International Conference & Global Conclave on Physical Education Sports Science & Social WellnessREFERENCES 1. Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425–453.2. Konu, A., & Rimpelä, M. (2002). Well-being in schools: A conceptual model. Health Promotion International, 17(1), 79–87. 3. Organisation for Economic Co-operation and Development. (2017). Students’ well-being: PISA 2015 results. OECD Publishing.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1281THE EFFECT OF 12 WEEKS OF STRENGTH TRAINING AND PLYOMETRIC TRAINING ON AGILITY OF INTER COLLEGIATE MALE KHO KHO PLAYERS OF OSMANIA UNIVERSITY Dr. Guguloth Sunitha, Physical Director, TSWRDC, B. Pharmacy College Mahabubabad, Telangana Email: [email protected] ABSTRACT:The purpose of the present study was to determine the effect of Strength Training and Plyometric Training on the selected performance parameters such as agility among intercollegiate male Kho Kho Players studying in affiliated colleges of Osmania University. To achieve the purpose of the study, 45 subjects were randomly selected from intercollegiate male Kho Kho Players of Osmania University, Hyderabad, Telangana, India and their age group was 18 to 25 years. The selected subjects were divided into three groups of 15 each, namely, two experimental groups and one control group. Out of total subjects of 45, 15 underwent Strength training on alternate days another set of 15 underwent plyometric training while the control group did not receive any specific training. The duration of the training period was 12 weeks at a rate of 3 sessions per week. Shuttle Run Test were used in the Study. The results of the study reveal that there is a significant improvement on Strength training and Plyometric training group compared to control group. Key words: training, Plyometric training, Shuttle Run etc. INTRODUCTION Kho-Kho is a high-intensity, intermittent Indian team sport demanding rapid accelerations, sudden deceleration, directional changes, and split-second decision making—attributes that hinge on agility (Rao & Deshmukh, 2015). Match play features short, explosive bouts and repeated sprints interspersed with lowintensity recovery, creating intramuscular and metabolic demands similar to court games but with unique chase-and-tag movement patterns (Sharma & Gupta, 2016). Consequently, training programs that target speed of movement, change-of-direction control, and reactive quickness are central to performance optimization in Kho-Kho (Patil, 2014) Dr S.Gopal Reddy (2016) The purpose of this study was to determine the effect of plyometric training and circuit training on agility among Kho-Kho players. A total of 60 male Kho-Kho players aged between 16–24 years, who had represented intercollegiate tournaments in Kadapa district, were randomly assigned into three groups: Experimental Group I (plyometric training, n=20), Experimental Group II (circuit training, n=20), and Control Group (n=20). Agility was assessed using standardized agility tests at pre- and post-intervention stages. The training programs for the experimental groups were conducted for 12 weeks, three sessions per week. Data were analysed using ANCOVA to assess significant differences among groups, with the level of significance fixed at 0.05. The results revealed that the pre-test means for agility were 37.00 (plyometric), 36.23 (circuit), and 36.87 (control), with no significant difference (F=0.17, p>0.05). The post-test means improved to 40.50 (plyometric), 40.01 (circuit), and 37.01 (control), with significant differences among the groups (F=4.89, p<0.05). Adjusted post-test means were 40.32 (plyometric), 40.30 (circuit), and 36.91 (control), yielding a highly significant F value of 10.82 (p<0.05). Post hoc analysis indicated that both plyometric training and circuit training groups showed significantly greater improvement in agility compared to the control group (MD=3.41 and 3.39, respectively), while no significant difference was observed between plyometric and circuit training groups (MD=0.02). The findings confirm that both plyometric training and circuit training are
International Conference & Global Conclave on Physical Education Sports Science & Social Wellnesseffective in improving agility among Kho-Kho players. However, neither method proved superior to the other, suggesting that coaches can incorporate either training modality into conditioning programs to enhance agility performance in this sport. METHODOLOGY The purpose of the present study was to determine the effect of Strength Training and Plyometric Training on the selected performance parameters such as agility among intercollegiate male Kho Kho Players studying in affiliated colleges of Osmania University. To achieve the purpose of the study, 45 subjects were randomly selected from intercollegiate male Kho Kho Players of Osmania University, Hyderabad, Telangana, India and their age group was 18 to 25 years. The selected subjects were divided into three groups of 15 each, namely, two experimental groups and one control group. Out of total subjects of 45, 15 underwent Strength training on alternate days another set of 15 underwent plyometric training while the control group did not receive any specific training. The duration of the training period was 12 weeks at a rate of 3 sessions per week. Shuttle Run Test were used in the Study.RESULTS AND DISCUSSION The mean difference between the pre and post-test results of control and experimental groups was tested using ―t‖ ratio to determine the significance of the difference exhibited by the experimental and control groups during the training period of 12 weeks. Table - I Computation of “t” ratio between pre-test and post-test means of Experimental and Control groups on Agility. Groups ↓ Pre-Test for Agility Post-Test for Agility “t”-Test Mean SD Mean SDStrength Training12.20 0.714 11.57 0.898 3.898 *Plyometric Training14.13 0.937 13.30 2.292 2.506 *CG 14.77 0.728 14.80 0.714 0.571*The table value is 2.045 with df 29 at 0.05% Level of Significance The significance of the difference between the pre and post test mean values of agility of the Strength Training group ,Plyometric Training Group and Control Group was analyzed by dependent ‗t‘-test and found to be3 .898*,2.506*and0.571respectively.Sincetheobtained‗t‘- test values of experimental groups are greater than the tabular value of 2.045 with degreeoffreedom 29at 0.05levelofsignificance. CONCLUSIONSThe findings of this study clearly demonstrate that both plyometric training and Strength training produced significant improvements in agility among Kho-Kho players when compared with the control group. The statistical evidence showed that each experimental group recorded meaningful gains, confirming the effectiveness of these two training modalities in enhancing change-of-direction performance. However, no significant difference was observed between the plyometric and circuit training groups, suggesting that both methods are equally beneficial for developing agility in this sport.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1283RECOMMENDATIONS:Similar research work should be done on similar set of sports to validate the results. The study also helps the physical educationists and coaches understanding the knowledge and performance of the Kho Kho Players. REFERENCES 1. Dr S.Gopal Reddy (2016) The purpose of this study was to determine the effect of plyometric training and circuit training on agility among Kho-Kho players, © 2016 IJCRT | Volume 4, Issue 1 March 2016 | ISSN: 2320-2882 2. Sharma, N., & Gupta, R. (2016). Physiological and biomechanical demands of Kho-Kho match play. Indian Journal of Sports Science & Coaching, 10(2), 89–97.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessA COMPARATIVE STUDY OF PSYCHOLOGICAL VARIABLE SELFACCEPTANCE BETWEEN FEMALE PHYSICAL EDUCATION AND OTHER SUBJECT TEACHERS Ms. Ritika Ravindra Khamkar, Research Scholar, BPCA's College of Physical Education and sports, Wadala, Mumbai 400031 Dr. Kishore J. Maru, Research Guide, Associate Professor, BPCA's College of Physical Education and sports, Wadala, Mumbai 400031 ABSTRACT The present study aimed to compare the psychological variable self-acceptance between female Physical Education teachers and female teachers of other academic subjects working in S.S.C. Board schools of Mumbai City. A comparative survey design under descriptive research was employed. The sample comprised 100 female teachers, including 50 Physical Education teachers and 50 teachers of other subjects. Self-acceptance was assessed using the Positive Mental Health Inventory developed by Dr. C. D. Agashe (2002). Data were analyzed using descriptive statistics and an independent sample t-test with the help of IBM SPSS-27. The results revealed no statistically significant difference in self-acceptance between Physical Education teachers (M = 8.56, SD = 1.82) and other subject teachers (M = 7.94, SD = 1.91), t(98) = 1.66, p > .05. The effect size was small (Cohen‘s d = 0.33), indicating limited practical significance. Although Physical Education teachers showed marginally higher selfacceptance scores, the difference was not sufficient to establish statistical significance. The findings suggest that professional specialization does not significantly influence selfacceptance among female teachers. The study highlights that common occupational and psychosocial factors may play a more substantial role in shaping teachers‘ psychological wellbeing than subject-specific roles. Keywords: Self-acceptance, psychological well-being, Physical Education teachers, female teachers, Mumbai City INTRODUCTION The psychological health is one of the critical elements of the well-being and the professional performance, especially among the teaching profession. Of the other psychological variables, self-acceptance holds a pivotal place since it shows the capacity of a person to recognize and be comfortable with his own strengths and weaknesses. Selfacceptance goes hand in hand with mental wellness, emotional composure, job satisfaction and strength towards occupational stress (Ryff, 1989). The more self-accepted the teachers, the more prepared they are to handle professional needs, stay in good relationships with others, and operate in the education setting. It is well known that teaching is a psychologically challenging profession where one is constantly engaged with students, has administrative duties, performance, and time limitations. A female teacher, especially, may have to deal with the added work-life balance pressures, social and other role-related pressures. These variables can also affect the psychological variables like self-esteem, emotional control and self-acceptance (Keyes, 2002). Thus, studying self-acceptance in female teachers is relevant in case of the mental health of their well-being. In the teaching career, there is a vast difference between the Physical Education teachers and the teachers in the other academic subjects concerning the professional training, the working environment, and the occupational daily experiences. The teachers of Physical
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1285Education are usually exposed to the world of activities, physical experiences and sportsrelated interactions, which can potentially have a productive influence on the world perception of oneself and their psyche. Conversely, the teachers of other subjects do not participate in physical exercises as much and mostly work in the classrooms, perform cognitively challenging jobs, and/or do sedentary ones, which might affect their psychological adaptation differently. The occupational differences give a reason as to why self-acceptance between the two groups should be compared. Studies indicate that regular exercise and movement-oriented career development is linked to better mental health scores such as increased self-esteem and good self-concept (Biddle and Asare, 2011). Exercise has been found to increase mood, decrease stress and positively evaluate the self, closely correlated with self-acceptance. Nonetheless, there are no empirical correlational studies comparing self-acceptance of female Physical Education teachers to female teachers of other academic subjects, especially in the Indian context. The proposed research is thus meant to compare the degree of self-acceptance of the female Physical Education teachers and the female teachers of other subjects. The awareness of such differences can be helpful in informing about the psychological effects of occupational roles and can be useful in developing mental health promotion programs and supportive interventions to teachers of various disciplines. STATEMENT OF THE PROBLEM This study is a comparative study and it may provide knowledge regarding the Psychological Variable Self-Acceptance of Mental Health of female physical education and other subject teachers under the title entitled “A Comparative Study of Psychological Variable Self-Acceptance Between Female Physical Education and Other Subject Teachers”.OBJACTIVE OF THE STUDY To Compare mean scores of Self-acceptance of Female Physical Education and Other Subject Teachers. HYPOTHESIS OF THE STUDY The hypothesis of the study is as under: H0: There is no significant difference in mean scores of Self-acceptance of Female Physical Education and Other Subject Teachers. DELIMITATIONS OF THE STUDY The following delimitations of this study are as under: The study was delimited to the Female Physical Education and Other Subject Teachers of Secondary and Sr. Secondary level of Mumbai City only. DESIGN OF THE STUDY This study is a Comparative Survey in nature under the heading of Descriptive Research. SELECTION OF THE SAMPLE / SUBJECT
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessA sample of 50 Female Physical Education Teachers and 50 Female Other Subject Teachers selected from Mumbai City working in S.S.C Board Schools. SELECTION OF THE VARIABLE AND TEST The tool used in the present study was questionnaire. Mental health Questionnaire by Dr. C.D. Agashe and Dr. R.D. Helode filled Female Physical Education and Other Subject Teachers of Mumbai City. VARIABLES TOOLS TO BE USEDVariables Test UnitsPsychological Variable Self -acceptancePositive mental health inventory(Dr. C. D. Agashe, 2002) ScorePROCEDURE OF THE STUDY (DATA COLLECTION) The researcher visited the selected schools to get the questionnaires filled by the teachers, if not possible in the school, then also visited them personally of selected schools with self- explanatory instructions to fill and submit the questionnaire. STATISTICAL PROCEDURE USED The data of all the variables was primarily processed for descriptive statistics. Further, by using IBMM SPSS-27 Software the data was analysed by employing Independent Sample t‘ test. The data are presented, analysed and interpreted in the following manner. RESULTS ON PSYCHOLOGICAL VARIABLE GROUP WISE COMPARISON OF MEAN SCORES OF SELF-ACCEPTANCE The Objective was to compare mean scores of Self-Acceptance of Physical Education and Other Subject Teachers. There were two levels of Teachers, namely, Physical Education Teachers and Other Subject Teachers. There was only one level of Gender, namely, Female. The data were analysed with the help of independent Sample t-Test and the results are given in table.Table: Group-wise M, SD, N, and t-Values of Self-Acceptance of Female Teachers Teacher M SD N t-value RemarkPhysical Education 8.56 1.82 50 1.66 p>0.01Other Subject 7.94 1.91 50From table, it is evident that the t-value is 1.66 which is no significant at 0.05 level with df= 98. It shows that the mean scores of Self-Acceptance of Physical Education and Other Subject Teachers do not differ significantly. Thus, the null hypothesis that there is no significant difference between mean scores of Self-Acceptance of Physical Education and Other Subject Teachers is failed to reject. Further, the mean score of Self-Acceptance of Physical Education Teachers is 8.56 which is significantly same than that of Other Subject Teachers whose mean score of Self-Acceptance is 7.94. The effect size, as measured by Cohen‘s d, was 0.33, indicating a small effect. It may, therefore, be said that Physical
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026, Volume-1287Education Teachers were found to believe significantly same in Self-Acceptance than their counter part Other Subject Teachers. The result is presented graphically in figure below. Figure: Group wise comparison of Mean Scores of Self-acceptance of Female TeachersMAJOR FINDINGS OF THE STUDY GROUP WISE RESULTS ON MENTAL HEALTH It shows that the mean scores of Self-Acceptance of Physical Education and Other Subject Teachers do not differ significantly. GROUP WISE RESULTS ON EFFECT SIZE The effect size between mean scores of Self-Acceptance of Physical Education and Other Subject Teachers indicates a small effect means small effect size indicates limited practical applications of research findings. DISCUSSION ON FINDINGS OF THE STUDY DISCUSSION ON RESULTS OF PSYCHOLOGICAL VARIABLE The Physical Education Teachers were found to believe significantly same in SelfAcceptance than their counter part Other Subject Teachers. CONCLUSION On the basis of the results obtained in the present study, it can be concluded that: There is no significant difference in the level of self-acceptance between female Physical Education Teachers and female teachers of other academic subjects. The mean score of self-acceptance was marginally higher among Physical Education Teachers compared to Other Subject Teachers, this difference was not sufficient to establish statistical significance. The effect size, as indicated by Cohen‘s d, was found to be small, suggesting that the observed difference has limited practical significance. This indicates that professional specialization in Physical Education does not substantially influence the self-acceptance 7.67.888.28.48.6Physical Education Other Subject Series1 8.56 7.94ScoreGroup wise comparison of Mean Scores of Selfacceptance of Female Teachers
International Conference & Global Conclave on Physical Education Sports Science & Social Wellnesslevels of female teachers when compared to their counterparts teaching other subjects. In general, the results indicate that there is no significant difference between female teachers regardless of their teaching field since they share similar degrees of self-acceptance which are similar to psychological adjustment and self-perception in the teaching profession. These findings underline why common occupational and psychosocial factors that affect the mental health of teachers should be taken into consideration instead of focusing on subjectspecific roles. REFERENCES 1. Biddle, S. J. H., & Asare, M. (2011). Physical activity and mental health in children and adolescents. British Journal of Sports Medicine, 45(11), 886–895. 2. Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207–222.3. Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081.
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