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FIGURE- I
BAR DIAGRAM SHOWING THE MEAN VALUE ON
SELECTED PHYSICAL FITNESS VARIABLES OF DEAF
AND DUMB CHILDREN ON EXPERIMENTAL GROUP


Experimental Group

100 79.27
76.63
80
60
40 26.53 28
20
0
pre post flexibility pre post
agility 76.63 79.27 26.53 28


TABLE - II
COMPUTATION OF ‘T’ RATIO ON PHYSICAL FITNESS
VARIABLES OF DEAF AND DUMB CHILDREN ON
CONTROL GROUP
(Scores in numbers)
Test Mean Std. T ratio
Group Deviation

Pre test 81.32 38.74
Control Agility Post 4.22
Group 84.42 36.21
test
Flexibility Pre test 23.53 6.44 3.93
Post 6.72
Further the computation of mean, standard deviation and‘t’
test 25.48

ratio on selected variables parameters, namely Agility, Flexibility of

control group. The obtained‘t’ ratio on Agility Flexibility were 4.22,
and 3.93 respectively. The required table value was 2.14 for the
degrees of freedom 1 and 14 at the 0.05 level of significance. Since
the obtained‘t’ values were lesser than the table value it was found to
be statistically not significant.


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FIGURE- II
BAR DIAGRAM SHOWING THE MEAN VALUE ON
SELECTED PHYSICAL FITNESS VARIABLES OF DEAF
AND DUMB CHILDREN ON CONTROL GROUP

100 81.32 84.42
Control Group

50
23.53 25.48
0
Pre test Posttest Pre test Posttest
Flexibility
Control Group Agility 81.32 84.42 23.53 25.48

DISCUSSION
The results of the study indicated that the selected physical
and physiological variables, speed, agility, explosive power, heart
rate, resting pulse rate, blood pressure, were improved significantly
after undergoing muscle fitness programme. The changes in the
selected parameters were attributed the proper planning, preparation
and execution of the training package given to the players. The
findings of the present study had similarity with the findings of the
investigations referred in this study. Eneko Baz-Valle,,Brad J.et al
2019 reported that the effects of exercise variation in muscle
thickness, maximal strength and motivation in resistance trained men.

Garam Jo et al, 2018 Effects of 12-week combined exercise program
on self-efficacy, physical activity leve l, and health related physical
fitness of adults with intellectual disability .Patrick Savage et al 2012
Effect of Resistance Training on Physical Disability in Chronic Heart
Failure. Eizadi Mojtabaa et al, 2010 The effect of rehabilitation
program on mechanical efficiency, heat rate and Vo2max in spastic
children. PESTANA, Mayara Borkowske et al. 2007 Effects of
physical exercise for adults with intellectual disabilities. Maria A
Fragala-PinkhamA et al, 2005Fitness Program for Children With
Disabilities Physical Therapy. ANDREW J. GRAHAM: 1996
Physical Fitness Of Adults With An Intellectual Disability: Susan K
Effgen: 1981 Effect of an Exercise Program on the Static Balance of
Deaf Children:Sungmin Son, 2017 Effects of an abdominal muscle

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exercise program in people with intellectual disabilities residing in a
residential care facility :I-Chen Yeh et al 2015 The Influence of
Functional Fitness and Cognitive Training of Physical Disabilities of
Institutions. However, the subjects participated in the control group
did not improve their physical and physiological variables like speed
,agility, explosive power, heart rate, resting pulse, blood pressure.
The results of the present study indicates that the sports specific
training methods is appropriate protocol to improve speed, agility and
leg explosive power of adolescent boys badminton players.
From the result of the present study it is very clear that the
motor fitness components of speed, agility and leg explosive power
improvement significantly due to sports specific training.

CONCLUSIONS:
Based on the findings and within the limitation of the study
it is noticed that practice of muscle fitness programme helped to
improve physical fitness components of deaf and dumb disabilities. It
was also seen that there is progressive improvement in the selected
criterion variables of experimental group of deaf and dumb
disabilities after eight weeks of training program. Further practice of
exercise also helps to improve other physical fitness factors i.e. speed,
explosive power, agility, heart rate blood pressure, resting pulse rate
.
REFERENCES:
1. Petri Wiklund, Markku Alen, Eveliina Munukka, Shu Mei Cheng,
Bo Yu, Satu Pekkala, Sulin Cheng. Metabolic response to 6-week
aerobic exercise training and dieting in previously sedentary
overweight and obese pre-menopausal women: A randomized trial.
J Sport Health Sci 2014; 3 (3):217-224.
2. Meyers D, Goldberg AP, Coon PJ, Drinkwater DT, Bleecker ER.
Relationship of obesity and physical fitness to cardiopulmonary and
metabolic function in healthy older men. J Gerontol 1991; 46
(2):M57 - 65.
3. Katzel LI, Busby-Whitehead MJ, Goldberg AP. Adverse effects of
abdominal obesity on lipoprotein lipids in healthy older men. Exp
Gerontol 1993; 28(4-5):411-20.
4. Rena Li. Women's health in exercise and aging: What do we know.
J Sport Health Sci 2014; 2(3):153-154. INDIAN JOURNAL OF
PHYSICAL EDUCATION, SPORTS AND APPLIED SCIENCE,


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VOL 10. NO.2. April , 2020 ISSN-2229-550X (P), 2455-0175 (O)
Sports Scientists Views in IJPESAS 35
5. King AC, Haskell WL, Taylor B, Kraemer HC,De Busk RF. Group-
vs home-based exercise training in healthy older men and women: a
community based clinical trial. JAMA 1991; 266:1535-1542.
6. Hellenius ML, de Faire U, Berglund B, Hamsten A, Krakau I. Diet
and exercise are equally effective in reducing risk for cardiovascular
disease: results of a randomized controlled study in men with
slightly to moderately raised cardiovascular risk factors.
Atherosclerosis 1993; 103:81-91.
7. Pino-Ortega J, De la Cruz-Sanchez E and MartínezSantos R.,
Health-related fitness in school children: compliance with physical
activity recommendations and its relationship with body mass index
and diet quality, 60(4), 374-9 (2010)
8. Hartman E, Visscher C and Houwen S., The effect of age on physical
fitness of deaf elementary school children, Pediatric Execs Sci.,
19(3), 267-78 (2007)
9. Stone W.J., The Influence of Race and SES on Physical
Performance, Nutrients journal, 5(2), 509-524 (1967)
10. Berger R.A and Parodies R.L, Comparison of Physical Fitness
Scores of White and Black seventh ggrade boys of similar Socio
Economic Level, Research Quarterly, 40(4), 666 (1969)
11. Andersen Gary J, Fundamentals of educational research, London,
Flamer press, (1998)
12. Cardoso Chaves O, do Carmon Castro Franceschini S, Machado
Rocha Ribera S, Ferreira Rocha Santana L, Garçon de Faria C,
Eloiza and Prior S., Comparison of the biochemical, anthropometric
and body composition variables between adolescents from 10 to 13
years old and their parents, 27(4), 1127-33 (2012)
13. Katić R and Bala G., Relationships between cognitive and motor
abilities in female children aged 10-14 years, 36(1), 69-77 (2012)











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EFFECTS OF VARIED PACKAGES OF
ACCELERATION SPRINTING ON SPEED, LEG
EXPLOSIVE POWER AND PERFORMANCE OF
100MTS RUNNING OF SECONDARY SCHOOL BOYS

Sandeep Kumar, Ph.D. Scholar, Department of Physical Education,
Faculty of Education, Bhupal Noble’s University, Udaipur,
Rajasthan.
Dr. Gajendra Singh Chouhan, Associate Professor, Department of
Physical Education, Faculty of Education, Bhupal Noble’s
University, Udaipur, Rajasthan.

ABSTRACT:
The study was designed to investigate the “Effects of varied
packages of acceleration sprinting on speed, leg explosive power and
performance of 100mts running of school boys” To achieve this
purpose 45 school boys were randomly selected from Bhupal Nobles
Senior Secondary School, Udaipur as subjects. Their age ranged from
15 to 17 years. They were divided into three equal groups namely
Experimental Group- I, Experimental Group - II, and Control Group.
In a week three days the Experimental Group - I underwent First
Package of acceleration sprinting, Experimental Group - II underwent
Second Package of acceleration sprinting and Control Group was not
given any specific training. The following criterion variables were
chosen namely, Speed, Leg Explosive power and 100mts running
performance. They assessed before and after the training period of 8
weeks. The analysis of covariance was used to determine of any
significant difference was present among the three groups of the
dependent variables. The study revealed that the speed and leg
explosive power and 100mts running performance were significantly
improved due to effects of varied packages of acceleration sprinting.
Key words: 1. Acceleration Sprint, 2. Speed, 3.Leg Explosive Power,
4. ANCOVA

INTRODUCTION
In most of the advanced developed countries, the awareness
of more learning and skill development among children is very much
scientific and prolonged which perhaps helped them to realize their


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dreams of high achievement in sports. High level of general of fitness
with acceleration sprinting like power, speed, agility, balance reaction
time etc., are essential qualities required to be developed by the
players. Acceleration sprint consists of 50 to 110 yards jogging
followed by 50 to 110 yards fast striding and finally 50 to 110 yards
sprinting. In this study an attempt is made to find out the “Effects of
varied packages of acceleration sprinting on speed, leg explosive
power and performance of 100mts running of school boys”

METHODOLOGY
For this forty five school boys were selected as subject and
divided into three equal groups. For this study two experimental
group and control group was used. Anaerobic capacity and aerobic
capacity was measured by Hardvard step test and Margaria Kalaman
step test respectively. The intensity of run in controlled by keeping
the pulse count at 162 beats and 174 beats minute for Experimental
groups I and II respectively. Initial and final test were conducted,
after six weeks of training, analysis of covariance was used in this
study. The study shows that aerobic and anaerobic capacity were
significantly improve due to the influence of the above site training
programme.

RESULTS AND DISCUSSIONS
TABLE –I
COMPUTATION OF ANALYSIS OF COVARIANCE ON
SPEED
(Scores in Seconds)

First Package of Second Package
F
acceleration of acceleration CG SV SS df MS ratio
sprinting sprinting
Pre-test 8.1 8.2 8.3 B 0.05 2 0.03 2.12
means W 3.68 42 0.09
Post -test 7.9 8.1 8.2 B 0.83 2 0.41 17.1*
means W 3.71 42 0.09
Adjusted 0.47 2 0.23
Post-test 7.7 7.9 8.1 B 25.6*
means 0.15 41 0.00
Table value for 0.5 level 3.23
Table I shows the analyzed data on speed. The pretest,

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posttest and adjusted posttest means of the speed were (8.1, 8.2, 8.3)
(7.9, 8.1, 8.2) (7.7, 7.9, 8.1) for the experimental group I, II and
Control group respectively. The obtained ‘F’ ratio for pretest 2.12
posttest 17.1 and adjusted posttest 25.6. The table value is 3.23 at 5%
level of significance for the degree of freedom (2.42 and 2.41). Hence
the obtained ‘F’ ratio was greater than the Table ‘F’ ratio. Therefore
it is proved that First Package of acceleration sprinting has been better
than the other two groups.

TABLE –II
COMPUTATION OF ANALYSIS OF COVARIANCE ON
LEG EXPLOSIVE POWER
(Scores in Meters)
First Second
Package of Package of Control Source Sum of Mean F
of df
acceleration acceleration Group variance Squares squares ration
sprinting sprinting
Pre-test 1.90 1.89 1.89 B 0.12 2 0.06 3.08
means W 0.72 41 0.02
Post – B 0.89 2 0.44
test 2.10 1.95 1.92 14.05 *
means W 0.68 41 0.02
Adjusted B 0.48 2 0.29
Post-test 2.15 2.00 1.92 16.54 *
means W 0.14 41 0.00
Table value for 0.5 level 3.22.
Table II shows the analyzed data on speed. The pre test, post
test and adjusted post test means of the speed were (1.90, 1.89, 1.89)
(2.10, 1.95, 1.92) (2.15, 2.00, 1.92) for the experimental group I, II
and Control group respectively. The obtained ‘F’ ratio for pre test
3.08 post test 14.05 and adjusted post test 16.54. The table value is
3.22 at 5% level of significance for the degree of freedom (2.42 and
2.41). Hence the obtained ‘F’ ratio was greater than the Table ‘F’
ratio. Therefore it is proved that First Package of acceleration
sprinting has been better than the other two groups.







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TABLE –III
COMPUTATION OF ANALYSIS OF COVARIANCE ON 100MTS
RUNNING PERFORMANCE
(Scores in seconds)
First Second
Package of Package of F
CG SV SS df MS
acceleration acceleration ratio
sprinting sprinting
Pre-test B 1.30 2 0.65
means 13.07 13.08 13.07 W 23.76 41 0.57 2.47
Post – B 4.20 2 2.10
test 12.95 12.98 13.06 12.42 *
means W 25.13 41 0.60
Adjusted B 0.83 2 0.42
Post-test 12.92 12.95 13.06 W 0.20 41 0.00 15.75 *
means
Table value for 0.5 level 3.22
Table II shows the analyzed data on speed. The pretest,
posttest and adjusted posttest means of the speed were (13.07, 13.08,
13.07) (12.95, 12.98, 13.06) (12.92, 12.95, 13.06) for the
experimental group I, II and Control group respectively. The
obtained ‘F’ ratio for pretest 2.47 posttest 12.42 and adjusted posttest
15.75. The table value is 3.22 at 5% level of significance for the
degree of freedom (2.42 and 2.41). Hence the obtained ‘F’ ratio was
greater than the Table ‘F’ ratio. Therefore it is proved that First
Package of acceleration sprinting has been better than the other two
groups.

DISCUSSION OF FINDINGS
The findings of Speed, Leg Explosive Power and 100mts
Running Performance showed that there was significant effect due to
the treatment of varied package of acceleration sprinting. The
improvement of above said variables may be depends upon the effect
of acceleration sprint training. It may be due to the increase in activity
level of glycolytic enzymes following the acceleration sprint training.
The finding of the study was supported by Shaver started that the
acceleration sprint training improves the all dependent variables.

CONCLUSIONS
Within the limitations of the present study, the following
conclusions were drawn.

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 The speed, leg explosive power and 100mts Running
performance were significantly improved due to the
influence of varied package of acceleration sprint training
among secondary school boys.
 First Package of acceleration sprint training significantly
improved the Speed, Leg Explosive Power and 100mts
Running performance. It is greater than that of the Second
Package of acceleration sprint training and control group.
Second Package of acceleration sprint training significantly
improved the selected dependent variable than that of
control group.

REFERENCES:
1. Andrian Joseph Kennedy (1968), “Fitness Away of life”,
(New Delhi Tata Mc Graw Hill Publishing Company Ltd),
P.56.
2. Doherty Kenneth J (1953), “Modern Track and Field”,
England wood clifts, New Jersey, Prentice Hall, Inc. P. 87.
3. Gran Berg Jernold S, and David Pargaman (1985),
“Physical Fitness a Wellness Approach”, (New Delhi :
Prentoce Hall of India Pvt. Ltd) P.129.
4. Hardayal Singh (1991) “Science of Sports Training”, New
Delhi : D.V.S. Publication P.55.
















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A COMPARATIVE STUDY OF MENTAL HEALTH
AND EMOTIONAL MATURITY AMONG
BADMINTON AND TENNIS PLAYERS

Gurmeet Singh, Chairman Professor Department of Physical
Education, Panjab University, Chandigarh, India;
Surender Singh, Assistant Professor Keshav Mahavidyalya
University of Delhi
Anisha Negi, Research Scholar Department of Physical
Education, Panjab University, Chandigarh, India;
Abhishek Mohindra, Research Scholar Department of Physical
Education, Panjab University, Chandigarh, India;
Mandeep, Research Scholar Department of Physical Education,
Panjab University, Chandigarh, India;

Jasveer Kaur, M.Phil. Department of Physical Education,
Panjab University, Chandigarh, India.

ABSTRACT:
Background: Mental health is a vital indicator of overall health as
it is a cause as well as effect of other dimensions of health.
Emotional maturity refers to the ability of an individual to self-
actualise, connect and articulate the profound feelings and
necessities in a constructive manner. Most of the studies that
emphasized on the psychological aspects of sports performance in
racquet sports are not appropriate in considering how broad the area
is. With the present study the researchers aim to highlight the
differences in the various dimensions of mental health and
emotional maturity among tennis and badminton players.
Methods: The study is a survey type study with a between group
research design. The sample consists of 40 tennis and 40 badminton
players. The purposive sampling technique was used to attain the
objectives of the study.
Results: The results depicted that there were insignificant
differences among badminton and tennis players with respect to
mental health. Moreover, it was also reported that tennis players
had better scores on self-concept dimension than badminton
players. The results also depicted significant differences among
badminton and tennis players with respect to overall emotional


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maturity. However, no significant differences were found in the sub
variables emotional instability and personality disintegration.
Keywords: Mental health, Emotional Maturity,
INTRODUCTION:
With the rise in the competitive nature of youth sports the
youth are provided with the opportunity to refine their personality
and develop the sense of social interaction, have better control over
their emotional behaviour and develop the prospects of their mental
health at an early stage of life. Mental health and emotional
maturity have become the most vital indicators of sports
performance the psychological variable, mental health and its
various dimensions along with the psychological variable
emotional maturity and its dimensions have become very crucial
indicators of how well an individual is likely to perform in a
competitive situation. The amount of talented youth has increased
consistently over the past few years and in today’s competitive
sports environment talent does not decide the performance potential
but how well an individual deals and copes up with competitive
state of mind and the conflicting emotions that arise in that moment
gives the individual a competitive edge over his/her opponents thus,
the study of mental health and emotional maturity becomes vital
from the research point of view.
Freedom from anxiety and symptoms of disability along
with the ability to have good social relations, and the ability to
efficiently deal with the demands of daily living are considered to
be the traits of a mentally healthy individual. Mental health can be
categorised under three domains that is medical domain (freedom
from mental retardness and illness); psychological domain (ability
to process and deal with emotions and stressors); and social domian
(ability to develop sound interpersonal relations) Kamau (1992).
Emotional maturity refers to the ability of an individual to
self-actualize, connect and articulate the profound feelings and
necessities in a constructive manner. It is a continuous process of
developing the emotional prospects of personality in the physical
as well as the social dimensions. An emotionally mature individual
takes balanced decisions as he always thinks and adapts before he
acts due to a high level of self-control Menninger (1999). Viable
testimonials depict well balanced emotional state of mind leads to
good societal behaviours and also contribute to effective stress

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management and a better sense of physical functions of the body.
Moreover, suppression of emotions may lead to poor mental health
and socially unacceptable behaviours; it can also lead to drug,
alcohol abuse, physical violence and many other catastrophic
actions Richards et al. (2010).
With the present study the researchers aimed to analyse
the differences in the various dimensions of mental health and
emotional maturity among racquet players. Kanwar (2004) had
conducted a similar study on judo players and reported that male
judokas had better levels of mental health and emotional maturity
than their counterparts.

RATIONALE OF THE STUDY
Mental Health and Emotional maturity are very crucial for
every individual especially for the youth as they are at a stage of
developing their personality which is a foundation stone of their
professional career in the coming years. With the rise in
competitive nature of youth sports the psychological variables not
only give a competitive edge to the youth but also inculcate the
sense of a positive self-concept. Consequently, with the medium of
this study the researchers are trying to compare the differences and
find out the dimensions of mental health and emotional maturity in
which challenges are being faced by the youth in competitive
sports.

MATERIALS AND METHODS
This is a survey type study in which racquet players i.e.,
badminton and tennis players and two gender groups i.e., boys and
girls were selected with regard to the variables; mental health &
emotional maturity. The study consists of (N=80) school level boys
and girls of 13-17 years age group. They further divided into two
groups which includes badminton n=40 (20 boys and 20 girls) and
tennis n=40 (20 boys and 20 girls) players. The players for the present
study have been selected from CLTA centre, SEC-10 and Sports
Complex Sector - 42. The purposive sampling technique was used to
attain the objectives of the study. All the subjects, after having been
informed about the objectives and protocol of the study, gave their
consent and volunteered to participate in the study. Furthermore,
Mental Health Battery by Singh and Gupta (2000) and Emotional

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Maturity scale by Singh and Bhargava (1988) were used to measure
the level of mental health and emotional maturity of the students. In
mental health there were six dimensions viz. emotional stability,
overall adjustment, autonomy, security-insecurity, self-concept and
intelligence. The battery consisted of 130 items covering area of the
same. Validity coefficient for various items found to be significant at
.01 levels. The scoring of response sheet of each subject was done
with the help of a key provided with the test the correct answers were
given a score of +-1 and incorrect were given a score of zero. The
overall scores of all six areas of mental health helped in the
assessment of overall mental health of the subjects. The five points
i.e., excellent, good, average, poor, very poor for classifying sample
with respect to their total mental health. On the other hand, for
evaluating the levels of Emotional Maturity among students Singh
and Bhargava (1988) scale was used. This scale consists of five
parameters namely, emotional stability, emotional progression, social
adjustment, personality disintegration & Independence. The
questionnaires were circulated personally by the researcher amongst
the respondents and rapport was established to ensure the responses
were genuine. The research scholars tried their best that there would
no distraction to the subjects who were attempting the tests.

STATISTICAL TECHNIQUES:
IBM SPSS software was used to determine all the
statistical analysis. To see the significant differences between
tennis players and badminton player’s student’s t-test, paired
sample t-test was employed for data analyses. To test the
hypotheses, the level of significance was set at 0.05.
Table 1: Mean scores of Mental health between Badminton
and Tennis players
Badminton Tennis M
Variables players players D
(n=40) (n=40) SED t-
Mea SD Mean SD M valu
n e
Emotional 11.1 2.0 11.37 2.2 0.2 0.48 0.56
Stability 0 9 5 6 7
Overall 28.0 3.9 28.42 3.7 0.4 0.86 0.46
Adjustment 2 6 9 0


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Autonomy 9.75 1.9 10.12 1.4 0.3 0.38 0.98
1 7 7
Security-Insecurity 9.15 1.8 9.57 1.6 0.4 0.39 1.06
7 9 2
Self- Concept 9.27 2.2 9.77 1.9 0.5 0.46 1.07
8 5 0
Intelligence 20.5 3.0 20.55 4.0 0.0 0.79
2 0 5 2
Overall Mental 87.6 8.8 89.27 8.0 1.6 1.88 0.86
Health 5 0 2 2
Table-1 revealed that the mean scores of Badminton players in Six
components of mental health were 11.10, 28.02, 9.75, 9.15, 9.27,
20.52, and 87.65, for emotional stability, overall adjustment,
autonomy, security-insecurity, self-concept, intelligence & overall
mental health respectively, whereas the standard deviation (SD) of all
components were 2.09, 3.96, 1.91, 1.87, 2.28, 3.00, 8.80. The overall
adjustment has the maximum mean i.e., 28.02 followed by
intelligence with mean 20.52. There is not much difference in the
mean value of autonomy and self-concept. Security- insecurity has
the minimum mean (9.15) among all mental health battery. On the
other side the mean scores of Tennis players in six components of
mental health were 11.37, 28.42, 10.12, 9.57, 9.77, 20.55, and 89.27
for emotional stability, overall adjustment, autonomy, security-
insecurity, self-concept, intelligence & overall mental health
respectively, whereas the standard deviation (SD) of all components
were 2.26, 3.79, 1.47, 1.69, 1.95, 4.05 & 8.02. In this case too overall
adjustment, has the maximum mean i.e., 28.42 followed by
intelligence with mean 20.55. There is not much difference in the
mean value of security-insecurity and self-concept. So, the above
table shows that insignificant differences were found between tennis
players and badminton players for all the sub-variables of mental
health viz. emotional stability, overall adjustment, autonomy,
security-insecurity, self-concept and intelligence. The critical t value
at 95% probability level is much greater (1.658) than the observed
values of t. It has been observed from the above results that tennis
players have demonstrated better on all dimensions of mental health
than badminton players. The graphical representation of Mean score
of badminton and Tennis players on mental health has been depicted
in figure-1.


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100
90
80
70
60
50
40
30
20
10
0





Badminton Players Tennis Players


Figure 1: Mean scores of mental health between Badminton
and Tennis players

Table 2: Mean scores of Emotional Maturity between
Badminton and Tennis players
Badminton Tennis MD
Variables players players
(n=40) (n=40) SEDM t-
Mean SD Mean SD value
Emotional stability 21.05 7.05 19.95 5.54 1.10 1.41 0.77
Emotional Regression 20.30 6.48 18.07 5.39 2.22 1.33 1.66

Social adjustment 24.32 7.24 20.00 5.02 4.32 1.39 3.10
Personality Integration 19.22 6.94 17.00 5.15 2.22 1.36 1.62
Independence 18.05 5.06 15.8 4.06 2.25 1.02 2.19
Overall Emotional Maturity 102.95 27.57 90.60 21.35 12.35 5.48 2.25
Table-2 revealed that the mean scores of Badminton players
in all components of emotional maturity were 21.05, 20.30, 24.32,
19.22, 18.05 & 102.95. for emotional stability, emotional regression,


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social adjustment, personality, Integration, Independence and overall
emotional maturity respectively, whereas the standard deviation (SD)
of all these components were 7.05, 6.48, 7.24, 6.94, 5.06 & 27.57.
The Social adjustment has the maximum mean i.e., 24.32 followed by
Emotional Stability with mean 21.05. There is not much difference in
the mean value of emotional regression and personality integration.
Independence has the minimum mean (18.05) among all emotional
maturity. On the other side the mean scores of Tennis players in all
components of emotional maturity were 19.95, 18.07, 20.00, 17.00,
15.8 & 90.60 for emotional stability, emotional regression, social
adjustment, personality integration, Independence and overall
emotional maturity respectively, whereas the standard deviation (SD)
of all these components were 5.54, 5.39, 5.02, 5.15, 4.06 & 21.35. In
this case too overall social adjustment has the maximum mean i.e.,
20.00 followed by emotional stability with mean was 19.95. There is
not much difference in the mean value of Emotional regression and
Independence. So, the above table shows that insignificant
differences were found between badminton players and tennis players
for the sub-variables of mental health viz. Emotional Stability,
emotional regression, and personality integration. Because the critical
t value at 95% probability level is much lower (1.658) than the
observed values of t (1.66, 3.10 & 2.19). the differences between
badminton and tennis players in regard to these sub variables were
found significant. Rest of other sub-variables were found
insignificant. As, the critical t value at 95% probability level is much
greater (1.658) than the observed values of t (0.77, 1.62 & 2.25). In
these case results showed that badminton players have demonstrated
better in all components of emotional maturity than tennis players.
The graphical representation of Mean score of Badminton players and
Tennis players on emotional maturity has been depicted in figure-2.














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120
100
80
60
40
20
0




Badminton Players Tennis Players
Figure 2: Mean scores of Emotional Maturity between
Badminton and Tennis players

DISCUSSION:
It is found from the above Table 1 with regard to mental
health that insignificant differences have been observed on the sub-
variables viz. emotional stability, overall adjustment, autonomy,
security-insecurity, self-concept, intelligence and overall mental
health between badminton and tennis players. As overall mean
values for mental health are 87.65 and 89.27 for badminton and
tennis respectively. The present studies substantiate the result of
Kanwar (2004) in which she reported that the champion judokas
were found to be better than non-champion Judokas on the overall
mental health.
An individual is expected to have higher emotional
maturity in order to pursue a happy and successful life Pastey and
Aminabhavi (2006). It is a true fact that our behavior is constantly
influenced by emotional maturity. As far as, Emotional maturity is
concerned, it is the key factor for happiness in life without which
the individual feels dependencies and insecurities in his own life.
Frank (1963) defined that, “Emotional maturity can be understood
in terms of ability which helps to bear tension and frustration.” An
emotionally matured child has the capacity to make effective
adjustment with himself, members of his family and his peers in the
school, college, society and everyone around him. It has been

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observed from the findings of Table 2 with regard to emotional
maturity that significant differences have been observed on the sub-
variables; emotional progression, social adjustment, Independence
and overall emotional maturity between badminton and tennis
players. As overall mean value for emotional maturity are 102.95
and 90.60 for badminton and tennis respectively. When compared
the mean values of both the groups, it has been found that
badminton players have performed significantly better on
emotional progression, social adjustment, Independence and
overall emotional maturity. The reason of the above results might
be due to the feelings of inferiority, restlessness, hostility,
aggressiveness and self-centeredness, lack of social adaptability,
feeling of hatred, seclusiveness, boasting habit and lying egoistic,
lack of objective interests, unreliable present in the badminton
players which enabled them to outshine than the tennis players,
However, no significant differences have been observed on the sub-
variables; Emotional stability, Personality disintegration between
badminton and tennis players. It can be safely deduced that both the
groups equally developed on lack of capacity to dispose of the
problems of irritability, vulnerability, stubbornness and represent
disintegration of personality such as phobia formation,
aggressiveness in rationalization, pessimism, immorality
distraction, distorted sense of reality. The above given findings and
quoted studies clearly support that the sports participation helps to
improve the emotional maturity of the students. It is a well-
established fact that participation of sports develops group
cohesiveness and harmony, psychological traits like mental
alertness, social adjustability and personality traits within the
participants. One also learns to control and regulate one’s emotions
while participating in competitions and as well as during practice
sessions.

CONCLUSION:
This study is important, since physical and mental health
run parallel. Mental health and emotional maturity are somehow
one of the key factors in athletes’ performance in every game at any
level. The current study has concluded that no significant
differences have been observed on all the sub-variables of mental
health i.e., emotional stability, overall adjustment, autonomy,

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security-insecurity, self-concept, intelligence and overall mental
health. However, results of some of the sub variables of emotional
maturity i.e. social adjustment, emotional progression,
Independence and moreover overall emotional maturity revealed
significant differences, although no significant differences have
been observed on sub-variables emotional stability and personality
disintegration. On the basis of the outcomes of the results we can
say that tennis players have better mental health in comparison to
the badminton players whereas, badminton players were found to
be better in the variable emotionally maturity than tennis players.

REFERENCES:
1. Kamau, C.W. (1992). Burnout, Locus of Control and
Mental health of teachers in Eastern Provinces of Kenya.
Unpublished Ph.D. thesis, Panjab University chandigarh
2. Kanwar, Sonia (2004). Analysis of Psycho-Social
Differentials among judokas. Unpublished Ph.D. Thesis,
Punjab University, Chandigarh.
3. Manninger, C.W. (1999). Emotional Maturity. Hickman
Associates, New York.
4. Jankovic, J., Richards, F., & Priebe, S. (2010). Advance
statements in adult mental health. Advances in
psychiatric treatment, 16(6), 448-455.
5. Kumar, S. (2018). A comparative study of emotional
maturity between football players at different level of
achievements.
6. Eddleston, M. (2000). Patterns and problems of
deliberate self‐ poisoning in the developing
world. Qjm, 93(11), 715-731.
7. Singh, D., Kaur, S., & Dureja, G. (2012). Emotional
maturity differentials among university students. Journal
of Physical Education and Sport Management, 3(2), 41-
45.
8. Rushall, B. S. (1989). Sport psychology: The key to
sporting excellence. International Journal of Sport
Psychology.




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EFFECT OF RESISITANCE TRAINING ON THE
PHYSICAL FITNESS COMPONENTS OF
HANDBALL PLAYERS

Ajay Kumar, Ph.D. Scholar, Department of Physical Education,
Faculty of Education, Bhupal Noble’s University, Udaipur,
Rajasthan.
Dr. Hitesh Chandra Raval, Department of Physical Education,
Faculty of Education, Bhupal Noble’s University, Udaipur,
Rajasthan.

ABSTRACT:
Aim: The aim of this study to evaluate the effect of
resistance training on the five major components of physical fitness
i.e. Agility, Endurance, Flexibility, Speed, and Strength on male
Handball players. Method : Sixty male Handball players (age 18 +/-
2 years) having more than 6 years of training age were divided in

two Experimental Group (EG) and Control group (CG) (30 each). The
experimental group were given 8 weeks (3 times/week) of resistive
training programme prepared by the investigators and control group
were attending their regular coaching programme and doing free had
conditioning. Results: A significant difference was found between
the experimental group and control group for pretest and posttest
scores for pull-ups, bent knee sit ups, shuttle run, standing broad
jump, 100 yards dash and 1500 yards. Conclusion: In male Handball
player’s five major components of physical fitness i.e. Agility,
Endurance, Flexibility, Speed and Strength were improved
significantly after the 8 weeks of resistance training programme.
KEYWORDS: Resistance Training, Agility, Endurance, Flexibility,
Speed, Strength.

INTRODUCTION:
The chronic effects of exercise (the training response) are
adaptive responses by the body to the stress placed on various tissues
and biologic functions by the increased metabolic, or physical, or
mechanical demands (or both) of the exercise. If the appropriate type
of exercise is performed at the proper intensity, duration, and
frequency, sedentary persons of all ages will achieve significant


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improvements in physical fitness and associated health benefits.
Thus, for exercise to produce a training response, it must provide a
stress or demand on the appropriate function or tissue; and for
improvement to continue, this demand must slowly increase over
days, weeks, or months. This process follows three basic principles
of exercise training: overload, specificity, and progression.
The performance at high level or outstanding performances
are based upon the foundation of sports persons, which should also
be strong and potential. The foundation of sports persons starts from
their initial development phase. The development stage starts with the
type of training or with the methods of initial training to the
sportspersons. The methods of training the motor qualities by
understanding the importance of specificity of the event, the
recruitment of different methods, means and forms of training in
games and interval training programme to design to develop physical
fitness elements such as strength, endurance, general and basic
endurance along with circuit training. Further station training, set
training are used to develop the maximum strength and explosive
strength with the help of repetition method. Resistance training has a
primary role in training programmers of the beginner and the
experienced sportspersons.
Coaches, athletes and players know that power and strength
are the most important physical fitness factor in games & sports
involving a good running and sprint type of running. Resistance
exercises are to display of explosiveness after quick, intensive loading
of the muscles. Loading is necessary to pre-tense the muscles.
Loading is necessary to pre-tense the muscle with greater force which
can be used in execution of skill to go further, faster and higher to
understand why resistance exercises are so effective. It is necessary
to move closely examine various factors related to resistance training.

METHODOLOGY:

Sixty male Handball players (age 18 +/- 2 years) having more than
6 years of training age were divided in to Experimental Group(EG)
and Control group (CG) (30 each) . Both the group were tested for the
pre-test through physical test battery for only five major components
of physical fitness i.e. endurance, strength, speed, flexibility and
agility. The experimental group were given 8 weeks 3 times/week of
resistive training programme prepared by the investigators, and

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control group were attending their regular coaching programme and
doing free had conditioning.

Resistance Training programme: -
Training programme include weight training exercise 1) Military
Press, 2) Bench Press, 3) Two Arm Curl, 4) French Press, 5) Squat
Jump, 6) Sit Ups, 7) Calf Raise, 8) Knee Flexor & Knee Extensor, 9)
Back Extension. The load intensity and volume of these exercises
were 1st and 2nd week 50% ,3rd and 4th week 60%, 5th and 6th
week 70% and 7th and 8th week 80% (with load , intensity and
volume defined in relation to individual maximal load). After 8 week
both the groups were tested for same components of physical fitness
with same test battery.

RESULTS:-
As already stated, the main purpose of the investigator was
to know the effect of resistive training exercises on physical fitness
component of men Handball players. The training sequence designed
was such as to develop fitness in particular situation ranging from
technical and training of physical fitness parameters like strength
endurance and agility etc. should be spread over a very outstanding
Handball player. The results are analyses through the use of
divaricates approach of statistics. In this case the t-ratio was
computed between p1 and p 2 (pre and posttests) to find out whether
there exist any significant difference between the mean scores after
the experiment.
Table 1
AGILITY OF MEN HANDBALL PLAYERS MEASURED
THROUGH SHUTTLE RUN
Pre-Tests Post-Tests
Tests
M SD SE T M SD SE T
Experimental 17.15 1.79 15.21 2.34
Group
Control 16.75 2.44 0.55 0.72 16.43 1.53 0.51 2.39*
Group
* - Significant at 1% level = 1.67
The table 1 reveals the results of pre-test and post-test of 4 x
10 yards shuttle run required to test the agility of the men Handball


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players. It is evident from the results that mean difference is
significant at 0.1 levels. This means that there is significant difference
in the pre-test and post-tests performance of both the groups i.e.
experimental and control group. It is also revealed from the data that
post-test mean are less than the pre-test mean. This implies that the
players have improved the performance of 4 x 10 meters shuttle run
after the resistance training programme.

Table 2
ENDURANCE AND GENERAL PHYSICAL FITNESS OF
MEN HANDBALL PLAYERS MEASURED THROUGH 1500
YARDS RUN/ WALK
Pre-Tests Post-Tests
Tests
M S.D S.E T M S.D S.E T
Experimental 4.68 2.12 4.02 1.89
Group 0.57 0.41 0.51 1.71*
Control 4.91 2.31 4.89 2.08
Group
* - Significant at 1% level = 1.67
The 1500 yards run is a measure of endurance and general
physical fitness of the players and the table 2 reveals the difference
between the pre-test and posttest is significant at 0.1 this means that
there is significant difference in the pre-test and post-test scores of
both groups.
Table 3
STRENGHT AND FLEXIBILITY OF MEN HANDBALL
PLAYERS MEASURED THROUGH BENT KNEE SIT – UPS
Pre-Tests Post-Tests
Tests
M SD SED T M SD SED T
Experimental 21.25 9.54 27.3 10.5
Group
2.44 0.02 2.55 1.80*
Control Group 21.2 9.37 22.7 9.26
* - Significant at 1% level = 1.67
The difference between pre-test and post for bent knee set
up is significant at 0.1 levels. This means that there is a significant


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difference in pre-test and post-test as players of experimental group
have improved the required goal, because abdominal strength and
flexibility is very necessary part in Handball. In conditioning
programme sit-ups, knee flexor and extension and other resistive
exercises with the combination of calisthenics and general exercises
are helpful in developing abdominal strength and flexibility.
Table 4
SPEED OF MEN HANDBALL PLAYERS MEASURED
THROUGH 100 YARD DASH

Pre-Tests Post-Tests
Tests
M SD SE T M SD SE T

Experimental 14.17 0.81 13.79 0.87
Group 0.22 0.13 0.23 1.69*
Control 14.20 0.93 14.18 0.89
Group
* - Significant at 1% level = 1.67
The difference between the pre-tests in this item is shown in
table is obvious that it is signified at 0.1 levels. This means that there
exists a significant difference in pre-test and post-test scores of the
experiment and control group. Further, it is found that post-tests
means were less than that of pre-test in both the groups as the players
have improved timings in 100 yard dash. This is towards the
achievement in prior quality in any sports. In training schedule during
warm up times 50 yards to 100 yards dashes of sprint with interval
training was used for the warming up session. Besides these, 100 yard
dash dashes repetition, the training of resistive exercises, which are
helpful in improving speed significantly and reaction of qualities, was
used as concentration exercises. The proper interval between the
sprints running are recommended to have a variety of response
movement. These intervals help to maintain rhythm and will help to
avoid stress on players during period.







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Table 5
ARMS STRENGTH OF MEN HANDBALL PLAYERS
MEASURED THROUGH PULL – UPS
Pre-Tests Post-Tests
Tests
M SD SED T M SD SED T
Experimental 6.60 1.47 7.97 1.79
Group
0.42 0.12 0.44 1.79*
Control Group 6.55 1.79 7.18 1.69
* - Significant at 1% level = 1.67
The difference between pre-test and post tests for pull up is
significant at 0.1 levels. This means that there is a significant
difference in pre-test and post-test as players of experiment group
have improved the pull-ups. This is towards the achievement of the
required goal, because explosive strength is a price quality in
Handball. This is required in almost all the position of the Handball
game. In conditioning programme chins up, sit ups, knee flexor and
extension and other resistive exercises with the combination of
calisthenics and general exercises are helpful in developing
flexibility, strength endurance significantly.
Table 6
LEG STRENGHT OF MEN HANDBALL PLAYERS
MEASURED THROUGH STANDING BROAD JUMP
Pre-Tests Post-Tests
Tests
M SD SE T M SD SE T
Experimental 1.68 0.44 1.93 0.51
Group
0.12 0.25 0.11 2.18*
Control Group 1.65 0.49 1.69 0.41

* - Significant at 1% level = 1.67
The score presented in table of standing broad jump
indicates that there is significant difference in the pre-test and post-
test scores of the both groups. This shows Handball players have
improved in standing broad jump with respect to distance after the 8
weeks resistive exercises conditioning programme given to
experiment group. The control group has also shown improvement
because of their regular training programme of general exercises and
participation in game practice.


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Table 6
SPEED OF MEN HANDBALL PLAYERS MEASURED
THROUGH 100 YARD DASH
Pre-Tests Post-Tests
Tests
M SD SE T M SD SE T
Experimental 14.17 0.81 13.79 0.87
Group 0.22 0.13 0.23 1.69*
Control Group 14.20 0.93 14.18 0.89
* - Significant at 1% level = 1.67
The difference between the pre-tests in this item is shown in
table is obvious that it is signified at 0.1 levels. This means that there
exists a significant difference in pre-test and post-test scores of the
experiment and control group. Further, it is found that post-tests
means were less than that of pre-test in both the groups as the players
have improved timings in 100 yard dash. This is towards the
achievement in prior quality in any sports. In training schedule during
warm up times 50 yards to 100 yards dashes of sprint with interval
training was used for the warming up session. Besides these, 100 yard
dash dashes repetition, the training of resistive exercises, which are
helpful in improving speed significantly and reaction of qualities, was
used as concentration exercises. The proper interval between the
sprints running are recommended to have a variety of response
movement. These intervals help to maintain rhythm and will help to
avoid stress on players during period.

DISCUSSION ON FINDINGS:
Resistance training induces larger increases in skeletal
muscle mass than in fat free mass. Muscle hypertrophy does not occur
uniformly throughout each individual muscle or region of the body.
There is strong support in the literature for the concept that exercise
training induced structural and functional changes are concentrated in
the muscle tissue having the greatest increase in activity during each
training session.
Adaptations in the skeletal muscles are limited to the
muscles actually engaged in the training performance. Specificity in
training is also obvious with the circulatory response to exercise. To
maintain or improve both flexibility in joints and dexterity and
endurance in technically demanding skills, the specific activities must

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be practiced. Most likely their fantastic performances were not only a
question of talent but of continuous practice. Because there is such
specificity in training effects, it is advisable that there be a variation
in habitual physical activities, a “smorgasbord”.
Resistance Training prevents decline in skeletal muscle
mass and function when the mechanical stimuli provided by tasks of
daily living are not sufficient to offset these declines with aging.
Adults who do not perform regular Resistance Training lose
approximately 0.46 kg of muscle per annum from the fifth decade on.
Furthermore, adults who do not perform Resistance Training
experience a 50% reduction in type 2 muscle fibers, the fibers
responsible for high levels of strength, Long-term adaptation to
Resistance Training lowers cortisol response to acute stress, increases
total energy expenditure and physical activity in healthy. The
relationships among muscle fiber type, oxidative capacity,
vascularization, capillary exchange capacity, mechanisms of vascular
control, muscle fiber recruitment patterns during exercise, and
regional distribution of blood flow within & among muscles during
exercise are well recognized.
Exercise training increases the number of capillaries per
square millimeter of muscle in humans. The results of this study
indicate that speed, strength, flexibility, anaerobic and aerobic
endurance improvement due to 8-week period of strength training in
Handball players is possible causes of those training effects include
several possible mechanisms, linked primarily to peripheral
adaptation.

CONCLUSION:
The present study shows that there exist significant effects on
physical fitness components after the resistance training of 8 weeks
on the experimental group the investigator found that all the physical
fitness component i.e. pull ups (to measure the explosive strength),
bent knee sit ups (to measure strength & flexibility), shuttle run (to
measure the agility), standing broad jump (to measure explosive leg
power), 100 yards dash (to measure the speed ability) and 1500 yards
run/ walk (to measure the endurance and general fitness) were
improved after given the 8 weeks of resistance training programme of
male Handball players.


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REFERENCES:
1. Cring, Barry (1976), “Physical Fitness Level of Condition and
South African School Boys”, Dissertation Abstracts International
Polymetric More than the Stretch, 36, March, 5912-A.
2. Howard, G. and Paul, Vaccaro (1996), “The Effect of Endurance
Training Intensity on Anaerobic Threshed”, The Journal of
Sports Medicine and Physical Fitness, 24, 2-10.
3. Ghosh, Gunadhar (1990), “Difference in Selected Motor Fitness
Components of Boys and Girls at Elementary School Level”
Unpublished Masters Degree Dissertation submitted to Jiwaji
University, Gwalior.
4. Harre, Dietrich (1982), “Principles of Training”, Berlin:
Sportverlag, p. 10.
5. Kocak, K. & Settar, p. (1993), “The Effect of 6 weeks of Squat
and Resistance Training Power Production” Journal of Sports
and Physical Fitness, 5 (1), p. 22-28.
6. McGown, M. and Dryee, G. R. (1983), “The Effect of Depth
Jumps and Weight Training on Leg Strength and Vertical Jump”,
Research Quarterly for Exercise and Sports, 54.
7. Normand, G. (1981), “Physiological Basis of Handball: A
Perspective Approach” CVA Coaches Manual IV, Ottawa,
National Printer, p. 239.
8. 10. Campbell WW, Joseph LJ O, Davey SL(1999) “Effects of
resistance training and chromium picolinate on body
composition and skeletal muscle in older men” Journal of
Applied Physiology;86:29–39.
9. Poehlman ET, Dvorak RV, DeNino WF, Brochu M, Ades PA
(2000). “Effects of resistance training and endurance training on
insulin sensitivity in nonobese, young women: a controlled
randomized trial.” Journal Clinical Endocrinology Metabolism
.; 85: 2463–2468.
10. Fluckey JD, Hickey MS, Brambrink JK, Hart KK, Alexander K,
Craig BW(1994)"Effects of resistance exercise on glucose
tolerance in normal and glucose-intolerant subjects” Jorrnal of
Applied Physiology ; 77: 1087–1092.





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A STUDY OF THE EFFECTS OF CIRCUIT TRAINING
AND THE FORCE OF SWISSBALL TRAINING
ON STUDENTS

Thakor Sanjaykumar V., Ph.D. Scholar, Deptt of Phy. Edn, HNGU,
Patan
Dr. Dharmendra K. Dhanula, Associate Professor & Supervisor,
Smt. P.R. Patel Arts College, H.N.G.U. Patan, Gujarat

ABSTRACT:
The purpose of this research study was to study the effects
of Circuit training and the force of Swiss ball training on students. A
total of 60 brothers in the age group of 13 to 17 years studying in
Gayatri Vidyalaya Bhabhar were selected as subject matter in this
research study. Who were divided into three groups in total. (1)
Circuit training group (2) Swiss ball training group (3) Control group.
Each group consisted of 20 subjects. The subjects were given six
weeks of training. The force measurement in the measurement scale
was measured by the push Ups test. The 'F' test will be applied to find
the difference between the pre-test and the final test of the selected
movable of each group. This action was performed after the
experimental training and to see the difference between each run
before it. The systematic six-week cycling training and Swiss ball
training program saw a significant improvement in the Push Ups of
the selected subjects.

INTRODUCTION:
How is the Circuit training Circuit done? Or how is Circuit
training designed?
The first is the leader / coach who measures the physical
fitness of the players. He then determines what symptoms the player
lacks, according to the games, and then devises a program of Circuit
training for the development of the missing symptoms. E.g. If the
muscles in the shoulder muscles feel less strong, then keep the
exercises in Circuit training so that the shoulder muscles gain
strength. If the speed seems low, keep one or two exercises for it. If
there is a need to develop the abdominal muscles or thigh muscles,
the exercises for its development can be kept in Circuit training. Thus


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one or two exercises for different types of features like muscle
strength, flexibility, speed, endurance etc. are included in the Circuit
training and the format of the training program is determined. The
choice of exercises, frequency of exercises, duration of training,
intensity of exercises, etc. have to be determined to determine the
pattern of Circuit training.
The importance of Swiss ball training is slowly being
recognized in the field of sports training. This tool has been misused
or misused for a very long time. But the idea of a Swiss ball is
interesting. Because it helps the trainees understand the importance
of core (abdomen and waist body). Exercise sessions become more
interesting with the Swiss ball, as the ball creates a volatile training
environment and therefore this exercise has to be used properly to
stabilize the body muscles.
Swiss ball exercises are offered to improve balance, strength
and joint stability. It also helps to prevent injury and promote
rehabilitation. Can be normalized using a Swiss ball with a few
adaptations. Helps trainers working with Swiss Ball to improve their
confidence.

The purpose of the study
The purpose of this research study was to study the effects
of Circuit training and the force of Swiss ball training on students.

Selection of the subjects
A total of 60 brothers in the age group of 13 to 17 years
studying in Gayatri Vidyalaya Bhabhar were selected as subject
matter in this research study. Who were divided into three groups in
total. (1) Circuit Training Group (2) Swiss Ball Training Group (3)
Control Group. Each group consisted of 20 subjects. The subjects
were given six weeks of training.

Criterion of measurement
No. Variable Test Measurement
1 Force Push Ups Number

STATISTICAL PROCESS:
The 'F' test will be applied to find the difference between the
pre-test and the final test of the selected movable of each group. This

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action was performed after the experimental training and to see the
difference between each run before it.

Result of the Study
Table – 1
Means and Analysis of Covariance of Force Test for Circuit
Training, Swiss Ball Training and Controlled Group
Group Variation covariance analysis
Circuit Swiss
Test Training Ball
Group- Training Controlled SS df MSS F
A Group
Per-test A 472.23 2 236.12
Mean 33.17 36.2 38.02 W 7050.35 57 123.69 2.18
Post-test 42.8 42.64 33.72 A 901.11 2 450.56 4.52*
Mean W 7251.90 57 127.23
Adjusted 46.02 44.94 32.24 A 2217.24 2 1108.62 78.28*
Mean W 782.94 56 13.98
*Sig. Level at 0.05 ‘F’ = 0.05 (2, 57) = 3.15 & (2,56) = 3.16
Table 1 above shows all the statistics of pre-test and final
test mediators and co-variation analysis 'F'. Accordingly, the ‘F’ ratio
of the pre-test mediums (Circuit training group - A = 33.17, Swiss
ball training group-B = 36.2, controlled group-C = 38.02) of the push-
ups test performance was found to be 2.18. Which was not found to
be meaningful at the level of (3.15) 0.05 compared to the table value.
So that the division of subjects into experimental group and controlled
group was successful.
The ‘F’ ratio of the median of the final test of all three groups
(Circuit Training Group - A = 42.8, Swiss Ball Training Group-B =
42.64, Controlled Group-A = 33.72) was found to be 4.52. Which was
found to be meaningful at the level of (3.16) 0.05 compared to the
table value. Therefore, the training given proves that the appearance
of the subject matter has improved significantly. In addition, the ‘F’
ratio of revised mediators (Circuit training group - A = 46.02, Swiss
ball training group-B = 44.94, controlled group-C = 32.24) was found
to be 78.28. Which was found to be meaningful at the level of (3.16)
0.05 compared to the table value. The difference between the three
groups observed between the mediators modified by the ‘F’ ratio is
significant. Significance was examined to see the significance of the

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differences between the modified final mediators and the critical
difference between the modified mediators to see which group had
the most effective practical training in Circuit Training Group-A and
Swiss Ball Training Group-B. Which is shown in Table-2.

Table-2
Means and Least Significant Difference of Push Ups Test for
Circuit Training, Swiss Ball Training and Controlled Group
Mean
Circuit Swiss Ball Mean Critical
Training Training Controlled Different Different
Group-A Group
46.02 44.94 1.08
46.02 32.24 13.78* 2.36
44.94 32.24 12.7*
*Sig. Level at 0.05
The difference between the two experimental groups of the
push-ups test performance and the modified mediators of a control
group pair can be clearly seen in Table 2 above. The information on
the median differences shown in the table above shows the
differences between Circuit Training Group-A - Swiss ball Training
Group-B, Circuit Training Group-A - Controlled Group-A, Swiss ball
Training Group-B - Controlled Group-C. Comparing this with the
radical difference makes it easier to understand how much progress
(improvement) has been made in which group. According to Table-2,
the Circuit training group-A saw a significant improvement (13.78).
Swiss ball training then improved to Group-B (12.7) level. Circuit
training group-A and Swiss ball training group-became experimental
fitness saw a more meaningful effect of Circuit training group-and the
training imparted. Significant effect of experimental fitness was
observed in both experimental groups (Circuit training group-A and
Swiss ball training group-B) compared to the control group.
Significant effect of experimental fitness was not observed between
the two experimental groups. But the effect of experimental fitness
was observed on both experimental groups compared to the control
group.




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CONCLUSION:
The systematic six-week Circuit training and Swiss ball
training program saw a significant improvement in the pickups of the
selected subjects.

REFERENCES:
1. Clerk, H. Harisan, Application of Management in Physical
Education, England : Clicks M. J. Prentice Hall Ink., 1987.
2. Gujarat Rajya Shala Pathyapustak Manal, Advanced Trends in
Physical Education and Sports, Gandhinagar : Gujarat Rajya
Shala Pathyapustak Manal,, ‘Vidhyayan’ Sector-10-A, 2005.
3. http://en.m.wikipedia.org/wiki/Exercise_ball
4. Kansal, Devinder K., Test Measurement, New Delhi : D.V.S.
Publication, 1996.
5. Patel, Harshad I., Patel Digisha H., Physical and Sports
Training Methods and Competition Planning, First Edition;
Ahmedabad : Krishna Graphics, 1996.
6. Verma, Prakash J., A Textbook On Sports Statistics, Gwalior :
Vinus Publication, 2000.




















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izksQslj] eksguyky lq[kkfM+;k fo-fo- mn;iqj] jktLFkku
, “kks/kkFkhZ] eksguyky lq[kkfM+;k fo-fo- mn;iqj] jktLFkku

Lkkjka”k
çR;sd f[kykM+h ls ;g vis{kk dh tkrh gS fd og iw.kZ fu"Bk ds lkFk vius
dkS'ky ds vuq:i [ksyrs gq, viuk 'kr&çfr'kr nsosa fdarq dbZ ckj f[kykM+h mPp
eukscy dk;e ugha j[k ikrs gSaA muds çn'kZu es fujarjrk dk vHkko jgrk gSA os –<+rk
a
iwoZd fujarj vH;kl ds fy, miyC/k Hkh ugha jgrs gSaA muds ç;klksa esa f'kfFkyrk vk
tkrh gS blh dkj.k mudk çn'kZu Hkh fxjrk gSA jktLFkku jkT; ds fofHkUu {ks=ksa ds
z
xkeh.k vkfnoklh ,oa xkeh.k xSj vkfnoklh ,FkyhV~l esa –<+rk dk Lrj Kkr djus dk
z
ç;kl bl 'kks/k dk;Z es fd;k x;k gSA 'kks/k crkrk gS fd xSj vkfnoklh ,FkyhV~l e sa
a
a
[ksyksa ds çfr –<+rk dk Lrj vis{kk—r vf/kd gSA os [ksyksa es viuk Hkfo"; ns[krs gSa
vkSj blh dkj.k mues blds çfr vf/kd lathnxh vkSj leiZ.k dk Hkko jgrk gSA
a
eq[; “kCn & ,FkyhV~l] vkfnoklh] xSj vkfnoklh] –<+rk dk Lrj
jktLFkku ,d vkfnoklh cgqy jkT; gS tgka xzkeh.k Lrj ij cgqr lh [ksy
çfrHkk,a O;kIr gSA ;gka ds dbZ f[kykfM+;ksa us jk"Vªh; o varjjk"Vªh; Li/kkZvksa esa esMy Hkh
thrs gSaA ;gka ds ,FkysfVDl f[kykM+h fo'o Hkj esa jkT; o ns'k dk uke Åapk dj pqds
gSaA fQj D;k dkj.k gS fd laHkkx Lrj ij ,FkysfVDl f[kykfM+;ksa es [ksyksa ds çfr bruk
a
#>ku ugha jgrk gSA og leiZ.k ds Hkko ds lkFk lr~r vH;kl ugha djrs gSaA muds
a
}kjk [ksyksa dks cgqr gh gYds es fy;k tkrk gS vkSj vuq'kklu ds lkFk fu;fer :i ls
vH;kl ls ugha fd;k tkrkA ,d –<+ fu'p; f[kykfM+;ksa es ugha gksrk gS ftl dkj.k
a
a
og çfrc) ugha gksrs gSaA tc rd f[kykfM+;ksa es mPp Lrjh; –<+rk ugha gksxh og
s
mPpre Lrj rd çn'kZu ugha dj ik,ax vkSj derj çn'kZu Hkh mUgsa larq"V dj nsxkA
a
ohuj ¼1986½ f[kykfM+;ksa es vkRefo'okl ,oa n`<+rk dh Hkkouk cM+k varj
ysdj vkrh gSA dbZ phtsa ,oa miyfC/k;ka tks igys f[kykM+h dks çsfjr djrh gS le; ds
lkFk&lkFk muls feyus okyh çsj.kk {kh.k gksus yxrh gSA ,sls es f[kykM+h dk [ksy ds
a
çfr yxko gh mls çsj.kk nsrk gSA f[kykM+h esa tc ;g –<+ Hkkouk gksrh gS fd og
s
ifjfLFkfr;ksa ds vkx gfFk;kj ugha Mkysxk vkSj fujarj lh[krk jgsxk rHkh og mPp
Lrjh; çn'kZu es fujarjrk yk ikrk gSA
a
ikWyej vkSj oheh;j ¼2003½ f[kykfM+;ksa esa vkRefo'okl ,oa –<+rk muds
a
çn'kZu esa fujarjrk ykrh gSA –<+rk dh Hkkouk f[kykfM+;ksa es cpiu ls gh fodflr dh
tkuh pkfg, rHkh og MVdj eqdkcyk djus djuk lh[krs gS vkSj gkj ugha ekursA os
a
lnSo ç;kljr jgrs gS vkSj çSfDVl dj izfr}anh dks dM+h VDdj nsrs gSaA fQj pkgs bl
a
Øe esa mUgsa gkj gh D;ksa u >syuh iM+s og Lo;a dks fdlh Hkh rjg detksj ugha ekurs
a
vkSj çfr;ksfxrkvksa es mRlkg iwoZd Hkkx ysrs gSaA blh dkj.k –<+rk dk cM+k egRo gSA
fj;ku vkSj Mslh ¼2007½ f[kykM+h dks ckgjh lk/ku ,oa lqfo/kkvksa ls çsj.kk
feyrh gS lkFk gh lkFk f[kykM+h dk Lo;a dk Hkh ,d LoHkko gksrk gS ftlds dkj.k fd
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og Lo çsfjr jgrk gSA n`<+ bPNk “kfDr gkus ij f[kykM+h ckgjh ifjfLFkfr;k¡ ;fn
çfrdwy Hkh jgrh gS rks Hkh grk'k ugha gksrk gS vkSj fu;fer vH;kl ds fy, lnSo çsfjr
jgrk gS] [ksyuk ek= gh mls cM+k larks"k nsrk gSA
Øsx flXy ¼2015½ –<+rk ,d ,slk foy{k.k x.k gS ftlds dkj.k f[kykM+h
q
vius y{; çkfIr ds fy, çfrc) jgrk gSA [ksy es feyus okyh ijs'kkfu;ksa] pqukSfr;ksa]
a
gkj ;k fiNM+us ls og ?kcjkrk ugha gS rFkk lnSo [ksyus dks rRij jgrk gSA ;g ,d
,slh Hkkouk gS tks f[kykM+h dks çR;sd çfrLi/kkZ es Hkkx ysus ds fy, çsfjr djrh gS vkSj
a
mldh fgEer VwVus ugha nsrhA
eksgEen vkSj csgtkn ¼2017½bZjku esa 268 ,FkyhV~l ij ,d 'kks/k dk;Z dj
crk;k fd f[kykfM+;ksa esa –<+ bPNk'kfä vkSj eukscy egRoiw.kZ Hkwfedk j[krk gSA f[kykM+h
ds çn'kZu es bldk cM+k egRo gSA ftu f[kykfM+;ksa es vfHkeku dh Hkkouk ugha gksrh
a
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vkSj tks lgt gksdj gkj dks Hkh Lohdkj dj ysrs gSa vkSj fo'kq) :i ls [ksy esa gh
vkuan ysrs gSa os yacs le; rd [ksyrs gSa vkSj vPNk çn'kZu Hkh djrs gSaA ,sls gh
ÅtkZoku] Lo çsfjr vkSj –<+ bPNk'kfä okys f[kykfM+;ksa dh vko';drk jgrh gSA
ekVkZ] fjdkMksZ vkSj #Fk ¼2021½ us dksfoM&19 oSf'od egkekjh ds nkSjku
bVyh ds 18 ls 65 vk;q oxZ ds 179 f[kykfM+;ksa ij 'kks/k fd;k ,oa ;g tkuus dk ç;kl
fd;k fd og fdl çdkj –<+rk iwoZd viuk [ksy ds çfr leiZ.k cuk, j[krs gSaA bu
a
fodV ifjfLFkfr;ksa es Hkh f[kykM+h viuk vH;kl tkjh j[krs gSaA viuh fQVusl ij ?kj
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Fkh ftuesa dh 90 iq#"k vkSj 89 efgyk,a FkhA mYys[kuh; gS fd iq#"kksa esa n`<+rk dk Lrj
efgykvksa dh vis{kk lkFkZd :i ls vf/kd ik;k x;k og [ksy ds çfr vf/kd çfrc)
Fks rFkk muds ç;klksa esa T;knk lathnxh vkSj leiZ.k dk Hkko FkkA


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Z
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dh çkekf.kdrk tkapus ds mijkar mls 'kks/k dk;Z ds fy, ç;ksx fd;k x;kA ç'ukoyh
a
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a
vkfnoklh vkSj xSj vkfnoklh ,FkyhV~l es n`<+rk dh Hkkouk
1 34 38
2 35 38
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3 35 40
4 35 41
5 36 41
6 36 42
7 37 42
8 39 42
9 40 44
10 40 45
11 40 45
12 42 47
13 42 47
14 42 48
15 43 48
16 44 50
17 44 50
18 45 51
19 45 52
20 45 52
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22 46 55
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26 48 56
27 48 57
28 48 57
29 49 58
30 49 60
31 50 60
32 50 60
33 51 60
34 51 61
35 54 62
36 54 62

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37 55 62
38 55 63
39 56 63
40 56 63

'kks/k esa izkIr lwpukvksa ds fo'ys"k.k ls Kkr gksrk gS fd vf/kdre 75 es ls vkfnoklh
a
a
,FkyhV~l es –<+rk ds 42-15 vad gh FksA ogh xSj vkfnoklh ,FkyhV~l es –<+rk dh Hkkouk gsrq
a
vkSlr vad 75 esa ls 52-08 jgsA ;g rks Li"V gks x;k fd xSj vkfnoklh ,FkyhV~l esa –<+rk dk
Lrj vkfnoklh ,FkyhV~l dh vis{kk dkQh vf/kd gSA
;g vf/kdrk D;k lkFkZd Hkh gS ;g tkuus ds fy, tsM ijh{k.k fd;k x;kA ijh{k.k ds
vuqlkj tsM dk eku 5-36 gS tks fd mlds lkj.kh eku 1-96 ls vf/kd gS tks ;g n'kkZrk gS fd
varj lkFkZd gS rFkk xSj vkfnoklh ,FkyhV~l esa –<+rk dh Hkkouk lkFkZd :i ls vkfnoklh ,FkyhV~l
a
dh rqyuk es vf/kd gSA
vkfnoklh 45-15 4-83 5-36 0-00
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xSj vkfnoklh 52-08 6-59
,FkyhV~l




69.43%
70.00%
68.00%
66.00%
64.00%
60.20%
62.00%
60.00%
58.00%
56.00%
54.00%
vkfnoklh ,FkyhV~l xSj vkfnoklh
esa n`<+rk dh Hkkouk ,FkyhV~l esa n`<+rk
dh Hkkouk

lkis{k :i ls ns[kk tk, rks xSj vkfnoklh ,FkyhV~l esa –<+rk dk Lrj vFkZ 69-43% gS
a
tcfd vkfnoklh ,FkyhV~l es –<+rk dk Lrj 60-20% gh gSA




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fu"d"kZ Lo#i ;g dgk tk ldrk gS fd xkeh.k {ks= ds ,FkyhV~l f[kykfM+;ksa fo”ks’kdj
z
vkfnoklh ,FkyhV~l f[kykfM+;ksa es –<+rk dh Hkkouk fodflr djus dh t:jr gS ftlls fd muesa
a
[ksy ds çfr leiZ.k] lathnxh vkSj fu"Bk dk Hkko tkx`r gksA og [ksy dks vf/kd rUe;rk ,dkxrk
z
ds lkFk [ksys vkSj [ksy es mudk çn'kZu csgrj gksA bl gsrq ;g Hkh cgqr t:jh gS fd f[kykfM+;ksa
a
dk eukscy c<+k;k tkosA muds çn'kZu esa tc Hkh deh vkos ;k fxjkoV vkos rks mUgsa lkFkZd :i
ls çsfjr djuk pkfg,A çf'k{k.k ds Lrj esa Hkh lq/kkj ykuk pkfg,A f[kykfM+;ksa dh dfe;ksa dks ckjhdh
ls ekirs gq, mlds vuq:i lq/kkjkRed çf'k{k.k fn;k tkuk pkfg,( ftlls fd f[kykM+h csgrj çn'kZu
djrs gq, mPp eukscy çkIr djsa vkSj mldh –<+rk dk Lrj Hkh c<+sA

REFERENCES:
1. Ryan R. M. and Deci E. L. (2007) Intrinsic and extrinsic motivation
in exercise and sport, Intrinsic motivation and self-determination in
exercise and sport, Champaign, IL: Human Kinetics. pp. 1–19.
2. Weiner B. (1986) An attributional theory of motivation and emotion.
New York: Springer.
3. Palmer S. and Wehmeyer M. (2003) Promoting self – determination
in early elementary school. Remedial and Special Education.
4. Craig Sigl (2015) How to develop strong determination,
5. https://www.sportsmomsurvivalguide.com/how-to-develop-strong-
determination/
6. Mohammad Keshtidar and Behzad Behzadnia (2017) Prediction of
intention to continue sport in athlete students: A self-determination
theory approach, PLoS One 12(2).
7. Marta Leyton-Roman, Ricardo de la Vega and Ruth Jimanez-
Castuera (2021) Motivation and Commitment to Sports Practice
During the Lockdown Caused by Covid-19,
https://www.frontiersin.org/articles/10.3389/fpsyg.2020.622595/full

















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THE INSTITUTE:

Sudhir Surya Yoga College & Research Centre is an autonomous organization and fully
depended on donations and earning from its sources. Sudhir Surya Yoga College & Research
Centre is a focal institute for planning, training, promotion and co-ordination of Physical
Education, Sports, Yoga education, training, therapy and research in all its subjects.
THE OBJECTIVES OF THE INSTITUTE:

To act as a center of excellence in Education, Physical Education, Sports and Yoga.
To develop, promote and propagate the science and art of Education, Physical Education,
Sports and Yoga, and
To provide and promote facilities of training, teaching and research to fulfill the above
two objectives.

CHARTER OF FUNCTIONS:
To undertake and promote, guide and co-ordinate research activities in various aspects of
Education, Physical Education, Sports and Yoga.
To standardize the methods and curriculum for Education, Physical Education, Sports and
Yoga education and training.
To provide and promote facilities for training in the field of Education, Physical
Education, Sports and Yoga.
To promote Education, Physical Education, Sports and Yoga at national and international
level by organizing conferences and workshops and popularizing through media.
To compile information and propagate the existing knowledge about Education, Physical
Education, Sports and Yoga
To develop a database on the knowledge regarding scientific discoveries, institutions
involved in Education, Physical Education, Sports and Yoga research, scientific and their
contributions in the field of Education, Physical Education, Sports and Yoga.
To encourage and support facilities for making the benefits of Education, Physical
Education, Sports and Yoga widely available.
To co-ordinate and integrate the concepts and activities of various schools of Education,
Physical Education, Sports and Yoga and for that purpose co-ordinate with other
institutions.

VISION
Health, Happiness, Wellness and fitness for all through Education, Physical Education, Sports
and Yoga.
MISSION:
The institute provides best of teaching, training, education and research facilities to Education,
Physical Education, Sports and Yoga aspirants. The aim of the institute is to promote
broadband understanding of Education, Physical Education, Sports and Yoga philosophy.

Rs.500