Pesy
Quarterly International
Journal of Physical Education Sports Management and Yogic Sciences
ISSN 2231 - 1394 VOL. 7, NO. 3 July – September 2017
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. 7, NO. 3 July - September 2017
UGC Recognized, Peer Reviewed, Referred and 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
GUIDELINES FOR AUTHORS
Procedure
Communication
PESY welcomes articles of interest representing original work, analytical papers and
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
Sharma (Editor), PESY, C/o Master Rameshwar Dutt Sharma Educational and Charitable Trust,
C-84, LIG Flats, Ashok Vihar Phase IV, Delhi 110052.
Declaration
Each article should be accompanied with a declaration by all the authors that I/They are
the authors of the article in the order in which listed; and the article is original, has not been
published and has not been submitted for publication elsewhere.
It is the author’s responsibility to obtain permission in writing for the use of all previously
published material, not that of the editor or publisher.
Manuscript
Manuscripts should be type/written (double spacing) on one side of the white A4 paper.
These should normally consist of five to eight thousand words. The length of the full paper must
be 8-10 single spaced (Books typed) pages. Please use Time New Roman Font with 12pt. size. (In
adobe PageMaker), Papers in Hindi language should be typed in Krutidev 40, 12pt. size in adobe
PageMaker (Book Styled).
Submission of Articles
Articles should be sent by post or e-mail along with your brief bio-data and email Id. One
hard copy along with the CD should be sent.
Review System
Every Article will be reviewed by a masked peer review by two referees. The criteria used
for acceptance of articles are contemporary relevance, contribution to knowledge, clear and logical
analysis, and sound methodology of research articles. The Editor reserves the right to reject any
manuscript as unsuitable in topic, style or form without requesting external review.
Copyright
The author owns the copyright of the article until it is accepted by the Editor for
publication. After the acceptance communication, the copyright of the article is owned by the
PESY, C/o Master Rameshwar Dutt Sharma Educational and Charitable Trust, and should not be
reproduced elsewhere without the written permission of the Editor and the authors of the article.
Preparation of the Article
Title Page
The title page includes the title of the article, name/s of the authors, position/s their
institution and e-mail address/s. repeat only the title on the first page of the article.
Abstract
The first page of the article should contain an abstract of the article not exceeding 200
words.
Spellings
Use British spellings in all case instead of American (Concise Oxford Dictionary).
Underlining Words
Words underlined in a manuscript appear in Italics when typeset. Don’t underline words
for emphasizing them.
iv
Abbreviations
A term to be abbreviated must, on its first appearance, be written out completely and
followed immediately by its abbreviation in parentheses. Thereafter, the abbreviation may be used
without further explanation.
Numbers
Use figures to express all numbers 10 and above. Use words to express numbers lower than
10, and common fraction numbers that begin a sentence/title.
Notes
Footnotes should be listed as notes in an appendix and not typed at the bottom of the
manuscript pages on which they appear.
Quotations
Verbatim citation of fewer than 40 words may be incorporated in the text, enclosed with
double quotation marks. A quotation of more than 40 words may be displayed as a free standing
block. Do not use quotation marks for the block quotation. Give the source of the quotation in the
form of author’s last name, year and page number in parentheses.
If you are using Graphs, Tables or any Type of Data in your research paper please
give Source of that table, graph or data.
Reference List
1. The author should follow the APA style in to. The reference list at the end should provide
complete information necessary to identify and retrieve each source. References sited in
the text must appear in the reference list; conversely, each entry in the reference list must
be sited in the text, both should be identical in spelling and year.
2. An article published in journal may be listed as: Author’s last name, initials, year of
publication, name of the article, name of the journal in italics, volume number, issue
number in parentheses, and page number.
3. An article published in an edited book may be listed in the following format: Author’s last
name, initials, year of publication, name of the article, initial and surname of editors, Ed/s
in parentheses, title of the book in italics, place of publication and name of publisher,
separated by a colon.
4. A book may be listed in the following manner: Author’s last name, initials, year of
publication, title of the book in italics, place of publication and name of publisher,
separated by a colon.
5. When a reference has more than one author, list all the author’s names.
6. For an institutional report, write full name of the institute as the author. For a Government
report, the author is the name of the country/state and the name of the Ministry/Department,
separated by a colon.
7. Arrange references in the alphabetical order.
If information is missing in the reference, (?) will be inserted in the published paper.
Important Information’s
1. Acceptance of the paper will be sent through e-mail.
2. All decisions regarding members on Editorial board or Associate Membership will rest with
the Editor-in-Chief.
3. For getting the copies of “Reprints’, kindly inform before the publication of the Journal. In
this regard, the fees will be charged from the author.
4. Authors should submit their research paper/Article along with declaration form.
5. Research Papers will be reviewed and will be published on the recommendations of the
members of the Referee’s Board, the advisory board and experts of the subjects and the
discretion of the editor.
v
MEMBERSHIP/SUBSCRIPTION RATES
Life time membership for Inland
(i) Institute ……(Print)…………………………….Rs. 15,000/=
(ii) Institute ……(online only)……………………...Rs. 13350/=+Service Tax
(iii) Individual………………………………………..Rs. 12,000/=
Life time membership for Overseas
(i) Institute ……(Print)…………………………….$ 850/=
(ii) Institute ……(online only)……………………...$ 750/=+Service Tax
(iii) Individual………………………………………..$ 584/=
Five Years Membership for Inland
(i) Institute ……(Print)…………………………….Rs. 5,000/=
(ii) Institute ……(online only)……………………...Rs. 4500/=+Service Tax
(iii) Individual………………………………………..Rs. 4,000/=
Five Years Membership for Overseas
(i) Institute ……(Print)…………………………….$ 334/=
(ii) Institute ……(online only)……………………...$ 300/=+Service Tax
(iii) Individual………………………………………..$ 250/=
Annual Membership for Inland
(i) Institute ……(Print)…………………………….Rs. 2,000/=
(ii) Institute ……(online only)……………………...Rs. 1335/=+Service Tax
(iii) Individual………………………………………..Rs. 12,00/=
Annual Membership for Overseas
(i) Institute ……(Print)…………………………….$ 100/=
(ii) Institute ……(online only)……………………...$ 60/=+Service Tax
(iii) Individual…(Online and Print) .………………..$ 70/=
vi
CONTENTS
S No Title Page No.
1. KINEMATIC ANALYSIS OF ELONGATED START 1-7
Yatendra Kumar Sharma, Jogiswer Goswami, Sushil Sharma
2. COMPERATIVE ANALYSIS OF ANXIETY AMONG VARIOUS 8-11
ZONES OF ALL INDIA INTER UNIVERSITY
Sakure Girish Madhaorao
3. EFFECT OF PHYSICAL EXERCISES ON LOW DENSITY 12-14
LIPOPROTEIN OF COLLEGE WOMEN STUDENTS
R. Kalaiarasi
4. EFFECTS OF LOW INTENSITY PLYOMETRIC TRAINING 15-20
COMBINED WITH AEROBIC TRAINING ON PERFORMANCE
OF AGILITY
Baljit Singh Sekhon
5. COMPARISON OF SPORT COMPETITION ANXIETY OF 21-25
UNIVERSITY HOCKEY (WOMEN) PLAYERS
Harjit Kaur
6. PSYCHONEUROMUSCULAR THEORY FOR REDUCING 26-29
ANXIETY LEVEL IN COMPETITION SITUATIONS
Sunil Babu Chaudhary
7. EFFECT OF SAND TRAINING ON SELECTED PHYSICAL 30-32
FITNESS VARIABLES AMONG NOVICE MEN HOCKEY
PLAYERS
Vijay Kaushal
vii
Editorial
It is matter of great pleasure to present, July – September 2017, third issue of the
Seventh 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 seven 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
viii
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
KINEMATIC ANALYSIS OF ELONGATED START
Yatendra Kumar Sharma, Young Professional (RA), Ministry of Youth Affairs and Sports, New
Delhi,
Dr. Jogiswer Goswami, Assistant Director, Amity University ASPESS, Noida, U.P.
Dr. Sushil Sharma, Freelance Consultant-Industrial Quality (ISO 9001, 14001 & GMP)
ABSTRACT
The start and acceleration from the blocks directly affect results in the sprint events. In this
study, the major kinematic parameters of these phases of the race were analyzed. The subject of the
study was the best Slovenian male sprinter, who was making his preparations for the 2006 IAAF
World Indoor Championships. The study showed the following to be the key factors for
performance in the two phases: the distance between the starting blocks, block velocity, block face
angle, the length of the first step, the path of the vertical rise in the body’ centre of mass in the first
three meters, the contact phase/flight phase index in the first ten steps and the ratio between the
length and frequency of steps. As the study was on only one athlete, the results cannot be
generalized. However, they may contribute to explaining phenomena related to sprinting at the
highest level.
INTRODUCTION
Statement of the problem
The purpose of the study is carrying out kinematic analysis of bunch start.
Delimitation
1. Study will be delimited to five male subject of National athlete.
2. Study will be delimited to the following kinematic variable
3. Angle at various joints
4. Centre of gravity
5. Height of centre of gravity from ground
6. location of centre of gravity within the base of support
7. Base of support
The study will be delimited to the following positions of bunch start and elongated start.
On your mark
Set
Limitation
The accuracy of preparing the Elgon’s and calculating the center of gravity and angles at
various joints by manual process is considered as a limitation of this study.
METHODOLOGY
This chapter includes selection of subjects and selection of biomechanical variables for the
kinematic analysis of bunch start in track event.
Selection of subject
Five male participants in from amity school of physical education and sports science,
Noida has been represented National athletics has been taken photographed for skill“Bunch start”
After that following kinematic skill were analyzed for skill “Bunch start”
Selection of kinematic variable
1. Angle at various joints
2. Centre of gravity
3. Height of centre of gravity from ground
1
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
4. Location of centre of gravity within the base of support
5. Base of support
Reliability of Data: Cannon D50, 30fps with good resolution camera was used to make
reliable data has been measured, the instruments which has been used for the purpose of the study
,tripod stand , camera, steel tape and geometric instruments these all instrument are available in
amity university (BJMC), Noida and the reliability has been ensured by the manufacturer. The
photograph has been taken by professional photographer to ensure correctness and reliability.
Photo protocol
Photographs have been taken with still camera cannon D50 and the height of camera was 1
meter from the ground and the distance from camera to starting block 5.79 meter to the camera the
camera was set in sagittal plane. i.e. from the side the camera was set on the tripod stand so as to
ensure the steadiness in photography.
Procedure for Mechanical Analysis
In the wake of acquiring the required photos, stick figures (Elgon's) were drawn from the
photo utilizing the Joint Point Method and the focal point of gravity of everybody section and the
entire body was controlled by the division technique proposed by Hay. The edges at different
joints were likewise dictated by the technique. The stride shrewd examination which was done as
takes after:-
On the photos the different joints were marked very carefully to be the reference point
associated with each segment. By moving straight line between proper reference focuses Elgon or
a stick figure was made for different phases of start.
The various joints were marked on the photograph as the reference point associated with
each segment.“Elgon” or a stic figure was constructed by ruling straight line between appropriate
reference points for moment stance of “on your mark” and “set”. Of both the start bunch start and
elongated start. After measuring the length of every section line it was separated into different
lengths in the proportion as showed in the table the trunk line was obtained by joining the midpoint
of the line between the right and left hip joints to the midpoint of the trunk at the level of the
suprasternal notch.(if both the hip points are visible).
Two axes (OX & OY) were constructed, one below the stic figure and on the left of the
stick figure. As that shown in appendix tables a form was prepared. In column the weight of
segment recorded. For each of the segment perpendicular distance was measured from the Cg to
the line OY, which was then entered in the appropriate place in the form (appendix table).Distance
of its center of gravity from the line was multiplied by weight of each segment as given in table
no.3, table 3 to find the moment about OY. By adding all the moment about OY the total sum of
moment about OY was found.
At the distance of the total sum of moment about OX. A line OY was drawn parallel to OY.
The centre of gravity of the whole body was somewhere on that line. For moment about OX the
above steps was repeated from 5-9. The centre of gravity of subject was on O”X” which was
drawn parallel to the OX and at the distance of the total sum of movement about OX. The point of
intersection of the two line i.e. O’Y’ and O’X’ served as the centre of gravity of the body of
subject of the angles athlete various joints were measured from the geometric instrument by the
stick figure.
2
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
TABLE-1
WEIGHTS OF BODY SEGMENTS RELATIVE TO TOTAL BODY WEIGHT
S.NO SEGMENT RELATIVE WEIGHT
1. Head 0.073
2. Trunk 0.507
3. Upper arm 0.026
4. Fore arm 0.016
5. Hand 0.007
6. Thigh 0.103
7. Calf 0.043
8. Foot 0.015
TABLE-2
LOCATION OF CENTER OF GRAVITY OF BODY SEGMENTS
S.NO SEGMENTS C.G LOCATION EXPRESSED AS PERCENTAGE OF
TOTAL DISTANCE BETWEEN REFERENCE POINT
Head 46.4 % to vertex ;53.6% to chin-neck interest
Trunk 38%to supra-sternal notch ;62% to hip axis
Upper arm 51.3% to shoulder axis ;48.7% to elbow axis
Fore arm 39% to elbow axis ; 61% to wrist axis
Hand 82% to wrist axis; 18% to knuckle iii
Thigh 37.2% to hip axis ; 62.8% to knee axis
Calf 37.1% to knee axis ;62.9% to ankle axis
Foot 44.9% of heel: 55.1%to tip of longest toe
TABLE-3
FORM FOR COMPUTATION OF CENTER OF GRAVITY COORDINATES
Segment Segment wt. Distance OX Moments Distance OY Moments
(cms) OX (cms) OY
Head 0.073
Trunk 0.507
upper arm 0.026
forearm 0.016
hand 0.007
Left thigh 0.103
Right thigh 0.103
Left calf 0.043
Right calf 0.043
Left foot 0.015
Right foot 0.015
ANALYSIS OF FINDING AND INTERPRETATION OF FINDINGS
The finding of various kinematic variables such as angels at various joints. Base of
support,position of center of gravity within base of support. The photographs of respective elgons
3
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
of all the five participants are presented form , all the data’s were drawn from their respective
elgons of bunch start and elongated start at both the phases “on your mark” and “set” position.
The kinematic analysis of bunch start in respect of participant 1 has been explained as follow
Fig 1, participant 1
Fig 2. Elgon of participant 1
4
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
Fig 3, participant 1
Fig 4, participant 1
Using the x and y coordinates of 14 segment of the body; the Cg was located with the help
of segmentation method. The center of gravity has been shown in the figure 1 from the Elgon in
fig.1 from the Elgon it is clear visible that Cg of the subject would lies within the base which
reveals that he is stable with five touch point on the ground. The base of support increase due to
five touch point on the ground keeping in mind the technical model of bunch set position in track
5
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
event termed as good position in this position the starting block help in releasing the impulsive for
which has been used in total amount in making the linear acceleration of arm and the position of
the body will be straight in contact to base of support as per the technicalities of the skill. The
kinematic analysis of bunch “set” position in respect to subject ONE.
ANALYSIS OF DATA
The relationship of various of various kinematic variables with the performance was found
out by employing the Pearson’s product moment correlation method.
CONCLUSIONS
On the basis analysis and the analysis and within the limitation, the following conclusion
was drawn:
1. The center of gravity of the participant “on your mark” position remains in the center.
2. The center of gravity of the participant shift forward on “set” position.
3. Due to shifting of center of gravity the “set” position is more unstable than the “on your
mark” position.
4. There is an extension in the angle of participant on “set” position by which the centre of
gravity height shift upward also causes of unstablility.
CONSOLIDATED TABLE OF DATA ON BIO-MECHANICAL VARIABLES
S.NO Variables Angle in degree/distance in cms
ANGLE AT VARIOUS JOINTS ON(E) SET(E)
1 ANGLE OF LEFT ELBOW JOINT 180 180
2 ANGLE OF RIGHT ELBOW JOINT 180 180
3 ANGLE OF RIGHT SHOULDER JOINT 80 106
4 ANLE OF RIGHT SHOULDER JOINT 80 106
5 ANGLE OF LEFT HIP JOINT 24 11
6 ANGLE OF RIGHT HIP JOINT 82 53
7 ANGLE OF LEFT KNEE 50 87
8 ANGLE OF RIGHT KNEE 40 91
9 ANGLE OF ANGLE OF LEFT ANKLE 90 110
10 ANGLE OF RIGHT ANKLE 93 90
11 CENTRE OG GRAVITY 5 5.5
12 LOCATION OF C.G WHITHIN BASE OF 3.1 2.6
SUPPORT (TOWARDS HAND)
13 BASE OF SUPPORT 8.4 8.5
6
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
Participant 1 Elongated(phase: “on your mark”)
Segment Segment Distance Moment OX Distance Moment
wt OX (cms) OY (cms) OY
Head 0.073 13.5 .98 6.3 0.46
Trunk 0.507 10.3 5.22 8.2 4.157
upper arm 0.026 11.9 .309 6.25 .162
forearm 0.016 11.1 .177 4 .064
hand 0.007 10.9 .076 1.85 .012
Left thigh 0.103 8.1 .834 8.5 .875
Right thigh 0.103 6.8 .700 8.1 .834
Left calf 0.043 8.6 .37 3.5 .150
Right calf 0.043 4.85 .208 4.8 .206
Left foot 0.015 6.6 .099 3.5 .052
Right foot 0.015 2 .045 3.17 .047
9.018 7.019
Participant 1 Elongated(phase: “SET”)
Segment Segment Distance Moment OX Distance Moment
wt OX (cms) OY (cms) OY
Head 0.073 13.7 1 9.1 .66
Trunk 0.507 10 5.07 9.2 4.66
upper arm 0.026 11.7 .30 8.4 .21
forearm 0.016 11 .18 5.7 .91
hand 0.007 11 .77 3.1 .022
Left thigh 0.103 8.4 .86 7.6 .78
Right thigh 0.103 9.8 1 6.3 .65
Left calf 0.043 7.1 .30 6.5 .28
Right calf 0.043 6.1 .26 4.1 .17
Left foot 0.015 6.7 .1 5.1 .076
Right foot 0.015 2.65 .039 4.3 .064
9.879 8.482
7
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
COMPERATIVE ANALYSIS OF ANXIETY AMONG VARIOUS ZONES OF
ALL INDIA INTER UNIVERSITY
Dr. Sakure Girish Madhaorao, Assistant Professor in Physical Education, Rajiv Gandhi
Mahavidyalaya, Mul Road Chandrapur Maharashtra.
ABSTRACT
The purpose of the study is to find out the comparative analysis of anxiety among various
zones of All India Inter University. For this study 100 Powerlifters, 100 weightlifters and 100
bodybuilders come for participation in the All India Inter University Tournament 2016-17 has
been selected at random as subjects. The age of the selected subjects was ranged from 18 to 25
years. The selected players have been asked to fill the questionnaire before the competition.
Anxiety data was collected through Rainer Marten’s Questionnaire. The score was recorded in
points. The results revealed that there was significant difference in anxiety level among the West,
East, North, South and Central zone players.
Keywords: Anxiety, Power lifter, Weightlifter, Bodybuilder, Inter University
INTRODUCTION
Psychology is the study of human behaviour and human relationship. Sports psychology
means applying psychological theories and concepts to aspects of sports much as coaching and
teaching sports psychology is concerned with analyzing human behaviour in various types of
sports setting. It is individual behaviour acting individually and acting in a group. Sports
psychology focuses on learning and performance. Sports psychology considers both the
participants and the spectators. Emotional factors like tension, anxiety, stress and motivation play
an important role in sports psychology. Certain amount of tension and anxiety are necessary to put
for the best performance. Family and economic conditions to play an important part in sports
psychology. The informal education which a child gets in its society, influenced by social moves,
norms, ideals, morals and expectations is an important as formal education that one gets, through
the organized school and college system. Thus amongst many outcomes, development of physical
fitness for personal growth and social efficiency are important ones and in such an education
process the social and economic miles plays an important role. Moreover, the investigator has
adequate knowledge experience and interest in the field The investigator’s previous experience
hails from participation at various levels namely inter school, inter university, state and national
championships in Weightlifting, Power lifting and Bodybuilding. Among the many existing
psychological variables, the researcher’s close proximity to the event has urged him to select
anxiety in the present study.
METHODOLOGY
300 University level male (100 Weightlifters, 100 Powerlifters and 100 Bodybuilders) will
be selected as subjects at random and their age will be 18 to 25 years. Anxiety data was collected
through Rainer Marten’s Questionnaire. The score was recorded in points.
RESULTS
Table I shows the analysed data on Anxiety. Factor “A” shows five categories of
topography namely North, South, East, West and Central zones.
Factor “B” shows three categories of players namely Powerlifting, Weightlifting and
Bodybuilding.
8
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
Factor “A” and “B” shows five categories of topography and three categories of players.
TABLE NO 1
5X3 FACTORIAL ANALYSIS OF VARIANCE FOR ANXIETY OF POWERLIFTERS,
WEIGHTLIFTERS AND BODYBUILDERS AT DIFFERENT TOPOGRAPHY
(Scores in Points)
Sources of Sum of Degree of Mean Scores Obtained ‘F’ Table ‘F’
Variance Scores Freedom ratio ratio
Factor ‘A’ 118.353 4 29.588 2.971* 2.41
Factor ‘B’ 11.887 2 5.943 .597 3.04
A x B 53.247 8 6.656 .668 1.98
Error 2838.550 285 9.960
Total 100835.00 300
*Significant at 0.05 level of confidence
The obtained ‘F’ ratio of Anxiety for factor ‘A’ 2.971 and the table ‘F’ ratio was 2.41. The
study was found significant at 0.05 level of confidence for the degrees of freedom 4 and 285, as
the obtained ‘F’ ratio was greater than the table ‘F’ ratio, the factor “A” was significant and the
post hoc test was followed as stated by Stevens (1999).
The obtained ‘F’ ratio for factor ‘B’ was .597 and table ‘F’ ratio was 3.04. As the obtained
‘F’ ratio was lesser than the table ‘F’ ratio, the study was insignificant at 0.05 level of confidence
for the degrees of freedom 2 and 285. As the factor “B” was insignificant, the post hoc test was
not followed.
The obtained ‘F’ ratio for factor ‘A x B’ was .668 and table ‘F’ ratio was 1.98. As the
obtained ‘F’ ratio was lesser than the table ‘F’ ratio, the study was non-significant at 0.05 level of
confidence for the degrees of freedom 8 and 285. As the obtained ‘F’ ratio is lesser than the table
‘F’ ratio, the simple effect test was not applied to find out the overall cell mean significant
difference as stated by Stevens (1999).
TABLE I (c)
SCHEFFE’S POST HOC TEST PAIRED MEAN DIFFERENCE OF ANXIETY AT
DIFERENT TOPOGRAPHY (NAMELY NORTH, SOUTH, EAST, WEST AND
CENTRAL) OF UNIVERSITY LEVEL WEIGHTLIFTERS,
POWER LIFTERS AND BODYBUILDERS FACTOR ‘A’
(Scores in Points)
North South East West Central Mean Critical
Difference
Difference
17.30 18.45 - - - 1.15
17.30 - 18.60 - - 1.30
17.30 - - 17.28 - 0.02
17.30 - - - 18.65 1.35
- 18.45 18.60 - - 0.15 45.01
- 18.45 - 17.28 - 1.17
- 18.45 - - 18.65 0.20
- - 18.60 17.28 - 1.32
- - 18.60 - 18.65 0.05
- - - 17.28 18.65 1.37
*Mean difference is Significant at 0.05 level of confidence
9
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
Table II (A) shows the Scheffe’s Post Hoc test for paired mean difference of Achievement
Motivation of different topography namely North, South, East, West and Central (Factor ‘A’). The
mean difference between North and South, North and East, North and West, North and Central,
South and East, South and West, South and Central, East and West, East and Central and West
and Central were 0.23, 1.27,2.87, 1.07, 1.04, 2.64, 0.84,1.6, 0.2 and 1.8. The Scheffe’s Critical
Difference Value was 187.98.
Hence the following comparisons were found not significant:
North and South, north and East, North and West, North and Central, South and East,
South and West, South and Central, East and West, East and Central and West and Central.
The mean values of Anxiety of different players and topography was shown in Figure 1.
Figure No 1
MEAN DIFFERENCE OF ACHIEVEMENT MOTIVATION OF FIVE ZONE
UNIVERSITY MEN WEIGHLIFTERS, POWERLIFTERS AND BODYBUILDERS
33
32
31
30 Weightlifters
29 Power Lifters
Bodybuilders
28
27
26
North East South West Central
CONCLUSION
Within the limitations of the present study, the following conclusions were drawn:
1. It was concluded from the findings of the study that there was significant difference in
anxiety level among University men Weightlifters, Power lifters and Bodybuilders at
different Topography such as North, South, East, West and Central zone players.
2. It was concluded from the findings of the study that when the Scheffe’s Post Hoc test was
applied for finding the paired mean difference of Anxiety of different topography namely
North, South, East, West and Central (Factor ‘A’). The mean difference between North
and South, North and East, North and West, North and Central, South and East, South and
West, South and Central, East and West, East and Central and West and Central were
found lesser than the Scheffe’s critical difference value and the study was found
insignificant.
3. It was concluded from the findings of the study that the obtained ‘F’ ratio for factor ‘B’
was .597 and table ‘F’ ratio was 3.04. As the obtained ‘F’ ratio was found lesser than the
table ‘F’ ratio, the study was insignificant at 0.05 level of confidence for the degrees of
freedom 2 and 285. As the factor “B” was insignificant, the post hoc test was not followed.
4. It was concluded from the findings of the study that the obtained ‘F’ ratio for factor ‘A x
B’ was .668 and table ‘F’ ratio was 1.98. As the obtained ‘F’ ratio was found lesser than
10
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
the table ‘F’ ratio, the study was non-significant at 0.05 level of confidence for the degrees
of freedom 8 and 285. As the obtained ‘F’ ratio was lesser than the table ‘F’ ratio, the
simple effect test was not applied to find out the overall cell mean significant difference.
The finding of the study corroborated with the views expressed by previous researchers
like Morgan and Costil (1987), Hasrani (1991), Mace and Carro (1995) and Jones (1983).
REFERENCES
1. Bell (1983) Championship Thinking, Englewood Cliffs, New Jersey, Prentice Hall, Inc,
P.50.
2. Clarke, David H. and Clarke Harrison H. (1984) Research Process in Physical Education,
New Jersey; Prentice Hall.
3. Fox and Mathews, (1981), “The Psychological basis of Physical Education and Athletics”
(Ed), 3. Philadelphia, W. B. Saunder’s Co.
4. Thirumalaisamy R. (1985) Thesis and Dissertation Writing. Karaikudi, KPSV Publications.
11
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
EFFECT OF PHYSICAL EXERCISES ON LOW DENSITY LIPOPROTEIN
OF COLLEGE WOMEN STUDENTS
Dr. R. Kalaiarasi, Director of Physical Education, Arulmigu Palani Andavar Arts College for
Women, Palani – 624 615, TamilNadu.
ABSTRACT
The purpose of the study is to find out the effect of physical exercises on low density
lipoprotein of college women students. To achieve this purpose of the study, forty college women
students of Arulmigu Palani Andavar Arts College for Women, Palani, Tamilnadu, were selected
as subjects, and their age was between eighteen to twenty five years. The selected forty students
were divided into two equal groups, the experimental group – 1 (n = 20) underwent physical
exercise,(n= 20, CP) served as control participants. In the study, physical exercises were adopted
as independent variable. Low density lipoprotein was chosen as a dependent variable. It was
measured by blood sampling method , the unit of measurement was in milligrams. The pre and
post test random group design was used. ‘t’ test was used to find out the significance difference
between the mean of pre and post test of each group with respect to Low density lipoprotein.
Keywords: 1. Physical Exercise, 2. Low density lipoprotein
INTRODUCTION:
The beneficial effects of physical activity typically include reductions in cholesterol level
and body weight (USDHHS, 2004). Systematic physical activity develops and maintains physical
fitness and overall health. It is often practiced to strengthen muscles and the cardiovascular
system, and to improve athletic skills. Frequent and regular physical exercise boosts the immune
system, and helps prevent diseases affluence such as heart disease, cardiovascular disease (Ronald
et al., 2004). An adaptation of the human body to physical exercise can improve the health of
internal systems and the efficiency of external movements.LDL Cholesterol is the primary
transport carrier of cholesterol in the circulation. About 50 - 60% cholesterol is delivered to the
cells by LDL-C. Evidence suggests that LDL-C may directly contribute the cellular alterations of
the inner walls of the arteries which may ultimately lead to the development of atherosclerotic
plaque (Scann, 1978). Thus, LDL-C is proposed to be more highly associated with CHD than total
cholesterol. Recent overview have indicated that a 1% reduction in a person’s total serum
cholesterol level yields a 2 to 3% reduction in the risk of coronary heart disease (Manson et al.,
1992).Elevated levels of LDL cholesterol have been strongly associated with an increased risk of
heart attack and stroke (Yataco et al., 1997). LDL-C tends to stick the lining of the blood vessels,
which helps to stimulate atherosclerosis. This study has attempted to investigate the twelve weeks
of physical exercise on low density lipoprotein of college women students.
MATERIALS AMD METHODS
To facilitate the study, forty college women students from Arulmigu Palani Andvar Arts
College for Women, Palani, Tamilnadu, were selected as subjects at random and their age was
between eighteen to twenty five years. They were divided into two equal groups namely
experimental Group and Control Group did not involve in any training. The pre test was taken
from the subjects before administering the training. The subjects were involved with their
respective training for a period of twelve weeks. At the end of the training, the post test was taken.
Low density lipoprotein was chosen as a criterion variable. It was measured by Blood Sampling
Method; the unit of measurement was in mgdl-1. The experimental group initially performed
thorough warming up exercises. After that group I performed the following exercises such as
12
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
calisthenics, stretching, sit-ups, pushups and medicine ball exercise with moderate intensity (60-
70%). Mean and standard deviation were calculated for LDL for each group. . ‘t’ test was used to
find out the significance difference between the mean of pre and post test of each group with
respect to Low density lipoprotein. Statistical significance was set to priority at 0.05 levels.
TABLE I
ANALYSIS OF t-RATIO FOR THE PRE AND POST TESTS OF EXPERIMENTAL AND
CONTROL GROUP ON LOW DENSITY LIPOPROTEIN
Significance at 0.05 levels
Standard
error of
Difference
the ‘t’
Mean SD between difference ratio
Variable Groups the mean
between
the means
Pre Post Pre Post
Low
density Experimental 125.10 118.20 3.4 3.5 6.9 0.43 15.92*
lipoprotein
Control 125.4000 126.00 4.8 4.96 0.6 0.30 1.96
* Table Value = 2.262
To find out the significant difference between pre test and post test on low density
lipoprotein ‘t’ ratio was employed and the level of significance was set at 0.05. The experimental
group on Low Density lipoprotein pre test value was 125.10 and post test value was 118.20
respectively. The mean difference value was 6.9 and low density lipoprotein obtained ‘t’ ratio
15.92 was greater than the table value 2.292. Thus, the results obtained proved that the
intervention namely physical exercise on Low Density Lipoprotein produced significantly
improvement. The control group on low density lipoprotein pre test value was 125.40 and post test
value was 126.00 respectively. The mean difference value was 0.6 and low density lipoprotein
obtained ‘t’ ratio was 1.96 and is lesser than table value of 2.262. Thus, the results of control
group did not show any significant changes on Low density lipoprotein.
CONCLUSION
The result of this study indicates that the level of low density lipoprotein increased
significantly over the twelve weeks training period of physical exercise. However, the difference
among the pre and post test of experimental group are significant. The control group did not show
any significant changes on low density lipoprotein.
REFERENCES
1. Eble Ikekpeazu., Neboh Emeka, E., Muduka, Ignatius.C., Ufella Emeka, A., Iyida
Chikaodili, C., Ejezie Fidlis, E., Anyanwu Emeka, G(2009). “Effect of Sedentary work and
Exercise on Lipid and Lipoprotein Metabolism in Middle-aged Male and Female African
Worjker”, Asian Journal of Medical Sciences. 1(3), pp.117-120.
2. Scheers Tincke., Renaat Philippaerts., Leen Van Langendonct., Willian Duquest., Nathalie
Duvigneaud., Lynn Matton., Martine Thomis., Katrine Wijindaele., & Johan Lefevre.
(2008). “Lipid profile in men and women with different levels of sports participation and
physical acti9vity”, Public Health Nutrition., 11(11), pp.1098-106.
13
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
3. Ring-Dimitriou, S., Serge, P. Von Duvillard., Bernhard Paulweber., Monika Stadlmann
Linda., M, Lemura., Kayla Peak., & Erich Mueller. (2007). “Nine Months Aerobic Fitness
Induced Changes on Blood Lipids and Li9po proteins in Untrained Subjects Versus
Controls”. European Journal of Applied Physiology, 99(3), pp.291-299.
4. Scann, A|.M. (1978). Plasma Lipoproteins and coronary heart disease. Annals of C”linical
and Laboratory Science, 8, pp.79-88.
14
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
EFFECTS OF LOW INTENSITY PLYOMETRIC TRAINING COMBINED
WITH AEROBIC TRAINING ON PERFORMANCE OF AGILITY
Dr.Baljit Singh Sekhon, Deputy Director of Sports, Nagaland University, Nagaland
ABSRACT
The purpose of the study was to find out the effects of low Intensity plyometric training
combined with aerobic training on agility of. To achieve the purpose of the study, thirty School
Students of Mokokchung and Zunheboto Districts of Nagaland were selected as subject at random
and their age group range between 13to 15 years. The study was formulated as pre and post test
random group design, in which thirty players were divided into three equal groups. The
experimental group-1 (n=10, LI-PT) underwent low intensity plyometric Training, experimental
group-2 (n=10, LI- PT-AT) underwent low intensity plyometric training combined with aerobic
training and group 3 served as control group (n=10, CG) did not undergo any specific training. In
this study, two training programme were adopted as independent variable, i.e., low intensity
plyometric training, and low intensity plyometric training combined with aerobic training. The
agility was selected as dependent variable; it was measured by T- test and performance was
recorded in seconds. The selected two treatment group’s was performed three days in a week for
the period of eight weeks, as per the stipulated training program. The performance of agility was
tested before and after the training period. The collected pre and post data was critically analyzed
with apt statistical tool of analysis of co-variance (ANCOVA), 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 in this study. The results proved that the low intensity plyometric training combined with
aerobic training produce significant improvement on agility rather than the low intensity
plyometric training and control group.
Key Words: 1.Plyometric training, 2.Aerobic training, 3.Low intensity, 4. ANCOVA, 5.
Agility
INTRODUCTION
The term plyometrics has had few meaning and interpretations over the years depending
on whether once IS describing plyometrics classic plyometric or modern plyometrics. Plyometric
exercise translates into more length as loaded or explosive eccentric (ECC) muscle action with no
reversible, e.g., concentric (CON), muscle actions are used. Zatsiorsky V (2006). Plyometrics or
jump training is a technique for improving jumping ability and power by using the stretch reflex to
facilitate recruitment of additional muscle motor units. Plyometric training uses the eccentric
muscle action created prior to the jump to generate elastic energy (the stretch reflex) that provides
power for the jump. As the body lands from one jump, that there are many benefits of adding
plyometric training to an aquatic program when gains in motor performance and power are desired
(Martel et. Al, 2005; Miler et.al. 2007; Reddy and Maniazhagu 2015; Robinson et al. 2004;
Stemm and Jacobson 2007). Kabaddi is basically a combative sport, with seven players on each
side; played for a period of 40 minutes with a 5 minutes break (20-5-20). The core idea of the
game is to score points by raiding into the opponent’s court and touching as many defense players
as possible without getting caught on a single breath.
15
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
METHODOLOGY:
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, LI-PT) underwent low
intensity plyometric Training, experimental group-2 (n=10, LI- PT-AT) underwent low intensity
plyometric training combined with aerobic training and group 3 served as control group (n=10,
CG) did not undergo any specific training. The selected two treatment group’s was performed
three days in a week for the period of eight weeks, as per the stipulated training program.
TRAINING APPROACHES
Experimental Group I: Low intensity plyometric training (LI-PT)
Exercise Repetition Set Recovery in Recovery in
between exercise between sets
1-2 Weeks
1. Squad jump
2. Vertical jump
3. Standing broad
jump Each 6 2 1 minute 3 minutes
4. Standing triple
jump
5. Bike jump
3-4 Weeks
1. Squad jump
2. Vertical jump
3. Standing broad
jump Each 8 2 1 minute 3 minutes
4. Standing triple
jump
5. Bike jump
5-6 Weeks
1. Squad jump
2. Vertical jump
3. Standing broad
jump Each 10 2 1 minute 3 minutes
4. Standing triple
jump
5. Bike jump
7-8 weeks
1. Squad jump
2. Vertical jump
3. Standing broad
jump Each 12 2 1 minute 3 minutes
4. Standing triple
jump
5. Bike jump
16
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
Experimental Group II:
Low intensity Plyometric training combined with aerobic training (LI-PT-AT)
Exercise Repetition Set Recovery in Recovery in
between exercise between sets
1-2 Weeks
Plyometric training
1. Squad jump
2. Vertical jump Each 6 2 1 minute 3 minutes
3. Standing broad jump
4. Standing triple jump
5. Bike jump
Aerobic training 5 2 2 3 minutes
1 minute jog and 1 minute walk
3-4 Weeks
Plyometric training
1. Squad jump
2. Vertical jump
3. Standing broad Each 8 2 1 minute 3 minutes
jump
4. Standing triple
jump
5. Bike jump
Aerobic training
1.5 minute jog and 1.5 minute 5 2 2 3 minutes
walk
5-6 Weeks
Plyometric training
1. Squad jump
2. Vertical jump Each 10 2 1 minute 3 minutes
3. Standing broad jump
4. Standing triple jump
5. Bike jump
Aerobic training
2 minute jog and 2 minute walk 5 2 2 3 minutes
7-8 Weeks
Plyometric training
1. Squad jump
2. Vertical jump Each 12 2 1 minute 3 minutes
3. Standing broad jump
4. Standing triple jump
5. Bike jump
Aerobic training
2. 5 minutes jog and 2.5 minutes 5 2 2 3 minutes
walk
17
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
TABLE-I
THE RESULTS OF ANALYSIS OF COVARIANCE ON AGILITY
OF DIFFERENT GROUPS
(Scores in Seconds)
G- 2
G- 1 G- 3 ‘F’
Test Conditions LI- SV SS Df MS
LI-PT CG Ratio
PTAT
Mean 12.98 12.91 12.9 Between 0.47 2 0.023
Pre test 0.97
S.D. 0.36 0.51 0.57 Within 6.463 27 0.239
Mean 11.92 11.77 13.38 Between 15.82 2 7.908
Post test 31.12*
S.D. 0.35 0.42 0.68 Within 6.86 27 0.254
Adjusted Mean 11.90 11.79 13.39 Between 16.23 2 8.11 39.29*
post test Within 5.37 26 0.21
* Significant at .05 level of confidence. The required table’s value for test the significance was
3.35 and 3.37, with the df of 2 and 27, 2 and 26.
RESULTS OF AGILITY
The pre test mean and standard deviation on agility scores
G1, G2, and G3 were 12.98+ 0.36, 12.91+ 0.51 and 12.9+ 0.57 respectively. The obtained pre test
F value of 0.97 was lesser than the required table F value 3.35. Hence the pre test means value of
low intensity plyometric training, low intensity plyometric training combined with aerobic training
and control group on the performance of agility 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 agility of G1, G2 and G3 were
11.92 + 0.35, 11.77+0.42 and 13.38+0.68 respectively. The obtained post test F value of 31.12
was higher than the required table F value of 3.37. Hence the post test means value of low
intensity plyometric training, low intensity plyometric training combined with aerobic training on
agility 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 were produced significant
improvement rather than the control group of the sample populations.
The adjusted post test means on agility scores of G1, G2 and G3 were 11.90, 11.79
and13.39 respectively. The obtained adjusted post test F value of 39.29 was higher than the
required table F value of 3.35. Hence the adjusted post test means value of low intensity
plyometric training ,low intensity plyometric training combined with aerobic training on agility
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 were produced significant
difference among the groups.
In order to find out the superiority effects among the treatment and control groups the
Scheffe’s post hoc test were administered. The outcomes of the same are presented in the table I
(a).
18
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
TABLE - I (a)
SCHEFFE’S POST HOC TEST MEAN DIFFERENCES ON AGILITY AMONG THREE
GROUPS
(Scores in Seconds)
G-1 G- 2 G- 3 Mean Confidence
LI-PT LI-PT-AT C G Differences Interval Value
11.90 11.79 0.123 0.651
11.90 13.39 1.49* 0.651
11.79 13.39 1.62* 0.651
* Significant at .05 level of confidence
RESULT OF SCHEFFES POST HOC TEST ON AGILITY
Table I (a) shows the paired mean differences of low intensity plyometric training, low
intensity plyometric training combined with aerobic training and control group on agility. The
paired wise comparisons results as follows. First comparison: Group 1 and 2: The pair wise
mean difference of group 1 and group 2 values 0.123 was higher than the confidential interval
value of 0.651. Hence the first comparison was insignificant. The results of this comparison
clearly proved that both training have produced similar effects on agility. Second comparison:
Group 1 and 3: The pair wise mean difference of group 1 and group 3 values 1.49 was higher
than the confidential interval value of 0.651. Hence the second comparison was significant. The
results of this comparison clearly proved that low intensity plyometric training, have produced
greater improvements on agility than the control group. Third comparison: Group 2 and 3: The
pair wise mean difference of group 2 and group 3 values 1.62 was higher than the confidential
value of 0.651. Hence the third comparison was significant. The results of this comparison clearly
proved that low intensity plyometric training combined with aerobic training have produced
greater improvements on agility than the control group.
DISCUSSION ON FINDINGS
The results of the present study were demonstrated positive effect of selected speed of
school Kabaddi players. This findings support, in line with the result of the above earlier findings.
Ahmed Fadhil Farhan (2014) conducted a study on impact of plyometric training program on
physical performance in girl’s age 12 to 15 years. Thus 6-weeks performing the plyometric
training program can enhance physical performance in experimental group, while generally no
effect was observed on a series of performance tests in a control group of adolescent female using
the usual training program. Michael G, et, al 2006, conducted a study on the effects of a 6-week
plyometric training program on agility. They found that this study shows that plyometric training
can be an effective training technique to improve an athlete’s agility.Young, Warren, Mcdowell,
Mark, Scarlett, Bentley (2001) conducted a study on the effect of agility, plyometric, and sprint
training on the speed, endurance and power of High School Soccer Players. They concluded that
straight speed and agility training methods are specific and produce limited transfer to the other.
These findings have implications for the design of speed and agility training and testing protocols.
CONCLUSIONS
The performance of agility developed in the influences of low intensity plyometric training
combined with aerobic training than the low intensity plyometric training and control group.
Further low intensity plyometric training also produce significant development on agility
than the control group
19
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
REFERENCES:
1. Ahmed Fadhil Farhan(2014) Impact of Plyometric Training Program on Physical
Performance in Girls Age 12 to 15 Years. International Journal of Advanced Sport Sciences
Research Vol.2 No.1, March, 39-49.
2. Lloyd, Rhodri S.; Oliver, Jon L.; Hughes, Michael G.; [2012] the effects of 4-weeks of
plyometric training on reactive strength index and leg stiffness in male youths Journal
of Strength & Conditioning Research. 26(10):2812-2819,
3. Martel,G., M.Harmer, J. Logan and C.Parker (2005), Aquatic plyometric training increases
vertical jump in female volleyball players. Medicine & Science in sports & Exercises
37(10); 1814-1819.
4. Miller, M., C.Cheatham, A.Porter, M.Ricard, D. Hennigar and Berry. 2007. Chest and waist
deep aquatic plyometric training and average force, power and vertical jump performance.
International Journal of aquatic research eduction 1(2): 6
5. Reddy. H., and D.Maniazhagu. 2015. Effects of low intensity of aquatic and land plyometric
training on speed. International journal of Physical education Sports Management and
Yogic Sciences. 5(1):16-19.
6. Robinson, L., S. Devor, M.Merrick and J.Buckworth. 2004. The effects of land vs . aquatic
plyometrics on power, torque, velocity and muscle soreness in women. Journal of strength
and conditioning research 18(1); 84-91.
7. Stemm., J and B.Jacobson. 2007. Comparison of land and aquatic plyometric training on
vertical jump performance. Journal of strength and conditioning research . 21(2): 568-571
8. Young, Warren B.; McDowell, Mark H.; Scarlett, Bentley J (2001) The Effect of Agility,
Plyometric, and Sprint Training on the Speed, Endurance and Power of High School
Soccer Players Journal of Strength & Conditioning Research. 15(3):315- 319
9. Zatsiorsky V, Kraemer WJ. Science and Practice of Strength Training. 2nd ed. Champaign
(IL): Human Kinetics; 2006. pp. 1-35.
20
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
COMPARISON OF SPORT COMPETITION ANXIETY OF UNIVERSITY
HOCKEY (WOMEN) PLAYERS
Lt (Dr) Harjit Kaur, Assistant Director, Department of Physical Education, The Maharaja
Sayajirao University of Baroda, Baroda, Gujarat
ABSTRACT
National level tournament of hockey at Vadodara provided an opportunity of availability
of teams of different regions under similar competition situation. Being the national game and due
to the opportunity presented by the competition, Hockey was chosen for the study of competitive
anxiety amongst players of different teams. Any competition is known to result in anxiety of
various levels prior to and during the competition. Level of competition anxiety amongst players
was taken up for study to find out if it was team specific. For the purpose of study, four teams
participating in the All India Inter-University Hockey (Women) Tournament were selected at
random. The players were approached a day prior to the competition. The Sport Competitive
Anxiety Test (SCAT) was administered and the response obtained from the teams. The collected
data was compiled and the scores were used for statistical analysis.
Key Words: Competition anxiety, anxiety, SCAT, competition, team, data, hockey,sport, player,
study
INTRODUCTION
Anxiety is a psychological phenomenon. Individuals experience different levels of anxiety
under similar situations. Anxiety may be a result of the uncertainty of the outcome of a
competition, fear of failure, or merely the doubt of not reaching the desired or set target. Since
anxiety is an internal state, the levels exhibited by individuals vary. Moreover, requisite training to
overcome anxiety or to convert the negative impacts to positive outcomes may be learned by the
players. A range of psychometric tests or sport anxiety questionnaires have been used by sports
psychologists to understand and measure this condition. Marten (1990) developed anxiety traits
(A-trait) questionnaires that were tailored specially to sport known as the Sport Competition
Anxiety Test (SCAT). Marten (1990) recognised that any measure of sport anxiety must take into
consideration; cognitive anxiety (negative thoughts, worry) and somatic anxiety (physiological
response). This paper tries to explore the anxiety level of players prior to the competitions for
women hockey players participating in the All India Inter-University Hockey (Women)
Tournament.
Objectives of the Study
(i) To study the competition anxiety levels of players of four teams chosen at random
from the All India Inter-University Hockey (Women) Tournament
(ii) To measure the SCAT scores of the players
(iii) To compare the SCAT scores of different team players
(iv) To study the effect of region on the competition anxiety.
Hypothesis
There is no difference in the means of the competition anxiety scores of players
representing different teams.
Research (Alternative) Hypothesis
There will be a significant difference in the competition anxiety levels of the players
representing at least one university team
21
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
METHODOLOGY
For the purpose of study, four teams from different regions of University Hockey
(Women) players were selected at random. Since the data pertains to the team players, the
numbers of subjects were limited to the team. The players were approached a day prior to the
competition to administer the “Competition Anxiety test”.
The SCAT (according to Martens, 1990) – is an analysis of Competition anxiety; a
test measuring the tendency of an athlete to experience anxiety when competing in a sport. It is
used to measure competitive trait anxiety. Test scoring is based on 10 questions that ask
individuals how they feel when competing in sports and games. Each item is answered on a three-
point scale (often, sometimes, hardly ever) and a summary score ranging from 10 (low
competitive trait anxiety) to 30 (high competitive trait anxiety) is computed for each respondent.
SCAT score is obtained based on the guide for the test.
To examine the hypothesis study, descriptive statistics such as mean, standard deviation,
variation and comparative statistics – one –way ANOVA were used.
The data was analysed using the Microsoft Data Analysis package of Anova-one-way.
DATA COLLECTION – INTER-UNIVERSITY HOCKEY (WOMEN) COMPETITION
Researcher has personally contacted the respective teams chosen as subjects of study.
Sport competition anxiety test (SCAT)questionnaire was used for collection of response of
players.
12, 18, 16 and 16 players were selected from teams A, B, C and team D respectively. A
total of 62 players were administered the SCAT questionnaire. Consent, along with demographic
information was obtained from each subject player before administering the questionnaire.
The players were briefed regarding the purpose of the study and where required explained
the questions where they had doubts due to language. No assistance, however, was directed
towards any specific response. The data was restricted to the players only. The data was collected
separately from the teams ensuring that there was no sharing of response by the players from
different teams.The SCAT questionnaire was administered and the response obtained from the
teams. The data was compiled. Scores were obtained using the reference keys. The results were
used for statistical analysis.
DATA ANALYSIS
The basic statistical parameters of arithmetic mean, standard deviation (SD), maximum
and minimum values and variance were processed. Differences between the groups for assessing
the anxiety levels amongst hockey players was determined using one-way ANOVA statistics.
Using Univariate test (ANOVA) the dependent variable was found to be significantly different
(among the four professional group of players) at 61 degree of freedom. The data interpretation for
the SCAT is appended below for the two groups
Analysis of Variance (ANOVA): Single Factor – Summary of data
Groups Count Sum Average St Dev Variance
A 12 195 16.250 1.658 2.750
B 18 338 18.778 3.457 11.948
C 16 289 18.063 3.336 11.129
D 16 257 16.063 2.768 7.663
22
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
ANOVA
Source of
Variation SS df MS F P-value F crit
Between
Groups 85.68324 3 28.561 3.215 0.029 2.764
Within Groups 515.2361 58 8.883
Total 600.9194 61
Comparative SCAT score of four teams
28
26
24
22
20
18
16
14
12
10
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
A B C D
FINDINGS
1. The anxiety levels varied from a SCAT score of 14 to 20 for group A, 14 to 27 for group B,
13 to 24 for group C and 14 to 22 for group D.
2. The average score (Arithmetic mean - X) for group A was 16.25, 18.778 for group B, 18.063
for group C and it was 16.063 for group D. The overall average was 17.403.
3. The standard deviation for group A was 1.658, for group B 3.457, for group C 3.336 and for
group D it was 2.768.
4. The Variance for group A was 2.750, for group B 11.948, for group C 11.129 and for group
Dit was 7.663.
5. The scatter and the mean scores indicate that the anxiety levels are marginally higher for
group C and are least for group D.
6. F ratio worked out was3.215 and p value was 0.029; whereas the table critical ratio at 5%
significance was2.764. Since the worked out F value was higher than the critical value, this
indicates that the difference was significant. The null hypothesis is, therefore rejected.
7. The one-way ANOVA test showed that there was significant effect on the different
professional group of players by the dependent variable of competition anxiety. The four
groups differed in their perception towards competition anxiety.
DISCUSSION
Anxiety affects an individual that may be observed as the behavioral response. This in turn
may impact the outcome of the situation. The effect can be positive or supportive or just the
opposite; negative or restrictive. This is true for sports as well, especially during competitions.
Positive impact of anxiety for a player could translate into greater motivation, involvement,
23
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
persistence, concentration, mobilization of available forces and capabilities to optimally put to use
the capacities and abilities as skills during the competitions. On the other hand, the negative
impact of anxiety may lead to reduced concentration, motivation and use of capabilities and
capacities by the individual. For a team, this negativity may further lead to mistrust and suspicion
resulting in a reduced performance affecting the outcome of the competitions. Since anxiety is an
internal aspect related to feelings experienced by the individual, anxiety impacts the emotions.
Since the anxiety levels prevailing in the past are not available, only the state of anxiety of four
teams from different universities, prior to the competition, was taken up for study where the other
conditions and parameters were similar for the groups. As per the test, maximum range of scores
was from 10 to 30 (Minimum to maximum).
The difference, though appears to be significant for the study, but does not clearly
distinguish it to be region specific. The group strength, chance and other factors, individual and
environmental, cannot be ruled out.
CONCLUSION
Anxiety impacts individuals in routine life and people at all ages experience it. Sport is not
the only situation in which anxiety is experienced. During competitions, cause of anxiety that
varies due to a number of factors. One can train to handle anxiety. Anxiety decreases when
uncertainty and ignorance of an event is reduced (Payne & Isacs- 2002). Children who feel
competent are less threatened and obtain better results in competitions (Payne & Isacs - 2002).The
study dealt with the competition anxiety levels of four different groups under similar environment
of competition.A significant difference was found between the players of four teams. A collective
response for the variations in team anxiety levels can be attributed to local aspects. However,
relating anxiety of competition as a factor of regional upbringing needs further validation. More
study needs to be carried out to verify the impact of region on the anxiety levels of players during
competitions.
REFERENCES
1. Davis, J.E., Cox, R. H. (2002). Interpreting Direction of Anxiety Within Hanin’s Individual
Zone of Optimal Functioning. Journal of Applied Sport Psychology
2. GALLWEY, W. (2000) The Inner Game of Work. New York: Random House
3. GRASSO, A.T. (1999). The Relationship Of Competitive State Anxiety And Athletic
Performance In High School Hockey Players. Master Thesis. Springfield College
4. HANIN, Y. L. (1997) Emotions and athletic performance: individual zones of optimal
functioning. European Year Book of sports psychology, 1
5. HARDY, L. and FRAZER, J. (1987) The Inverted U Hypothesis: A catastrophe for sport
psychology? British Association of Sports Science, monograph no. 1, NCF
6. KAMALESH, M. S. (1986). Methodology of research in physical education and sports,
Metropolitan Book Company Pvt Ltd, New Delhi, India
7. KARAGEORGHIS, C. (2007) Competition anxiety needn't get you down. Peak Performance
8. KOTHARI, C. R. (2006) Research Methodology, Methods and techniques; New Age
International Publication, New Delhi, India
9. MACKENZIE, B. (2001) Sport Competition Anxiety Test [WWW] Available from:
https://www.brianmac.co.uk/scat.htm [Accessed 17/3/2017]
10. MARTENS, R. et al. (1990) Competitive Anxiety in Sport. Leeds: Human Kinetics
11. MARTENS, R. et al. (1990) The Development of the Competitive State Anxiety Inventory-2
Human Kinetics
24
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No 3
12. RUSSEL, W.D., COX, R. H. (2002). Construct Validity of the Anxiety Rating Scale -2 with
Youth Wrestlers. Athletic Insight The Online Journal of Sport Psychology.
st
13. SINGH, HARDYAL (1984) Science of sports training, 1 Edition, Patiala, NSNIS
14. SPIELBERGER, C. D. (1966) Anxiety and behaviour. Academic Press, New York
15. Weinberg, R.S., Gould, D. (1995). Foundations of sport and exercise psychology. Human
Kinetics. Champaign, Illinois.
16. YERKES and DODSON (1908) The relation of strength of stimulus to rapidity of habit
formation. Journal of Neurological Psychology
17. http://believeperform.com/performance/anxiety-within-sport/
18. http://oxfordindex.oup.com/view/10.1093/oi/authority.20110803100524939
19. https://en.wikipedia.org/wiki/Anxiety
20. https://www.brianmac.co.uk/companx.htm
21. https://www.brianmac.co.uk/scat.htm
25
PESY : Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No. 3
PSYCHONEUROMUSCULAR THEORY FOR REDUCING ANXIETY
LEVEL IN COMPETITION SITUATIONS
Dr. Sunil Babu Chaudhary, Associate Professor, Department of Physical Education,
Balwant Vidyapeeth Rural Institute, Bichpuri, Agra.
ABSTRACT
The study determined effects of psycho-neuromuscular theory and Visualization
technique on reducing anxiety levels of soccer players. The subjects were 50 players (N=50).
The sampled subjects were randomly assigned into two groups experimental group (N=25) and
control group (N=25). We applied experimental method with pre-post tests and control group.
Subjects in the experimental (psycho-neuromuscular theory & visualization technique) group
received extra 20 minutes imagery training program 3 times a week for four weeks along with
their regular training program. Control group was engaged in their regular activity for four
weeks. ANCOVA was used to analyze the data collected. Results showed significant difference
in the reducing anxiety levels between experimental and control groups. Based on the findings
it was concluded that psycho-neuromuscular theory and visualization technique are an effective
tools for psychological preparation of athletes. Based on the result of this study it is
recommended among other things that coaches, physical education teachers, athletic trainers
and sport psychologists should use visualization technique to enhance efficient performance
by players.
Keywords: - psycho-neuromuscular theory, visualization technique, anxiety.
INTRODUCTION
Mental imagery and self-talk strategies are implemented by athletes in order to regulate
arousal, reduce maladaptive behaviours, reconstruct negative thoughts, and to increase one’s
concentration and focus. In sport, mental imagery is used primarily to help the athlete get the
best out of his / her training and in competition. They use it daily as a means of directing what
will happen in training and as a way of pre experiencing their best competition performances.
Orlick (1990) explained that mental imagery often starts out simply, as you think through your
goals, your moves, and your desired competitive performances. Athletes commonly use
imagery to psych up or clam down to meet the energy demands of a particular sport, as well as
to visualize aspects of the upcoming competition to sharpen the focus they need to be
successful, Suinn (1980).
PSYCHO-NEUROMUSCULAR THEORY (MUSCLE MEMORY)
This theory was first proposed by Carpenter (1894). He suggested that imagery aided
the facility of learning motor skills due to the nature of the neuromuscular activity patterns
during imagining. When someone imaging bending their arm actually created small muscular
contractions in the flexor muscles of the arm (Edmund Jackson 1931). This theory states that
as athletes engage in sport movement, their brains are constantly transmitting impulse to the
muscles for execution of the movement. Similar impulses occur in the brain and muscles when
athletes imagine the movements without actually performing them. Thus, the psycho-
neuromuscular theory asserts that vivid imagined events produce innervations in our muscles
similar to that produced by the actual physical execution of the event. Coaches and athletes
should know that mental imagery strengthens their muscle memories by having the muscle
respond in the correct sequence without actually executing the movement, (William 2009).
26
PESY : Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No. 3
VISUALIZATION
Visualization has also been called guided imagery, mental rehearsal, mediation, and a
variety of other things -- no matter the term, the basic techniques and concepts are the same.
Generally speaking, visualization is the process of creating a mental image or intention of what
you want to happen or feel in reality. An athlete can use this technique to 'intend' an outcome
of a race or training session, or simply to rest in a relaxed feeling of calm and well-being. By
imagining a scene, complete with images of a previous best performance or a future desired
outcome, the athlete is instructed to simply 'step into' that feeling. While imagining these
scenarios, the athlete should try to imagine the detail and the way it feels to perform in the
desired way.
PURPOSE OF THE STUDY
The purpose of the study was the effect of psycho-neuromuscular theory and
visualization technique on reducing the anxiety level of soccer players in competition situation.
METHOD
The design for this study was pre-test post-test control group design. The statistical
population was all soccer players total no of players were 50 (N=50). The participants were
randomly assigned into two groups. Group 1experimental group (N=25) and group 2 control
group (N=25). To measure the anxiety level of players were used Martens et al. 1990 Sport
Competition Anxiety Test (SCAT) questioner. The players were responds to the 15 questions
on the questionnaire. Both the group were (experimental & control group) regularly received
their daily training program but along with that the experimental group were received psycho-
neuromuscular and visualization training for 20 minutes 3 days in a week for 4 weeks. We
applied ANCOVA statistical technique for analyzing the result of the study.
EXPERIMENTAL DESIGN
Pre-test and post-test randomized group design was employed in the study. The subjects
were divided into experimental group and control group. The experimental group was imparted
20 minutes of psycho-neuromuscular training and visualization training for four weeks under
the supervision and guidance of the scholar. While no training was imparted to control group.
At the end of four weeks post test was conducted for both the group.
STATISTICAL TECHNIQUE
In order to find out the effect of psycho-neuromuscular technique & visualization
technique on reducing anxiety level in competition situation ANCOVA was calculated. The
level of significance was set at 0.05.
RESULTS
Descriptive Statistics
Dependent Variable: POST ANXIETY
GROUP Mean Std. Deviation N
EXPERIMENTAL GROUP 15.9200 3.29039 25
CONTROL GROUP 18.7600 3.28228 25
Total 17.3400 3.55488 50
27
PESY : Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No. 3
Tests of Between-Subjects Effects
Source Type III Sum Df Mean F Sig. Partial Eta
of Squares Square Squared
PREANXIETY 138.560 1 138.560 17.145 .000 .267
GROUP 55.254 1 55.254 6.837 .012 .127
Error 379.840 47 8.082
Total 15653.000 50
Corrected 619.220 49
Total
Pair-wise Comparisons
b
(I) GROUP (J) GROUP Mean Std. Sig.
Difference (I-J) Error
EXPERIMENTAL CONTROL GROUP -2.147 .821 .012
*
GROUP
CONTROL GROUP EXPERIMENTAL 2.147 .821 .012
*
GROUP
Based on estimated marginal means
*. The mean difference is significant at the .05 level.
Graphical Representation
18 18
18 17
17
15
16
15
14
13
Experimental Group Control Group
Pre Anxiety Post Anxiety
DISCUSSION OF FINDINGS
This study was conducted to determine the comparative effectiveness of psycho-
neuromuscular theory and visualization technique on reducing anxiety levels of soccer players.
Pre-test-posted control group design was used. The results of the findings revealed that the
level of anxiety shown by the soccer players prior to the commencement of training,
demonstrated anxiety level. This anxiety level portends the likely danger the players could face
during competition if left in such state of mind.
28
PESY : Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 7 No. 3
Araki (2006) explained that if anxiety increases beyond the optimal level necessary for
the given task, a decline in performance follow. In support of this Sutherland (2006) reported
that reducing anxiety is only half the battle. The crucial thing is to channel that anxiety
positively into confidence. Confidence comes with experience and learning from past
situations. When players train anxiety is usually low, and players gain confidence just by
performing. Training frequently builds confidence, again through experience. Jokela and
Hanin further reported that performance of athletes who were within their individually optimal
zones were almost one-half a standard deviation unit better than that of athletes who were
outside their zones. To moderate anxiety from high or low to medium, performance level
Hanin (1980) presented that each athlete’s schedule of training activities to facilitate
optimization of anxiety level according to the individual’s zone of functioning (ZOF).
According to Martens, Burton, Vealey, and Bump, (1990) anxiety include state and trait
dimensions both of, which can show themselves as cognitive and somatic symptoms. An athlete
high anxiety trait is likely to be more anxious in stressful situations. To help the athlete control
competitive anxiety somatic technique (relaxation) and cognitive technique (mental imagery)
can be used.
CONCLUSION
This study examined the effectiveness of psycho-neuromuscular theory and
visualization technique on reducing anxiety levels of soccer players in competition situations.
It was hypotheses in this study that there is significant difference in the anxiety levels between
the control group and experimental group of soccer players. The findings revealed that there is
significant difference in the anxiety levels of the two groups (control and experimental or
treatment) after four (4) weeks of training (psycho-neuromuscular technique & visualization
technique). Therefore, the null hypothesis was rejected.
REFERENCES
1. Vincent Parnabas et.al, The Influence of Mental Imagery Techniques on Sport
Performance among Taekwondo Athlete, 2011, European Academic Research, 2286-
4822.
2. Dr. Athan N. Amasiatu, Mental Imagery Reharsal as a Psychological Technique to
Enhancing Sports Perfomance, 2010, Educational research international, 2303721.
3. S.H Mousavi et. al, The Effect of Mental Imagery upon the Reduction of Athletes`
Anxiety during Sport Performance, 2011, International Journal of Academic Research
in Business and Social Sciences, 2222-6990.
4. Miguel Humara, The Relationship between Anxiety and Performance: A Cognitive-
Behavioral Perspective, 1999, the online journal of sport psychology, 1(2).
5. Amasiatu et.al, Coping with Pre-competitive Anxiety in Sports Competition, 2010,
European journal of natural and applied science, 1(1)
6. Simao P. Freitas et.al, Elite Portuguese soccer players’ use of Psychological
Techniques: where, when and why, 2011, Journal of human sports and exercise, 1988-
5202.
29
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol.7 No.3
EFFECT OF SAND TRAINING ON SELECTED PHYSICAL
FITNESS VARIABLES AMONG NOVICE
MEN HOCKEY 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 this study was to find out the effect of sand training on selected
physical fitness variables among novice men hockey players. To achieve the purpose
of these study 30 Hockey players from Madhuri Bai Deshmukh Sharirik Shikshan
Mahavidyalaya, Nagpur University, Nagpur were selected. The subjects were randomly
selected among the players who represented the College at inter College level
tournaments. The subjects were in the age group of 19 to 25. The subjects were given
training programme for three days per week for six weeks. Equivalent Group design
pre and post test research design was followed by the investigator. The group is divided
into control group (15 players) and experimental group (15 players).In this study the
investigator measured the selected physical fitness variables of the College Hockey
players through Henry Field Hockey Test before and after the six weeks of sand training
on selected physical fitness variables such as balance and speed. The control group
does not given any treatment. The obtained data were subjected to statistical treatment
using ‘t’ test. In all cases 0.05 levels was fixed to test the hypothesis of this study. It
was concluded that six weeks sand training significantly improved Selected physical
fitness variables of the inter colligate Men Hockey players.
KEYWORDS: Field Hockey, Novice, Henry Field Hockey Test.
INTRODUCTION
The high level of physical fitness necessitates the controlling mind when we
speak. Gracefully poised and well-conditioned individual comes from years of daily
experience in a selected variety of vigorous physical activities. Consistence of physical
fitness forms sports and the precision and nicety of body control. Physical fitness forms
sports and the precision and precision of body control. Sports lead to mental poise an
emotional stability that should stand the athlete in good stead in future critical
situations.
The goal of physical fitness programmer is to improve the performance in
activities of daily living, job demands, sports and recreational activities, which was said
by Craig Liebenson (2003).
Strength is a part and parcel of all motor abilities, technical skills and tactical
actions. Strength training is assured high importance for achieving good performance
in all sports.
The role of strength training for general health, good posture and for prevention
of injuries is usually overlooked which in the long run can prove harmful.
Zimmerman (1989) has very rightly pointed the positive effects of strength
training on muscles, bones, joints, heart, circulatory system, metabolism and nervous
system.
GAME OF HOCKEY
Hockey is a national game which calls for intelligence, keen eyes, powerful
wrists, physical fitness, presence of mind, reaction time and above all mastery over all
30
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol.7 No.3
playing skills. Skillful technique results from careful and constant individual as well
as team practice which adds enjoyment of the game to both players and spectators. The
success in field hockey depends on understanding among the team players.
According to Whitakar In every tactical move in hockey one depends on team
work and the individual skills such as good pushing, hitting, dribbling, stopping the
ball, controlling the ball, anticipating the ball and keeping eyes on the ball and moving
players. Tactics will succeed only through mastery on individual fundamental skills
and with players thinking as a team.
METHODOLOGY
The purpose of this study was to find out the effect of sand training on selected
physical fitness variables among novice men hockey players. To achieve the purpose
of these study 30 Hockey players from Madhuri Bai Deshmukh Sharirik Shikshan
Mahavidyalaya, Nagpur University, Nagpur were selected. The subjects were randomly
selected among the players who represented the College at inter College level
tournaments. The subjects were in the age group of 19 to 25. The subjects were given
training programme for three days per week for six weeks. Equivalent Group design
pre and post test research design was followed by the investigator. The group is divided
into control group (15 players) and experimental group (15 players).In this study the
investigator measured the selected physical fitness variables such as balance and speed
of the College Hockey players through Henry Field Hockey Test before and after the
six weeks of sand training on selected physical fitness variables. The control group
does not given any treatment. The obtained data were subjected to statistical treatment
using ‘t’ test. In all cases 0.05 levels was fixed to test the hypothesis of this study.
RESULTS
TABLE I
TABLE SHOWING DESCRIPTIVE STATISTICS AND OBTAINED
‘T’ VALUE ON BALANCE OF HOCKEY PLAYERS DUE TO SAND
TRAINING.
Test Mean MD SD ‘t'
Pre 67.34
-0.44 0.47 5.08*
Post 76.90
Required table value Df (2, 28), 2.048
Significant at 0.05 level
The results presented in Table I showed that the pre test mean value of selected
physical fitness variables(M: 67.34) was improved to 76.90 after six weeks sand
training with mean difference of 0.44.The obtained’ value of 5.08 was greater than the
required’ value of 2.048. Hence, it was proved that there was significant improvement
on balance among Hockey players due to sand training.
31
PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol.7 No.3
TABLE II
TABLE SHOWING DESCRIPTIVE STATISTICS AND OBTAINED
‘t’ VALUE ON SPEED OF HOCKEY PLAYERS DUE TO SAND TRAINING
Test Mean MD SD ‘t'
Pre 8.94 -0.44 0.47 5.08*
Post 8.50
Required table value df (2, 28), 2.048
* Significant at 0.05 level
The results presented in Table II showed that the pre test mean value of speed
(M: 8.94) was improved to 8.50 after six weeks sand training with mean difference of
0.44. The obtained ‘t’ value of 5.08 was greater than the required ‘t’ value of 2.048.
Hence, it was proved that there was significant improvement in speed.
CONCLUSION
It was concluded that six weeks sand training significantly improved selected
physical fitness variables such as balance and speed of the Men Field Hockey players.
REFERENCE
1. Craig Liebenson, “The Stability Trainer in Functional Exercise”, Successful
Coaching : New Letter (2003).
2. Zimmerman, K. Zur Bedcating Kraft trainings for Cusundheit and Psychophytiche
Lerstung fatigkcit, , In. Theoric and Parsm Exer. Korperkullar (1989), p.x (23-28).
3. Baltimore: Lippincott, Williams & Wilkins.Centers for Disease Control and
Prevention (2003). Youth risk behavior survey-United , Morbidity and Mortality
Weekly Report. development in children. Pediatrics, 104, e5 .
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 old boys. Pediatric Exercise Science, 8, 48-56.
7. National Association for Sport and Physical Education (2004). Moving Into the
Future: National Standards for Physical Education. (2nd ed.). Reston, VA: Author.
Pediatrics, 107, 1470-1472.
32
MASTER RAMESHWAR DUTT SHARMA EDUCATIONAL AND CHARITABLE TRUST (REGD)
PESY
INTERNATIONAL JOURNAL OF PHYSICAL EDUCATION SPORTS MANAGEMENT AND
YOGIC SCIENCES (PRINT ISSN 2231 – 1394, ONLINE ISSN 2278-795X)
MEMBERSHIP/SUBSCRIPTION/AUTHOR’S BIODATA FORM
Enclosed please find a Cheque/D.D. No………………….. for
Rs/$……… drawn on ………………………. in favour of “Master
Rameshwar Dutt Sharma Educational and Charitable Trust” as my
subscription for ‘PESY’ International journal of Physical Education Sports
Management and Yogic Sciences.
MEMBERSHIP/SUBSCRIPTION RATES
Life time membership for Inland
(i) Institute ……( Print)….…………….….Rs. 15,000/=
(ii) Institute ……( online only)……..……...Rs. 13350/= + service tax
(iii) Individual……………………………….Rs. 12,000/=
Life time membership for Overseas
(i) Institute ……(Print)..……………………$ 850 /=
(ii) Institute ……( online only)……………...$. 750/= + service tax
(iii) Individual……………………………..…$584/=
Five Years Membership for Inland
(i) Institute ……(Print)………………….....Rs.5,000/=
(ii) Institute ……( online only)……………...Rs. 4500/= + service tax
(iii) Individual……………………………..…Rs. 4,000/=
Five Years Membership for Overseas
(i) Institute ……(Print)...……………..…….$334/=
(ii) Institute ……( online only)………….......$ 300/= + service tax
(iii) Individual……………………………..…$250/=
Annual Membership for Inland
(iv) Institute ……(Print)..………………....Rs. 2,000/=
(v) Institute ……( online only)…………...Rs. 1335/= + service tax
(vi) Individual…………………………..…Rs. 1,200/=
Annual Membership for Overseas
(i) Institute ……(Print)..….…………….…….$100/=
(ii) Institute ……( online only)………………...$ 60/= + service tax
(iii) Individual……(online and Print)……………..…$70/=
Name (in BLOCK LETTERS): ………………………………………………….
Address …………………………………………………………………………..
……………………………………………………………………………………
Pin………… ................Tel:.................................. Email id:…………….............
Dated:
Signature Office Seal Send only RESEARCH
PAPER.
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
Print
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Discover the best professional documents and content resources in AnyFlip Document Base.
Search
Vol 7 No 3 July September 2017
- 1 - 46
Pages: