombe, S.J, and K.I. Ericken (2006) “Aerobic Exercise Training increases Brain Volume in
Aging Humans” – Biological Sciences and Medical Sciences Journal,1, 61:11,p1166-1170.
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A COMPARATIVE STUDY OF PERSONALITY TRAITS BETWEEN MALE
SPORTS PERSON AND NON SPORTS PERSON AT
SWAMI SHARDHANAND COLLEGE
Mohit Rana, Assistant Professor, Swami Shardhanand College, University of Delhi
Dr. Inder Mohan Datta, Associate Professor, Swami Shardhanand College, University of Delhi
ABSTRACT
A lot of sports officials, coaches, team managers, and athletes talk about the benefits and
significance of sports psychology but rarely include it in their training regimen, the researcher initiated
this work to assess and compare the personality characteristics between the male sports and non sports
person at Delhi University. The descriptive research design was used to gather data about the personality
characteristics of male sports and non-sports person. Respondents were composed of 60 (30 Sports
Person & 30 Non-sports person) males selected randomly from Swami Shardhanand College, University
of Delhi, with age ranging from 17-21 years, the selected category of sportsperson were having
minimum intercollegiate level participation in their respective sport. The instrument used was the
Manchester personality questionnaire (MPQ), a 90-item standardized questionnaire which measures 14
attributes of personality. The collected data was analyzed by employing descriptive statistics i.e. Mean
and standard deviation followed by Independent sample‘t’ test, the sports person are ranging between
average category to High category (i.e. 5-7), whereas the non-sports persons ranges between Low to
High Average category (i.e. 3-6) for the selected sub-scales of the personality, whereas for the Big-5
factors the sports person are ranging between average category to High average category (i.e. 5-6),
whereas the non-sports persons ranges between Low average to Average category (i.e. 4-5) for the
selected sub-scales of the personality, a significant difference had been found as the value was found to
be 4.517, which was significant at 0.05 level.
Keywords: Personality
INTRODUCTION
Sport psychology has long been making its impact in the field of sports for many years. Many
teams around the world have been utilizing mental techniques in the improvement of athletic
performance. One of the facets of the field is the determination of future performance through the
possibility that elite athletes possess personality characteristics that make them successful in their
particular sport. Sport psychology as a branch of psychology is largely practiced in the academe rather
than in its application for the improvement of athletic performance and for the well-being of athletes. A
lot of sports officials, coaches, team managers, and athletes talk about the benefits and significance of
sports psychology but rarely include it in their training regimen (Anshel, 1997).
Personality characteristics are traits possessed by individuals and are commonly regarded as
“properties of persons that dispose them to react in certain ways in given classes of situations”. These
traits may define an individual’s future reactions to situations as an athlete’s personality predicts how he
or she will perform in future situations. The assessment of such personality characteristics as samples of
behaviors could be measured through the use of standardized psychological tools (Ibid, 1997).
Sports psychologists have long been attributing successful athletic performance to their
personality characteristics. Versari (2004) and Auweele et al. (1993) have concluded that there is a
positive relationship between personality and some aspect of athletic performance. It was also thought
that a person’s answers on a questionnaire could be used to predict successful performance. Coaches
were at first ecstatic about the possibility of selecting their players based on the ability of a
psychological inventory to predict success (Van Dee Y, 1993)
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Personality is not entirely under the influence of heredity or physiological variables. According
to the definition of Allport, personality is “the dynamic organization within the individual of those
psychophysical systems that determine their unique adjustments to the environment”; that is, personality
is a composite of mind and body that work in harmony as a single unit. There are countless numbers of
genetic compositions within the body which are unique (except for monozygotic twins). These different
compositions along with personal experiences and environmental factors will lead to generation of
thousands of unique compositions that are distinct from others. That is why many approaches to
personality have been introduced, including cognitive, behavioral, psychoanalytic, life-span, and social
learning approaches (Jarvis, 1999).
Since the decade of 1970, many studies comparing athletes and non-athletes were performed.
This type of psychological characteristics comparison between athletes and non-athletes including
athletes from team and individual sports has always been emphasized in these studies. However,
Weinberg and Gould and Saint-Phard et al, indicate that researches involving these populations are still
incomplete and inconclusive and what distinguishes athletes from non-athletes is not a single profile,
once the differences between groups are not consistent. This characteristic seems to be constant in
personality studies, demonstrating that this area is still an open field full of questions to be explored
(Phard, 1999).
OBJECTIVES AND HYPOTHESIS
Based on the literature available and as per the need of the present study following objectives were
framed:
To assess the personality characteristics of the male sports person at Delhi University
To assess the personality characteristics of the male Non-sports person at Delhi University
To compare the personality characteristics between the male sports and non sports person at
Delhi University.
Based on the objectives following hypothesis were framed for the study:
There would be a significant difference in the personality characteristics of male sports and non
sports person at Delhi University.
PROCEDURE AND METHODOLOGY
The descriptive research design was used to gather data about the personality characteristics of
male sports and non-sports person. Respondents were composed of 60 (30 Sports Person & 30 Non-
sports person) males selected randomly from Daulat Ram College, University of Delhi, with age ranging
from 17-21 years, the selected category of sportsperson were having minimum intercollegiate level
participation in their respective sport. The instrument used was the Manchester personality questionnaire
(MPQ), a 90-item standardized questionnaire which measures 14 attributes of personality. The collected
data was analyzed by employing descriptive statistics i.e. Mean and standard deviation followed by
Independent sample‘t’ test
RESULTS AND DISCUSSIONS
Table No. 1: Sten scores of the Personality Traits of Sports and Non Sports Persons
Personality Trait Sports Person (Sten Score) Non-Sports Person (Sten Score)
Originality H (7) LA (4)
Rule Consciousness HA (6) L (3)
Openness to Change HA (6) A (5)
Assertiveness HA (6) A (5)
Social Confidence A (5) A (5)
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Empathy A (5) A (5)
Communicativeness H (7) LA (4)
Independence H (7) LA (4)
Rationality HA (6) L (3)
Competitiveness A (5) LA (4)
Conscientiousness A (5) A (5)
Perfectionism HA (6) A (5)
Decisiveness H (7) HA (6)
Apprehension HA (6) LA (4)
H-High, HA-High Average, A-Average, LA-Low Average, L-Low
Table No. 1 clearly depicts the Sten scores of the Personality Traits of Sports and Non Sports
Persons, which shows that the sports person are ranging between average category to High category (i.e.
5-7), whereas the non-sports persons ranges between Low to High Average category (i.e. 3-6) for the
selected sub-scales of the personality.
Table No. 2: Profile of respondents on the big five factors
Big five factors Sports Person (Sten Score) Non-Sports Person (Sten Score)
Creativity A (5) LA (4)
Agreeableness HA (6) A (5)
Achievement HA (6) A (5)
Extroversion HA (6) A (5)
Resilience A (5) LA (4)
Table No. 2 clearly depicts the Sten scores of the Profile of respondents on the big five factors of
male Sports and Non Sports Persons, which shows that the sports person are ranging between average
category to High average category (i.e. 5-6), whereas the non-sports persons ranges between Low
average to Average category (i.e. 4-5) for the selected sub-scales of the personality.
Table No. 3: Test of significance between the male sports and non sports person for
personality
Group Sports Person Non-Sports Person t p-value
Mean 21.24 19.04 4.517 ** 0.004
Standard Deviation 2.13 2.01
Table No. 3 clearly depicts the values for independent sample‘t’ test between the sports and non-
sports person for personality, which shows that a significant difference had been found as the value is
found to be 4.517, which is significant at 0.05 level. The graphical representation of the descriptive
analysis has been shown in fig no. 1
DISCUSSIONS
High scores in communicativeness indicate expressiveness, more open and talkative. The sport
people are more confident expressing their feelings. In competition, they have the ability to be more at
ease playing in the presence of a crowd. High scores in competitiveness indicate commitment to career,
have a strong need to achieve and work hard to achieve their goals. Sport person set themselves
challenges; they play to win and need to feel they are accomplishing something. High scores in
conscientiousness indicate perseverance and a strong sense of duty and responsibility and tend to be
somewhat conservative and traditional. They see the value in rules and traditions and respect people in
authority. Sports person need a persevering attitude to be the best. Respect for their coach, rules of the
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25
20
15
Mean
10
Standard Deviation
5
0
Sports Person Non-Sports
Person
Fig No. 1: Graphical representation of the descriptive analysis of the personality variable for
sports and non-sports person
game, and sportsmanship are more than important elements in competition and training. High scores in
perfectionism point to a quality driven and detail-oriented personality. Individuals with this trait have
high standards for their tasks, they tend to be perfectionists and work harder than the average person.
This is an important attribute of the players. They need hours and hours of practice to perfect their
strokes and other technical aspects of the game. Competition is a test of skills between players; perfect
skills make a player win against a mediocre opponent. High scores in the apprehension scale show
sensitivity to people’s approval and worry about what others think of them.
High scores in achievement indicate a quality driven goal, wanting to achieve a high level of
performance, committed and conscientious. Players are driven to achieve the best in their sport and are
persevering to get to the top. High scores in extroversion show communicative, outgoing, sociable, and
spontaneous individuals. Players feel comfortable dealing with other people. In competition, there is
always a crowd which becomes a factor that affects the performance of a player. Participation in sports
presupposes a great importance of the players’ communicative ability and contact-making ability of the
athlete within the same team. These all findings are probably the reason for the difference in the
personality of the sports and non sports person.
REFERENCES
1) Anshel, M. H. (1997). Sport Psychology, from theory to practice. Arizona: Orsuch Scarisbrick
publishers.
2) Butt DS. Personality of the athlete. In: Butt DS, editor. The psychology of sport. New York:
VNR, 1987; 95-105.
nd
3) Cox RH. Sport psychology: concepts and applications. 2 ed. Dubuque: Brown & Benchmark,
1994.
4) Jarvis, M. (1999). Sports Psychology: Concepts and Applications. Newyork: McGraw-Hill.
5) Phard, D. S. (1999, January 13). Self perception in elite collegiate male gymnasts, cross country
runners and field athletes. A Comparative study . Newyork, USA: Mayoclin press.
6) Van Dee Y, A. (1993). Elite performance and personality: from description and prediction to
diagnosis and intervention. Newyork: Macmillan press.
st
7) Weinberg RS, Gould D. Foundations of sport and exercise psychology. 1 ed. Champaign:
Human Kinetics, 1995
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EFFECTS OF CIRCUIT AND PLYOMETRIC TRAINING ON SPEED OF
COLLEGE MEN KABADDI PLAYERS
Mr. M. DASARATHAN, PhD Research Scholar, Department of Physical Education and Health
Sciences, Alagappa University, Karaikudi.
Dr. M. SAROJA, Assistant Professor, Department of Physical Education and Health Sciences,
Alagappa University, Karaikudi.
ABSTRACT
The purpose of study was to find out the effects of circuit and plyometric training on speed of
college men kabaddi players. To achieve the purpose of the study, forty five college men kabaddi
players from Acharya Arts and Science College at Uruvaiyar, Villianur, Pondicherry were selected as
subject. Their age group range between 18 to 22 years. The experimental design used for the present
study was random group design was involving 45 subjects. This study consisted of two experimental
group such as circuit and plyometric training group and one control group. Among the three groups,
group I treated with circuit training, group II treated with plyometric training and group III acted as
control group. Each group consist of 15 subjects and they were tested prior and six weeks of circuit
training and plyometric training. During each testing period the criterion variable speed were tested. The
analysis of covariance was used to find out the difference among the three groups. The Scheffe’s post
hoc test was used to find out the paired mean significant difference at 0.05 levels. The nature of the
speed was better in circuit training group than the plyometric training group. The control group did not
produce any improvement in criterion variable.
Key Words: 1.Circuit Training 2.Plyometric training 3.Speed
INTRODUCTION
Physical fitness is nowadays considered as one of the most important health markers in
childhood (Ortega et al., 2008). Consequently, in the last decades several countries have been promoting
physical fitness improvement among young people in different ways (Department of Health and Human
Services, 1990). Circuit training is a method of resistance training, or weight training that maximizes the
volume of work done in a short period of time. Circuit training consists of performing multiple exercises
on multiple body parts in a row with little rest in between exertions. Circuit training is also a convenient
way to exercise. It maximizes the total exercise volume (number of sets, repetitions, and amount of
weight) completed in a period of time. Exercises are completed in a row, and therefore, the time spent
exercising is condensed. All body parts are trained in one session, and therefore, exercisers do not need
to work out every day. Due to the lack of rest that circuit training demands, exercisers maintain elevated
heart rates for the entire period of exercise. The combination of weight training and increased
cardiovascular effort makes circuit training a beneficial type of cross training.( Dominic Xavier James,
2014).Plyometric is a type of exercise which utilizes the stretch shortening cycle of musculotendinous
tissue. Eccentric stretching is followed by concentric shortening of the same muscles. Often involves
rebound activities. Plyometric training also called stretch shortening drills or stretch strengthening drills
or reactive neuromuscular training(Voight, ML,1992)
METHODOLOGY
The selected two treatment groups namely circuit training and plyometric training group were
performed six weeks, as per the stipulated training program. It was measured by 50 meters run, the unit
of measurement in seconds.
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TABLE I
THE RESULTS OF ANALYSIS OF COVARIANCE ON SPEED OF DIFFERENT GROUPS
(Scores in seconds)
Test Group Group Group SV SS Df MS ‘F’
Conditions 1 2 3 Ratio
CT PT CG
Pre B 0.23 2 0.11 1.27
testmean 6.60 6.6 6.67
W 3.68 42 0.09
Post test B 2.11 2 1.06
mean 6.38 6.39 6.84 10.16*
W 4.36 42 0.10
Adjusted B 1.58 2 0.79
post test 6.39 6.41 6.80 17.66*
mean W 1.83 41 0.04
* Significant at .05 level of confidence. The required table value for test the significance was 3.23
with the df of 2 and 42, 2 and 41.
Table I shows that the pre test mean scores of speed of circuit training group was 6.60 seconds,
plyometric training group was 6.60 seconds and control group was 6.67 seconds. The post test means
showed differences due to circuit training group, plyometric training group and control group mean
values recorded were 6.38, 6.39 and 6.84 seconds respectively.
The obtained F value on pre test scores 0.29 was lesser than the required table value 3.23 to be
significant at 0.05 level. It proved that there were no significant difference between the experimental and
control groups indicating that the process of randomization of the groups was perfect while assigning the
subjects to groups.
The post test scores analysis proved that there were significant differences between the groups,
as they obtained F value 10.16 was greater than the table value 3.23. This proved that the differences
between the post test means of subjects were significant.
Taking into consideration the pre and post test scores among the groups, adjusted mean scores
were calculated and subjected to statistical treatment. The obtained F value 17.66 was greater than the
table value of 3.23. This proved that there was a significant difference among the means due to the
experimental trainings on speed.
TABLE II
THE RESULTS OF SCHEFFE’S POST HOC TEST MEAN DIFFERENCES ON SPEED
AMONG THREE GROUPS(Scores in seconds)
Group 1 Group 2 Group 3 Mean Confidence
CT PT C G Differences Interval Value
6.39 6.41 0.01 0.20
6.39 6.80 0.41* 0.20
6.41 6.80 0.40* 0.20
* Significant at .05 level of confidence.
Table II shows that the adjusted post test mean difference in speed between circuit training and
control group and between plyometric and control groups are 0.41 and 0.40, respectively which were
statistically significant at 0.05 level of confidence. The adjusted post test mean difference in speed
between circuit training and plyometric training group was insignificant the mean difference 0.01 was
lesser than the confidence interval value at 0.05 levels.
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CONCLUSION
The results of this study indicate the nature of the speed significantly improved over six weeks
training period for circuit training and plyometric training. The circuit training group produces better
improvement on speed than the plyometric training and control group. The plyometric training group
produces less improvement on speed. However, the difference among the two experimental groups was
significant. The control group did not produce any significant improvement on speed.
REFERENCES
1) Department of Health and Human Services. Healthy people 2000: National health promotion and
disease prevention objectives. Washington, DC: DHHS Publ No (PHS), 91-50212; 1990
2) Dominic Xavier James and Dr. R. Muthueleckuvan Effect of Varied Resistance Circuit Weight
Training on Cardiovascular Fitness INDIAN JOURNAL OF APPLIED RESEARCH Volume : 4
| Issue : 5 | May 2014 | ISSN - 2249-555X
3) Ortega FB, Ruiz JR, Castillo MJ, Sjöström M. Physical fitness in childhood and adolescence: A
powerful marker of health. Int J Obesity, 2008; 32: 1-11
4) Voight, ML. stretch strengthening: an introduction to plyometrics. OrthopPhysTher Clinic North
Am 1992; 1:243-252.
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COMPARISON OF MAXIMUM STRENGTH OF KICKING AND NON-
KICKING LEG OF FOOTBALL PLAYERS AT UNIVERSITY LEVEL
Dr. Usha Rani, Associate Professor, Deptt. of Physical Education, Kurukshetra University, Kurukshetra
ABSTRACT
The purpose of the study was to compare the maximum leg strength of kicking and non-kicking
leg of football players at University level tournaments. Methodology: for collecting the data for the
study 50 female football players participating at University level tournaments were selected. The
required data for the study was obtained by using leg dynamometer for measuring maximum leg
strength of kicking and non-kicking leg. To assess the maximum strength of kicking and non-kicking leg
't' test was applied. The result of the study revealed that maximum strength of kicking leg was found
greater than non-kicking leg of football players.
Key Words: Kicking keg, maximum strength, Football players
INTRODUCTION
Football is by far the most popular sport in the world. Tens of thousands of fans shows upto
stadium all over the world to support their favourite teams. The football players have so much control
over the ball it almost seems that it is on a string. They have the ability to kick the ball long distances
with extreme accuracy whilst the ball in the air. The kicks can be performed from either a stationary
position or a distance from the ball.
The best football players in the world are masters of speed and control. These attributes are
directly related to power and strength which greatly requires in kicking. They must have maximum
strength in legs and back to improve the kicking performances and prevention of injuries.
Kicking is rapidly explosive movement and strength is most important on offensive & defensive
where primary role of player is to fight for position. The impact of force varies by position in football,
strength is required for kicking, sprinting and passing on football ground. Kicking a ball very hard
without strength of legs is impossible and can move in injury. Normally football player uses one leg
predominantly in kicking. Does the strength varies in kicking and non-kicking leg needs lots of
investigation.
METHODOLOGY
(i) Sample: To accomplish the objectives of the study 50 female football players were selected through
random sampling. The data was taken only from female football players of Universities of Haryana. The
data was collected in Guru Jambheshwar University Hisar during All India University Football
Tournament in year 2014. Their age ranges between 18 to 25 years.
(ii) Tools used: To measure the maximum leg strength of kicking and non kicking leg, dynamometer
was used. The maximum strength was measured in kilograms.
(iii) Statistical Techniques used: To compare the maximum leg strength of kicking and non-kicking
leg of female football players at University level 't' test was used.
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RESULTS AND DISCUSSIONS
Significance of difference in maximum leg strength of kicking and non-kicking leg of football
players at University level
N Variable leg strength Mean S.D. Mean S E D 't'
difference
50 Maximum Kicking leg 16.68 3.12 4.92 0.56 8.79
strength Non-Kicking leg 11.76 2.46
Significant at 0.01 level
It can be observed from the table that the obtained 't' value between kicking and non-kicking leg
of female football players is 8.79, which is maximum strength significant at 0.01 level. Therefore it is
concluded that there is significant difference in maximum leg strength of kicking and non-kicking leg of
female football players participating at University level tournaments.
CONCLUSION
After analysis of data and results obtained it is concluded that maximum leg strength of kicking
leg is greater than non-kicking leg of female football players participating at University level
tournaments.
REFERENCES:
1) Fowler, N.E. and Reilly, T. (1993): Assessment of Muscle Strength asymmetry in soccer players.
In contemporary Ergonomics, E.J. lovesey (Ed) (London: Taylor and Fransis)
2) Capranica, L. cama, G. Fanton, f. Tessitore, A. and Figura F (1992) Force and Power of
preferred and non-preferred leg in young soccer players.
3) Coldwells, A., Atkinson, G. and Reilly, T. (1994) Sources of Variafion in back and leg
dynamometry, Ergonomics.
4) Goslin, B.R. and Charteris, J. (1979): Iso-kinetic dynamometry: Normatine data for clinical use
in lower extremities (knee) cases. ScandivanianJ. Rehabil. & Med.
5) Aagaard, P., Simonsen, E.B, Magnusson, S.P, Larsson, B. and Dyhre-Poulsen, P. (1998): A new
concept of Bokinetic hamstring: Quadriceps muscle strength ratio: American J-sports Med.
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BASEBALL: AN INTRODUCTION TO THE INDIAN SOCIETY
Dr. Sudhir Kumar Sharma, Asso. Prof., Deptt. of Phy. Edn. SGSU, Gandhinagar
Baseball is a game of skill that is played with a hard ball and a bat between two teams of nine
players each at a time on the playing field at once. Although many different people play Baseball all
over the world it is most popular in the World and being the national pastime game of the United States
of America the US Government is doing a lot for developing the game. Baseball consists of many
complicated rules. It also has a very elaborate history. One cannot fully understand the game America
has grown to love until learning about not only the rules but also the history.
HISTORY
Although it is clear that modern baseball developed in North America, the exact origin of the
game is difficult to determine. Most scholars believe that baseball evolved from a variety of similar
games that have been played for centuries. A popular legend claims that Abner Doubleday, who became
a Union officer in the American Civil War (1861-1865), invented baseball in Cooperstown, New York,
in 1839. Although there is little support for this story, the Baseball Hall of Fame Museum is located
there because of it. There is evidence that people played games involving a stick and a ball since the
early days of civilization. Ancient cultures in Persia, Egypt, and Greece played stick-and-ball games for
recreation and as part of certain ceremonies. Games of this type had spread throughout Europe by the
middle Ages and became popular in a variety of forms. Europeans brought stick-and-ball games to the
American colonies as early as the 1600s. They were widely considered children's games, however,
through the 1700s.
By the early 1800s, a variety of stick-and ball games had become popular in North America.
Most of these games originated in England. Many people in north-eastern cities such as Boston, New
York, and Philadelphia played cricket. However, an English game called rounder’s, which was
eventually played in rural and urban communities throughout North America, most resembled modern
baseball. By the early 1830s, there were reports of a variety of unmodified bat-and-ball games
recognizable as early forms of baseball being played around North America. These games were often
referred to locally as "town ball", though other names such as "round-ball" and "base-ball" were also
used. Among the earliest examples to receive a detailed description—albeit five decades after the fact, in
a letter from an attendee to Sporting Life magazine—took place in Branchville, Ontario, in 1838.
There were many similarities to modern baseball, and some crucial differences: five bases (or
byes); first bye just 18 feet (5.5 m) from the home bye; batter out if a hit ball was caught after the first
bounce. The once widely accepted story that Abner Doubleday invented baseball in Cooperstown, New
York, in 1839 has been conclusively debunked by sports historians.
HOW BASEBALL IS PLAYED
The rules of baseball may seem very complicated but they are most easily understood by
watching the game itself. First of all a baseball game is divided up into 9 different periods called
innings. After nine innings are up the team that scored the most runs wins the game. Play begins when a
pitcher throws the ball toward a player on the opposing team. The pitcher tries to throw the ball in the
strike zone, which is an imaginary box. If the ball is in the strike zone, it is a strike if not it is a ball. The
player whom the ball was thrown at tries to hit the ball onto the playing field. A run is scored when a
player hits the ball and runs around a series of bases before a player on the other team can get them out.
A player can be put out in many different ways. Each inning is divided into two halves, the bottom, and
the top. In each half of an inning one team bats while the other plays the field. If the score is tied after
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nine innings are over then the game is continued into extra innings and is concluded when one team is
winning after an extra inning. These are the basic rules of baseball.
THE FIELD AND EQUIPMENT
Baseball is played on a field, which usually covers about two acres. The field is divided into an
infield and an outfield. These two parts are considered fair territory and the rest of the field is considered
foul. The infield is in the shape of a diamond and is 90 ft on each side. One point of the diamond is
home plate which batters hit from. The other three points are bases: first, second, and third base. In the
middle of the diamond is a pitcher’s mound which is slightly raised off the ground. The edges of the
diamond from home plate to first base and home plate to third base are the foul lines, which extend all
the way to the wall in the outfield. Behind first base is right field, behind second base is called center
field, and behind third base is called left field. Fences are placed at the farthest limits in the outfield. In
foul territory beyond the foul lines in the infield are dugouts where players sit when they are not playing
or waiting to bat.
Baseball also consists of many pieces of equipment. Baseball equipment includes the following:
a hard ball which has a cork center and has a circumference of 9 in., a bat made out of wood or
aluminum, a padded leather glove which each player uses to catch the ball, cleaved shoes, and a helmet
worn by batters. There are certain rules that limit the size, weight, and shape of certain equipment.
THE BASEBALL TEAM
A baseball team has nine players on the field at once. Each player plays a specific position. The
pitcher throws the ball from the pitcher’s mound to start play. Each throw is called a pitch. The catcher
receives the ball and returns it to the pitcher unless the batter hits the ball first. Besides catching pitches,
the catcher covers home plate as well. The first baseman, second baseman, and third baseman are each
in charge of a base. The shortstop stands in between second and third base. The infielders are
responsible for getting the ball and putting out runners when the ball is hit to them. There are three
outfielders who each stand in left, right, and center field respectively. While one team is in the field the
other one is at bat. The team bats in a specific order.
COACHES AND UMPIRES
Several people help keep the game under control such as managers, coaches, and umpires. The
manager is the leader of the team and decides whom plays, where they play, and the order they bat in.
Coaches assist the manager and make decisions such as if a batter should swing at a pitch or not.
Umpires keep the game under control by enforcing the rules of the game and the rules of conduct. For
instance, they decide if a pitch is a strike or a ball. If a player, coach, or manager violates the rules of
conduct, the umpire might eject him from the game.
RUNNING THE BASES
If a player hits the ball and the fielders cant field it he is awarded a base hit. When the runner
gets a base hit he tries to advance as many bases as possible without getting out. Once a batter reaches a
base he can advance by stealing the base, running before the pitcher throws the ball, or when another
player hits the ball in play.
SCORING
A run is scored when a player successfully makes it around all the bases without being put out.
There are different ways to get around the bases. If a batter goes around all the bases with one hit it is
considered a home run. A home run is usually achieved by hitting the ball over the outfield fence. When
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a player hits a home run, all other players on base score also. If there is a man on all three bases and a
player hits a home run it is considered a grand slam.
MAJOR TOURNAMENTS OF BASEBALL
Major Tournaments organized at National Level in the field of Baseball by the Association and
Government of India Agencies are as follows:
1. Senior National League
2. Junior National League
3. Little League for Primary School Children’s
4. School Games Federation of India Tournaments
5. All India Inter Universities Tournament organized by AIU
REFERENCES:
1) Adair, R. (2002). The physics of baseball. New York: Harper.
2) Bahill, A.T. (2004). The ideal moment of inertia for a baseball or softball bat. IEEE Transactions
on Systems, Man, and Cybernetics – Part A: Systems and Humans, 34(2), 197-204.
3) Baker, D., Mercer, J., & Bittinger, M. (1993). You can teach hitting. Carmel: Bittinger Books.
4) Berra, Y. (1998). The Yogi book: "I really didn't say everything I said". New York: Workman.
5) Gola, M., & Monteleone, J. (2001). The complete book of hitting faults and fixes. New
York: McGraw-Hill.
6) Sawicki, G.S., Hubbard, M. & Stronge, W.J. (2003). How to hit home runs: optimum baseball
bat swing parameters for maximum range trajectories. American Journal of Physics, 71(11),
1152-1162.
7) Sharma S. K., (2015) Baseball, mrdsect.org
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EFFECT OF MEDICINE BALL TRAINING ON SELECTED
STRENGTH AND POWER PARAMETERS AMONG
VOLLEYBALL PLAYERS
Dr. Vijay Kaushal, Principal, Madhuri Bai Deshmukh Sharirik Shikshan Mahavidyalaya,
Dig Dho Hill, CRPF Camp, Higna Road, Nagpur, Maharashtra, India - 440019
ABSTRACT
The purpose of the study was to find out the effect of medicine ball training on
selected strength and power parameters among volleyball players. To achieve the purpose
20 volleyball players were randomly selected as subjects from the Madhuri Bai Deshmukh
Sharirik Shikshan Mahavidyalaya, Nagpur. The subject were divided into two groups each
comprising of 10 each as experimental and control groups. The average age, height, and
weight of the experimental group were 19.3 +/- 2.7 years, 168 +/- 4.1 cm and 59.8 +/- 3.6
kg. The average age, height, and weight of the control group were 19.7 +/- 3.1 years,
166.5 +/- 3.9 cm and 61.5+/- 4.3 kg respectively. Apart from regular volleyball practice
the experimental group had undergone 40 minutes of medicine ball training 5 days in a
week for 6 weeks. The criterion variables confined to this study were Arm strength,
Strength endurance, Explosive power and these parameters were measured before and after
the training programme. The collected data were statistically analysed by using analysis of
co variance (ANCOVA) .On the basis of the result, it was found that there was significant
improvement on strength and power parameters among volleyball players of experimental
group.
Key Words: Medicine ball Training, Strength Endurance, Explosive Power
INTRODUCTION
The ability to generate strength and power is a very important component for success
in many sports, particularly in those involving explosive movements. Medicine ball
training, in conjunction with a program of weight training and circuit training, can be used
to develop strength and power. Medicine ball training is one of the best ways to improve
overall strength, power, speed, rotational strength, and to burn calories efficiently while
producing high levels of athleticism. Certain medicine ball exercises can also be used as
part of a plyometric training program to develop explosive movements. While researchers
have investigated the effects of different modes of resistance training including weight
machines, free weights, and body weight exercises on youth (Faigenbaum, Westcott,
LaRosa Loud, & Long, 1999; Pfeiffer & Francis, 1986; Sailors & Berg, 1987; Siegal,
Camaione, & Manfredi, 1989), published research investigating the effects of medicine
ball training on muscular fitness in high-school physical education students seems to be
lacking. Since quality physical education programs should help students develop health-
related fitness and physical competence (National Association for Sports and Physical
Education, 2004), physical education teachers who use medicine balls need assurance that
medicine ball training is safe, beneficial, and worthwhile. Moreover, proven methods for
incorporating medicine ball training into the high school physical education curriculum are
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needed, as adolescence is a critical period for promoting physical activity as a lifetime
behavior (Rowland, 1999).
Resistance training is a specialized method of physical conditioning that involves
the progressive use of a wide range of resistive loads from medicine balls to high intensity
plyometric that enhance or maintain muscular fitness (i.e. muscular strength, muscular
power, and local muscular endurance). Research into the effects of resistance exercise on
youth has increased over the past decade, and the qualified acceptance of youth
resistance training by medical and fitness organizations is becoming universal
(American Academy of Pediatrics, 2001; American College of Sports Medicine, 2000;
Faigenbaum et al.,1996). The interest in resistance training among youth is supported
by findings from the Youth Risk Behavior Survey which indicate that 52% of high school
students reported that they performed exercises to "strengthen or tone" their muscles on
three or more days in the week before the survey (Centers for Disease Control and
Prevention,2003). In addition to enhancing motor skills and sports performance, regular
participation in a youth resistance training program has the potential to positively
influence several measurable indices of health. It helps strengthen bone, facilitate weight
control, enhance psychosocial well-being and improve one's cardiovascular risk
profile (Faigenbaum, 2001). Moreover, a stronger musculoskeletal system will enable
boys and girls to perform daily activities with more energy and vigor, and may help to
enhance functional abilities and reduce the likelihood of developing some chronic
diseases such as osteoporosis later in life (Turner & Robling, 2003). Therefore, the
importance of resistance training needs be emphasized early in life as part of a
multifaceted approach to lifetime health and fitness. Physical education lessons that
include resistance training typically include body weight exercises (e.g., chin-ups and
push-ups), free weight exercises (e.g., barbell squat and dumbbell curl) and weight
machine exercises (e.g., chest press and lat pulldown). Some physical education teachers,
however, have started to incorporate medicine ball training into their lessons. Medicine
balls are relatively inexpensive weighted balls that are available in a variety of colors,
shapes and sizes (ranging from the size of a baseball to larger than a basketball).
Physical education teachers are now rediscovering the many benefits that can be achieved
by incorporating medicine balls in their classes. Unlike other approaches to resistance
training, medicine ball training provides students the opportunity to strength their
bodies through dynamic movements that require balance and coordination. Furthermore,
body weight resistance exercises such as chin-ups may be too challenging for some
youth who are sedentary and overweight. In that regard, medicine ball training programs
that involve throwing, catching, and rotational movements can be structured in a
way that is appropriate for all students. At present, there is a paucity of data available
about the effects of medicine ball training on health, fitness, and sports performance.
METHODOLOGY
The purpose of this study was to find out the effect of medicine ball training on
strength and power parameters. To achieve the purpose of this study 20 male students who
were studying in the Madhuri Bai Deshmukh Sharirik Shikshan Mahavidyalaya, Nagpur
during the academic year 2015-2017 were randomly selected as subjects. The age of the
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subjects were ranged from 18 to 25years. The selected subjects were divided into two
groups of ten subjects each. Group I experimental group underwent medicine ball training
and Group II as control group did not undergo any special training programme. The
experimental group underwent medicine ball training for 5 days per week for 6 weeks. The
medicine ball exercise workout includes overhead lateral flexion, kneel to push -up,
diagonal chop, squats, one-leg squat, crunches, two arm wall pass, sit-up pass, standing
oblique twists, seated ball oblique twists. The control group did not participate in any
special training programme or strenuous physical activities apart from their day to day
activities. The experimental group underwent their medicine ball training under the
instruction and supervision of the investigators. The data were collected on selected
criterion variables namely strength and power parameters namely arm strength, strength
endurance and explosive power were measured by using hand dynamometer, sit ups and
sargent jump respectively before ( pre) and after the six weeks of medicine ball
training(post). Analysis of covariance (ANACOVA) was applied to find out significant
difference if any between the experimental and control group.
ANALYSIS OF THE DATA
The collected data were analysed by using analysis of covariance and they were
discussed below.
Table - I
Analysis Of Covariance For Pre And Post Tests Data On
Arm Strength Of Control And Experimental Groups
Source Sum of Mean ‘F’
Control Experimental of Squares df Squares Ratio
Variance
Pretest 25.00 24.50 Between 1.250 1 1.250
Mean 0.584
SD 1.4907 1.4337 Within 38.500 18 2.139
Posttest 25.10 26.10 Between 5.000 1 5.000
Mean 2.830
SD
1.4491 1.1972 Within 31.800 18 1.767
Adjusted Between 9.973 1 9.973
Posttest 24.882 26.318 63.964
Mean Within 2.651 17 .156
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Table – II
Analysis Of Covariance For Pre And Post Tests Data On
Strength Endurance Of Control And Experimental Groups
Source
Sum of
‘F’
Mean
Control Experimental of Squares df Squares Ratio
Variance
Pretest 46.5000 47.700 Between 7.200 1 7.200
Mean 2.464
SD 1.35401 2.002 Within 52.600 18 2.922
Posttest
Mean 47.100 50.200 Between 48.050 1 48.050 18.600
SD
.737 2.149 Within 46.500 18 2.583
Adjusted Between 25.614 1 25.614
Posttest 47.443 49.857 14.874
Mean Within 29.275 17 1.722
Table -III
Analysis Of Covariance For Pre And Post Tests Data On
Explosive Power Of Control And Experimental Groups
Source
Mean
‘F’
Sum of
Control Experimental of Squares df Squares Ratio
Variance
Pretest 50.400 50.300 Between .050 1 .050
Mean 4.477 4.522 Within 364.500 18 20.250 .002
SD
Posttest 50.600 54.900 Between 92.450 1 92.450
Mean 5.312
SD 3.893 4.433 Within 313.300 18 17.406
Adjusted Between 96.382 1 96.382
Posttest 50.555 54.945 Within 12.903 17 .759 126.988
Mean
* Significant at 0.05 level. The table value required for significance at 0.05 level of
confidence with degrees of freedom 1, 17 is 4.45 and degree of freedom 1, 18 is 4.41
RESULTS
The adjusted post test mean of experimental and control group on arm strength
(26.318vs24.882) resulted in F-ratio of 63.964, which shows a significant difference. The
adjusted post test mean of experimental and control group on strength endurance
(49.857vs47.443) resulted in F-ratio of 14.874, which shows a significant difference. The
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adjusted post test mean of experimental and control group on explosive power
(54.945vs50.555) resulted in a F-ratio of 126.988, which shows a significant difference.
DISCUSSION
In general, it seems that boys and girls can increase their strength by about 30-50%
during the first eight weeks of resistance training (Falk & Tenebaum, 1996). The
progressive training program that included explosive types of medicine ball exercises
resulted in gains in upper body strength and abdominal strength of 42% and 34%,
respectively Faigenbaum et al.,(1999). The mechanisms responsible for these gains are not
entirely understood nor were they examined in this study, but changes in motor unit
activation and motor unit coordination, recruitment and firing are probable mechanisms
that can explain, at least in part, these short-term training induced gains (Ramsay et al.,
1990). Several studies involving youth have noted significant improvements in the long
jump, vertical jump, sprint speed and agility run time following resistance training (Falk &
Mor, 1996; Weltmanet al., 1986; Lillegard, Brown, Wilson, Henderson, & Lewis, 1997).
However, others have noted significant gains in strength without significant improvements
in motor performance skills (Faigenbaum, Zaichkowsky, Westcott, Micheli, & Fehlandt,
1993). However the above results showed a significant changes due to medicine ball
training in the strength and power parameters.
CONCLUSION
From the results of the study it was concluded that there was a positive change in
the performance of strength and power parameters due to six weeks of medicine ball
training. However the change was in favour of experimental group.
REFERENCE
1. American Academy of Pediatrics. (2001). Strength training by children and adolescents.
2. American College of Sports Medicine. (2000). ACSM's Guidelines for Exercise Testing
and Prescription, (6th ed.).
3. Baltimore: Lippincott, Williams & Wilkins. Centers for Disease Control and Prevention
(2003). Youth risk behavior survey-United, Morbidity and Mortality Weekly Report.
4. Faigenbaum, A.D. (2001). Strength training and children's health. Journal of Physical
Education Recreation and Dance, 72, 24-30.
5. Faigenbaum, A.D., Zaichkowsky, L.D., Westcott, W. L, Micheli, L.J, & Fehlandt, A.F.
(1993).The effects of a twice per week strength training program on children. Pediatric
Exercise Science, 5, 339-346.
6. Falk, B., & Mor, G. (1996). The effects of resistance and martial arts training in 6 to 8 year
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7. Falk, B., & Tenenbaum, G. (1 996). The effectiveness of resistance training in children. A
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8. Lillegard, W., Brown, E., Wilson, D., Henderson, R., and E. Lewis. (1997).Efficacy of
strength training in prepubescent to early post pubescent males and females:. Pediatric
Rehabilitation, 1, 147- 157. Pediatrics, 107, 1470-1472.
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9. Pfeiffer, R., & Francis, R. (1986). Effects of strength training on muscle development in
prepubescent, pubescent and postpubescent males. Physician andsports Medicine. 14,134-
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10. Ramsay, J.A, Blimkie, C.J, Smith, K., Gamer, S., MacDougall, J.D. & Sale, D. (1990).
Strength training effects in prepubescent boys. Medicine and Science in Sports and
Exercise, 22, 605-614.
11. Rowland, T.W. (1999). Adolescence: A 'risk factor' for physical inactivity. Presidents
Council on Physical Fitness and Sports Research Digest, 3, 1-8.
12. Safrit, M. (1995). Complete Guide to Youth Fitness Testing. Champaign, IL: Human
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13. Sailors. M., & Berg, K. (1987). Comparison of responses to weight training in pubescent
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14. Siegal, J.A, Camaione, D.N, & Manfredi, T.G. (1989). The effects of upper body
resistance training in prepubescent children. Pediatric Exercise Science, 1, 145-1 54.
15. Turner, C., & Robling, A.. (2003). Designing exercise regimens to increase bone
strength.Exercise andsport Science Reviews, 31,45-50.
16. Weltman, A, Janney, C., Rians, C., Strand, K., Berg, B., Tippit, S., Wise, J., Cahill, B., &
Katch, F.I. (1986).. The effects of hydraulic resistance strength training in pre-pubertal
males. Med Sci Sports Exercise, 18: 629-638
38
UGC Journal Details
Name of the Journal : International Journal of Physical Education Sports
Management and Yogic Sciences
ISSN Number : 22311394
e-ISSN Number : 2278795X
Source: UNIV
Subject: Applied Psychology;Developmental and
Educational Psychology;Education;Health(social
science);Nutrition and Dietetics;Orthopedics and
Sports Medicine;Physical Therapy, Sports
Therapy and Rehabilitation;Psychology(all);Social
Sciences(all)
Publisher: International Journal of Physical Education Sports
Management and Yogic Sciences
Country of Publication: India
Broad Subject Category: Multidisciplinary
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