PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 229The Subject and SamplingSixty (n=60) School Students from Secondary School Dheri Ralyote, Manjakote Block, Rajouri District, Jammu and Kashmir was selected as sample of the study. The subjects was divided into two groups randomly consisting of 30 Male School Students in each. SELECTION OF VARIABLESA. DEPENDENT VARIABLESPsychological parameterVariables Author ScoresGeneral WellbeingGeneral Wellbeing Scale by Dr. Ashok Kalia abd Dr. Anita DeswalScoresStress Scale Stress Scale by Dr. (Mrs) Vijaya Laxmi & Dr. Shruti Narain ScoresB. INDEPENDENT VARIABLESI. Strength Exercises (Body-Weight) • Upper Body : Push-ups (regular), Incline push-ups (for beginners), Triceps dips (bench/chair), Pike push-ups, Shoulder taps in plank and Plank to push-up (up–down plank)• Core (Abdominal & Back): Plank, Side plank, Crunches, Bicycle crunches, Leg raises, Flutter kicks and Superman (back extension)• Lower Body: Squats, Lunges (forward/backward), Side lunges, Jump squats (advanced), Glute bridge, Single-leg glute bridge, Calf raises and Step-ups (on low bench)II. Dance Aerobic Exercises : Exercises: Marching, Step Touch, Double Step Touch, Grapevine, Knee Lift, “A” Step, “L” Step, Squat, Jack, Shoulder Stretch, Lunge, Press Down, Biceps Curl, Twist, Pump, Lateral Deltoid Raise, Sway, Front Raise, Monkey, Open and Cross, Punch, Circles and Press.III. Yoga TrainingAsanas: Vajrasana, Janushirasana, Tadasana, Chakrasana, Hastapadasana, Ekapadasana, Dhanurasana, Brahama Mudra, Omkar Dhyana, Shavasana, Sarvangasana, Ekapadasana, Ardha Shalabhasana, Bhujangasana, Chakrasana, Padmaana, Parvatasana, Vakrasana, Yoga Mudra, Paschimottanasana, Naukasana, Shalabhasana, Trikonasana, Veerasana, Bhramari Pranayam, Anulom Vilom Pranayam, Omkar Dhyana, Omkar Dhyana and ShavasanaPROCEDURE OF DATA COLLECTIONPhase-I (Pre-test) Before pre test, the entire subject will be instructed properly about the apparatus and events in which they have to participate. During pre-test said variables will be measured. PHASE – II (Training Schedule)In this phase, the subject was exposed to Integrated Training Programme in the Morning 60 minutes, except Sunday and Government Holiday for 12 week, which was conducted only on experimental group, while control group was engaged in daily routine work. Following Independent Variables have been selected.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessTraining schedule is as follows: • Warm-Up Exercises (5–7 minutes) : Jogging on the spot, Arm circles (forward/ backward), Hip rotations, Neck mobility, exercises, Side bends, Light jumping jacks, High knees (slow pace)• The experimental group participated in a 12-week Integrated Training Programme, 6 days per week, 60 minutes per session, including:I. Strength Exercises (Body-Weight) II. Dance Aerobic Exercises III. Yoga Training PHASE – III (Post – Test):After the given Specific Training Programme for the period of 12 weeks, all the subjects (control and experimental group) was directed to go through tests as scheduled in pre-test and data was recorded and preserved. The data was analyzed to get findings and conclusions.STATISTICAL PROCEDURE The data was analyzed using the following statistical techniques:Descriptive statistics was used primarily to process the data. Suitable One Way ANCOVA (Analysis of Covariance) was further applied to analyze the pre-post test gain in each group of the selected subjects by taking Pre Test of variables as Covariate to compared and test the hypotheses.RESULTS OF THE STUDYI. TREATMENT WISE COMPARISON OF ADJUSTED MEAN SCORES OF GENERAL WELLBEINGThe Objective was to compare adjusted mean scores of General Wellbeing of Students of Higher Secondary Schools of Integrated Training Group and Control Group by considering their Pre- General Wellbeing as covariate. Here Strategy was One Independent Variable i.e. Integrated Training Module having two levels, namely, Circuit training Consist of Body Weight Training and Yogic Training programme. Pre- General Wellbeing was one Covariate and Post- General Wellbeing was the Dependent Variable. Thus, the data were analysed with the help of One Way ANCOVA and the results are given in Table 1. Table 1: Summary of One Way ANCOVA of General Wellbeing of students by taking their Pre- General Wellbeing as CovariateSource of Variance df SSy.x MSSy.x Fy.x RemarkIntegrated Training 1 65.67 65.67 2.92 p>0.05Error 57 1283.30 22.51Total 59From Table 1, it can be seen that the adjusted F-Value is 2.92 which is no significant at 0.05 level with df= 1/57. It indicates that the adjusted mean scores of General Wellbeing of Students of Higher Secondary Schools of Integrated Training Group and Control Group differ significantly when their Pre- General Wellbeing was taken as Covariate. Thus, the null hypothesis that there is no significant difference between adjusted mean scores of General Wellbeing of Students of Higher Secondary Schools of Integrated Training Group and Control Group by considering their Pre- General Wellbeing as covariate is failed to rejected. It may, therefore, be said that General Wellbeing of Students of Higher Secondary Schools treated
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 231through Integrated Training Module was not found to be significantly superior to Control Group when groups were matched in respect of their Pre- General Wellbeing. II. TREATMENT WISE COMPARISON OF ADJUSTED MEAN SCORES OF STRESS The Objective was to compare adjusted mean scores of Stress of Students of Higher Secondary Schools of Integrated Training Group and Control Group by considering their PreStress as covariate. Here Strategy was One Independent Variable i.e. Integrated Training Module having two levels, namely, Circuit training Consist of Body Weight Training and Yogic Training programme. Pre- Stress was one Covariate and Post- Stress was the Dependent Variable. Thus, the data were analysed with the help of One Way ANCOVA and the results are given in Table 2. Table 2: Summary of One Way ANCOVA of Stress of students by taking their Pre- Stress as CovariateSource of Variance df SSy.x MSSy.x Fy.x RemarkIntegrated Training 1 58.70 58.70 15.89 p<0.01Error 57 210.52 3.70Total 59From Table 2, it can be seen that the adjusted F-Value is 15.89 which is significant at 0.01 level with df= 1/57. It indicates that the adjusted mean scores of Stress of Students of Higher Secondary Schools of Integrated Training Group and Control Group differ significantly when their Pre-Stress was taken as Covariate. Thus, the null hypothesis that there is no significant difference between adjusted mean scores of Stress of Students of Higher Secondary Schools of Integrated Training Group and Control Group by considering their Pre-Stress as covariate is rejected. Further, the adjusted mean score of Stress of Students of Higher Secondary Schools of Integrated Training Group is 11.49 which is significantly lower than those of Control Group whose adjusted mean score of Stress is 13.48. It may, therefore, be said that Stress of Students of Higher Secondary Schools treated through Integrated Training Module was found to be significantly superior to Control Group when groups were matched in respect of their Pre-Stress. FINDINGS OF THE STUDYOn the basis of the statistical analysis and results obtained in the present study, the following findings were drawn:• This finding indicates that the Integrated Training Module, consisting of circuit training with body-weight exercises and yogic training, did not produce a significant improvement in General Wellbeing of higher secondary school students when compared to the Control Group.• Where this result indicates that the Integrated Training Module was effective in reducing stress levels among higher secondary school students.CONCLUSION• The findings reveal that the Integrated Training Module did not bring about a statistically significant improvement in General Wellbeing when compared with the Control Group, after adjusting for pre-test scores. This suggests that the duration or nature of the intervention may not have been sufficient to influence the broader construct of general wellbeing within the given period.• Where the Integrated Training Module was found to be highly effective in reducing stress levels among higher secondary school students. The significant reduction in
International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessstress indicates that the combined effect of physical training and yogic practices may positively influence students’ ability to cope with academic and psychosocial pressures.RECOMMENDATIONThe Integrated Training Module does not appear to meaningfully improve the overall General Wellbeing but it is an important stress coping factor among higher secondary school students. The findings indicate the need to integrate structured physical and yogic training programmes in learning institutions to facilitate a healthy mind especially in alleviating stress at the most critical phase of higher education in school.REFERENCES 1. American College of Sports Medicine. (2022). ACSM’s guidelines for exercise testing and prescription (11th ed.). Wolters Kluwer.2. Brown, R. P., & Gerbarg, P. L. (2005). Sudarshan Kriya yogic breathing in the treatment of stress, anxiety, and depression. Journal of Alternative and Complementary Medicine, 11(4), 711–717.3. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.4. 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.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 233EFFECT OF BREATHING AND MEDITATION PRACTICE ON PULMONARY FUNCTION VARIABLE FORCED VITAL CAPACITYOF SCHOOL STUDENTSMr. Randhir D. Bagal, 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 400031ABSTRACTThe present study investigated the effect of a structured Breathing and Meditation Practice on pulmonary function, specifically Forced Vital Capacity (FVC), among school students of Mumbai City. A non-equivalent control group design was employed. The sample consisted of 50 school boys aged 14–16 years, divided equally into a Breathing and Meditation Practice Group (n = 25) and a Control Group (n = 25), selected from Andhra Education Society’s High School, Mumbai. Forced Vital Capacity was measured using a computer-based spirometer (EasyOn-PC). The intervention was administered for four weeks, five days per week. Analysis of covariance (ANCOVA) was used to compare post-test FVC scores while controlling for pre-test values. The results revealed a significant difference between the experimental and control groups, with an adjusted F-value of 11.65 (p < .01). The adjusted mean FVC of the Breathing and Meditation Practice Group (M = 2.65) was significantly higher than that of the Control Group (M = 2.23). These findings led to the rejection of the null hypothesis. The study concludes that Breathing and Meditation Practice significantly improves Forced Vital Capacity among school students. The results support the inclusion of breathing and meditation techniques as effective, non-invasive interventions for enhancing pulmonary function and respiratory health in adolescents.Keywords: Breathing meditation, forced vital capacity, pulmonary function, school students, Mumbai CityINTRODUCTIONPulmonary functioning is an essential part of the health-related physical fitness, and it is critical in ensuring the overall physiological efficiency. Forced Vital Capacity (FVC) is one of the parameters of the pulmonary functions that can be viewed as a significant measure of the health of the lungs and represents the total capacity of the air that one can inhale and forcefully expel after a complete inhalation. Proper functioning of the lungs is the key to maximum oxygenation, physical activity, and resistance to respiratory diseases, especially in the increasing years of childhood and adolescence (Guyton and Hall, 2021).The children in school going age particularly the adolescents experience a rapid development in physical and physiological aspects which have a significant impact on the respiratory capacity. Nevertheless, the factors of lifestyle in the urban cities like Mumbai like air pollution, stress at school, inactive lifestyles, excessive screen time, and less physical exercise have sparked concern about the deteriorating respiratory health of school-going children. Environmental exposure and lack of physical activity may impact negatively on lung performance and the general respiratory effectiveness (World Health Organization [WHO], 2021). Thus, the intervention directed at enhancing the condition of the pulmonary functionality in school students has significant value in the area of public health.In their turn, breathing exercises and meditation techniques based on the traditional methods of yogic and mindfulness approach have become scientifically recognized due to their positive impact on respiratory and psychological well-being. The breathing practices (pranayama) focus on breathing in, breathing out, and breath holding, which might tighten the
International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessbreathing muscles and increase the lung volumes as well as ventilatory efficiency (McConnell, 2013). Meditation, on the other hand, induces relaxation, lessens stress, and enhances autonomic regulation, and thus indirectly, it enhances better respiratory functioning (Brown and Gerbarg, 2005).A number of the scientific studies have revealed that consistent performance of the breathing exercises has significant improvement of parameters of the pulmonary functioning among which are Forced Vital Capacity, tidal volume, and peak expiratory flow rate. Breathing intervention using yoga has been demonstrated to enhance lung compliance, decrease airway resistance as well as enhance respiratory muscle endurance in children and adults (Joshi, Joshi, and Gokhale, 1992; Kuppusamy et al., 2020). These effects are further complemented by meditation practices which diminish sympathetic overactivity and increase parasympathetic predominance and allow efficient breathing patterns and better lung performance (Jerath et al., 2015).Breathing and meditation activities provide an intervention that is non-invasive, low cost and readily applicable in school education settings in an attempt to enhance respiratory health. These practices need limited equipment and can be incorporated into the school activities and are also applicable to all levels of students in terms of fitness. Even with the increasing body of literature around the benefits of breathing and meditation in relation to the pulmonary functioning, few studies have been carried out specifically in school children of an urban Indian environment, specifically in cities such as Mumbai where environmental and lifestyle issues are severe.Thus, this research is expected to test the impact of organised Breathing and Meditation Practice on Forced Vital Capacity in school students of Mumbai city. The study aims to offer objective findings based on scientific assessment of role of such practices in pulmonary functioning to justify their incorporation in health and physical education programs in schools. The results can be useful in the creation of preventive health measures, the advancement of respiratory fitness, and the improvement of the overall health of the students in urban schools.STATEMENT OF THE PROBLEMIn this piece of research, the researcher intends to see if Breathing and Meditation training programme can help to improve Pulmonary Function Variable i.e. Forced Vital Capacity of the school boys aged 14 to 16 years under the topic city “Effect of Breathing and Meditation Practice on Pulmonary function Variable Forced Vital Capacity of School Students of Mumbai City”.OBJECTIVES OF THE STUDYThe objectives of the study are asunder:• To compare adjusted mean scores of Forced Vital Capacity of students of Breathing and Meditation Practice Group and Control Group by considering their Pre- Forced Vital Capacity as covariate.HYPOTHESISDY OF THE STUY Based on the above objectives the following Hypothesis were considered:H01: There is no significant difference between adjusted mean scores of Forced Vital Capacity of students of Breathing and Meditation Practice Group and Control Group by considering their Pre- Forced Vital Capacity as covariate. DELIMITATIONS OF THE STUDY• The study was delimited to boys school students of ages of 14 to 16 years of Mumbai City only and does not include college or university students.• The study was delimited to Breathing Meditation Techniques (deep breathing) Training Programme and the period was delimited to 5 days a week for 4 weeks.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 235• The study was delimited to Pulmonary Function variable Forced Vital Capacity measured using a computer based spirometer.DESIGN OF THE STUDY Non-Equivalent Control Group DesignThe experimental design consisted of a Breathing and Meditation Practice Group which was compared with a Control Group for testing the effect of Breathing and Meditation on Pulmonary Function variable Forced Vital Capacity. The experimental design was design Non-Equivalent Control Group design where-in the Breathing and Meditation Practice Group received the Breathing and Meditation exercises whereas the Control Group did not receive any Training. The result was compared after a period of 4 weeks. SELECTION OF SUBJECT/SAMPLE Sixty (n=50) Breathing and Meditation Practice Group 25 and Control Group 25 of School Students age ranged from 14-16 years was identified as subjects from Andhra Education Society’s High School of Greater Mumbai.SELECTION OF VARIABLES DEPENDENT VARIABLE• Pulmonary Function:o Forced Vital Capacity (FVC)• Aggression LevelsINDEPENDENT VARIABLE1 Breathing 2 PranayamaCRITERION MEASURESVariables Test UnitsPulmonary Function variable Forced Vital CapacitySpirometry Test – EasyOn-PC (EasyConnect)NumbersTRAINING SCHEDULEI. Training Phase (Details of Training Schedule)Details of Training ScheduleWEEK MEDITATION PRACTICES TIME IN MIN.1-2 Breath Meditation 253-4 Breath Meditation 25II. Duration of Training• Total Duration: 4 weeks• Frequency: 5 days per week (Monday to Friday)• Session Duration: 25–30 minutes per sessionIII. Breathing Awareness (5 minutes):• Focus on natural breath without trying to control it• Eyes gently closed, awareness on the inhalation and exhalation
International Conference & Global Conclave on Physical Education Sports Science & Social Wellness• Mindful observation of breath flow (abdomen or nostrils)IV. Guided Breathing Meditation (30 minutes)Guided Breathing MeditationTechnique Duration DescriptionBreathing meditation30min Inhale hold exhale maintain a time ratio of 1:2 inhalation and exhalation repeat these inhalation and exhalation comfortably again and againV. Monitoring and Record-Keeping:• Attendance register maintained• Weekly feedback from participants (written or verbal)• Instructor notes for behavioral observation (calmness, focus, participation)STATISTICAL PROCEDURE USEDThe data was analyzed using the following statistical techniques:• Inferential statistics: Analysis of covariance (ANCOVA) was used to compare the pretest and post-test scores between the Experimental and Control Groups.RESULTS ON PULMONARY FUNCTIONSTREATMENT WISE COMPARISON OF MEAN SCORES OF FORCED VITAL CAPACITYThe Objective was to compare adjusted mean scores of Forced Vital Capacity of students of Breathing and Meditation Practice Group and Control Group by considering their Pre- Forced Vital Capacity as covariate. Here Breathing and Meditation Practices was One Independent Variable having two levels exercises training, namely, Breathing and Meditation. Pre- Forced Vital Capacity was one Covariate. and Post- Forced Vital Capacity was the Dependent Variable. Thus, the data were analysed with the help of One Way ANCOVA and the results are given in table below.Table: Summary of One Way ANCOVA of Forced Vital Capacity of students by taking their Pre- Forced Vital Capacity as CovariateSource of Variance df SSy.x MSSy.x Fy.x RemarkBreathing and Meditation Practice 1 2.185 2.185 11.65 p<0.01Error 47 8.820 0.188Total 49From table, it can be seen that the adjusted F-Value is 11.65 which is significant at 0.01 level with df= 1/47. It indicates that the adjusted mean scores of Forced Vital Capacity of students of Breathing and Meditation Practice Group and Control Group differ significantly when their Pre-Forced Vital Capacity was taken as Covariate. Thus, the null hypothesis that there is no significant difference between adjusted mean scores of Forced Vital Capacity of students of C Breathing and Meditation Practice Group and Control Group by considering their Pre-Forced Vital Capacity as covariate is rejected. Further, the adjusted mean score of Forced Vital Capacity of Breathing and Meditation Practice is 2.65 which is significantly higher than those of Control Group whose adjusted mean score of Forced Vital Capacity is 2.23. It may, therefore, be said that Forced Vital Capacity of students treated through Breathing and Meditation Practice was found to be significantly superior to No exercise when groups were matched in respect of their Pre- Forced Vital Capacity. The result is presented graphically in figure below.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 237Figure: Treatment wise comparison of Adjusted Mean Scores of Forced Vital Capacity of StudentsFINDINGS OF THE STUDYFINDINGS ON PULMONARY FUNCTIONS• It has been found that Forced Vital Capacity of students treated through Breathing and Meditation Practice was found to be significantly superior to No exercise when groups were matched in respect of their Pre- Forced Vital Capacity. DISCUSSION ON FINDINGS OF PULMONARY FUNCTIONSIt has been seen from the above finding that • The adjusted F-Value was 11.65 which was significant at 0.01 level with df= 1/47. Where the adjusted mean score of Forced Vital Capacity of Breathing and Meditation Practice is 2.65 which is significantly higher than those of Control Group whose adjusted mean score of Forced Vital Capacity is 2.23.CONCLUSION• On the basis of the results obtained in the present study, it can be concluded that Breathing and Meditation Practice has a significant positive effect on Forced Vital Capacity among school students. The One Way ANCOVA analysis, after adjusting for pre-test Forced Vital Capacity as a covariate, revealed a statistically significant difference between the Breathing and Meditation Practice Group and the Control Group. The adjusted F-value was found to be significant at the 0.01 level, leading to the rejection of the null hypothesis.• The findings clearly indicate that students who underwent Breathing and Meditation Practice demonstrated a significantly higher adjusted mean Forced Vital Capacity compared to those who did not receive any exercise intervention. This improvement suggests that the observed enhancement in pulmonary function was attributable to the Breathing and Meditation Practice rather than to initial differences in baseline lung capacity.On the whole, the research confirms that the effect of the structured Breathing and Meditation Practice is effective in enhancing the pulmonary functioning, that is, Forced Vital Capacity, in school students. The findings advocate the use of breathing and meditation skills in the non-invasive intervention strategies of improving the efficiency of respiration in adolescents. Such practices combined in the school physical education or health programs can be associated with some positive contribution to the respiratory health and physical well-being of the student population.22.22.42.62.8Breathing andMeditationPractice GroupControl GroupSeries1 2.64 2.23ScoreTreatment wise comparison of Adjusted Mean Scores of Forced Vital Capacity
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessREFERENCES1. Brown, R. P., & Gerbarg, P. L. (2005). Sudarshan Kriya yogic breathing in the treatment of stress, anxiety, and depression. Journal of Alternative and Complementary Medicine, 11(4), 711–717. https://doi.org/10.1089/acm.2005.11.7112. Guyton, A. C., & Hall, J. E. (2021). Textbook of medical physiology (14th ed.). Elsevier.3. Jerath, R., Edry, J. W., Barnes, V. A., & Jerath, V. (2015). Physiology of long pranayamic breathing. Medical Hypotheses, 85(3), 486–496. https://doi.org/10.1016/j.mehy.2015.06.0204. Joshi, L. N., Joshi, V. D., & Gokhale, L. V. (1992). Effect of short-term pranayama practice on breathing rate and ventilatory functions. Indian Journal of Physiology and Pharmacology, 36(2), 105–108.5. Kuppusamy, M., Kamaldeen, D., Pitani, R., Amaldas, J., & Ramasamy, P. (2020). Effects of yoga breathing practice on lung function in healthy individuals. Journal of Ayurveda and Integrative Medicine, 11(4), 516–520. https://doi.org/10.1016/j.jaim.2018.10.0026. World Health Organization. (2021). WHO global air quality guidelines. WHO Press.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 239ADVANCEMENTS IN SPORTS SCIENCE AND TECHNOLOGY: TRANSFORMING ATHLETIC PERFORMANCE AND HEALTHRavi Ronald Issac, M.P. Ed Part II Bombay Physical Culture Association College Physical Education, Wadala, Mumbai.Dr. R.R. Dhakne, Former Assistant Professor, BPCA’S College of Physical Education, Wadala, Mumbai - 31AbstractAdvancements in sports science and technology have significantly transformed modern athletics by enhancing performance, reducing injury risk, and improving athlete health and longevity. The integration of biomechanics, data analytics, wearable technology, artificial intelligence, and sports medicine has reshaped training methodologies and competitive strategies. This thematic paper explores key developments in sports science and technology, examines their applications across performance optimization and injury prevention, and discusses ethical and future considerations. The study highlights how interdisciplinary innovation continues to redefine the limits of human performance while emphasizing athlete well-being.Keywords: Sports science, sports technology, performance analysis, wearable devices, injury prevention, biomechanics.IntroductionSports science has evolved from basic physical training principles into a highly interdisciplinary field combining physiology, biomechanics, psychology, nutrition, and data science. Parallel advancements in technology have accelerated this evolution, enabling precise measurement, monitoring, and analysis of athletic performance. Today, elite and amateur sports alike benefit from evidence-based approaches supported by sophisticated tools and scientific research. This paper examines the thematic progression of sports science and technology and their collective impact on modern sports. (Bartlett, 25 Feb 2014) (Bompa, 2019)Evolution of Sports ScienceEarly sports training relied largely on observation and experience. Over time, scientific inquiry introduced structured conditioning programs based on exercise physiology and biomechanics. Laboratory testing, motion analysis, and physiological monitoring allowed coaches and scientists to quantify performance variables such as strength, endurance, speed, and recovery. These foundations paved the way for technology-driven innovations that now dominate elite sports environments. (Halson, 2014)Technological Innovations in Sportsa) Wearable Technology• Wearable devices such as GPS trackers, heart-rate monitors, and inertial sensors provide real-time data on movement, workload, and physiological responses. These tools allow coaches to individualize training, manage fatigue, and prevent overtraining. Athletes benefit from immediate feedback, enabling adjustments that improve efficiency and safety.b) Data Analytics and Artificial Intelligence• Big data analytics and artificial intelligence (AI) have become central to performance analysis. Advanced algorithms process vast datasets to identify patterns related to technique, tactics, and injury risk. AI-driven insights support decision-making in training design, talent identification, and game strategy.
International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessc) Biomechanics and Motion Capture• High-speed cameras and motion capture systems enable detailed analysis of movement mechanics. By identifying inefficiencies or potentially harmful techniques, biomechanical analysis helps optimize performance while reducing injury risk. This technology is particularly valuable in sports requiring precise technique, such as athletics, swimming, and gymnastics.d) Sports Medicine and Recovery Technologies• Technological advancements in sports medicine include improved imaging techniques, rehabilitation tools, and recovery modalities such as cryotherapy and compression systems. These innovations accelerate recovery, extend athletic careers, and support safe return-to-play protocols.Impact on Performance and Injury PreventionThe integration of sports science and technology has led to measurable improvements in athletic performance. Personalized training programs based on scientific data enhance strength, endurance, and skill execution. Simultaneously, injury surveillance systems and workload monitoring reduce the incidence of acute and overuse injuries. This dual focus on performance and health represents a major shift toward sustainable athletic development.(McGuigan, 19 April 2017)Ethical and Practical ConsiderationsDespite its benefits, the increasing reliance on technology raises ethical concerns, including data privacy, unequal access to advanced tools, and the potential for technological advantages to undermine fair competition. Additionally, excessive dependence on data may overlook psychological and contextual factors essential to athletic success. Responsible use and clear regulations are necessary to balance innovation with fairness.Future DirectionsFuture advancements are expected to further integrate AI, virtual reality, and genetic research into sports science. Enhanced predictive models may allow for even more precise injury prevention and performance forecasting. As technology continues to evolve, collaboration between scientists, coaches, medical professionals, and policymakers will be essential to ensure athlete-centered progress.ConclusionAdvancements in sports science and technology have fundamentally transformed the athletic landscape. Through innovative tools and interdisciplinary research, modern sports now emphasize precision, personalization, and prevention. While challenges remain, continued scientific and technological development promises to further enhance performance, protect athlete health, and shape the future of sports.References1. Bartlett, R. (25 Feb 2014). Introduction to Sports Biomechanics: Analysing Human Movement Patterns. Routledge.2. Bompa, T. &. (2019). Periodization: Theory and Methodology of Training. Human Kinetics.3. Halson, S. L. (2014). Monitoring training load to understand fatigue in athletes. Sports Medicine.4. McGuigan, M. (19 April 2017). Monitoring Training and Performance in Athletes. United States: Champaign, IL : Human Kinetics.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 241RELATIONSHIP OF WEIGHT TO HIGHT RATIO AND BODY FAT PERCENTAGE IN GIRLS AND BOSY SCHOOL STUDENT OF MUMBAI SUBURBANMs. Ashwini Ashok Manjrekar, 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 400031ABSTRACTField-based anthropometric measures and body composition parameters are commonly used in school health research to assess growth and health risks among adolescents. Weight-toheight ratio serves as a simple indicator of body size, while body fat percentage reflects adiposity. The present study examined the relationship between weight-to-height ratio and body fat percentage among adolescent school boys and girls of the Mumbai suburban region.A correlational survey design was adopted for the study. The sample consisted of 100 adolescent students (50 boys and 50 girls) selected from Ryan International School, Chembur, Mumbai Suburban. Height was measured using a stadiometer, and body fat percentage was assessed using the ALPHA BMI Body Fat Scale (SRS 475). Pearson’s Product Moment Correlation was applied to determine the relationship between the variables, and data were analyzed using IBM SPSS version 27.The results revealed a very strong positive correlation between weight-to-height ratio and body fat percentage among boys (r = 0.916, p < 0.01) and a significant positive correlation among girls (r = 0.602, p < 0.01). The findings indicate that higher weight-to-height ratios are associated with higher body fat percentages in adolescents. The study concludes that weightto-height ratio may serve as an effective screening tool for assessing body composition–related health risks in school-aged adolescents.Keywords: Weight-to-height ratio, body fat percentage, adolescents, body composition, school healthINTRODUCTIONSimple field measures Body size (weight-to-height ratio indexes) and body composition (body fat percentage) are used in school health research as valuable indicators of body size and body composition, respectively. Among schoolchildren in the Mumbai suburbs, where screen time and rapid-energy foods, combined with inconsistent exercise, might be a standard way of life, the relationship between these two constructs should be positive, but the intensity thereof will depend on age, sex, and pubertal development phase.The Importance of HeightThe natural increase of body mass also accompanies the height of children, thus any interpretation of weight-only is deceptive in maturing bodies. Scaling weight to height indices are also aimed at correcting growth. Body Mass Index (BMI = weight/height2) is the most popular clinical/research index in 5-19 years based on age-specific and sex-specific references instead of adult ones. World Health Organization (WHO) suggests z-scores of BMI-for-age among 5-19 years and explicitly gives thresholds of thinness, overweight, and obesity (e.g. overweight > +1 SD; obesity > +2 SD). The CDC also categorizes the child and teen BMI based on age, sex-specific percentile, considering the changes associated with growth. Subject matter coverage talks about weight-to-height ratio (as a rule, weight/height). The ratio can follow adiposity in a loose use of the term, but is less standardised than BMI-forage, and fails to explain the proportion of changes in body proportions with growth as well as the latter. In practice, most studies thus describe BMI-for-age (or z-scores) and a selected ratio whereby the local screening can be done.Correlation with Fat Body PercentageBF has a positive relationship with weight relative to height but the relationship is not flawless since total body weight encompasses a fat mass + fat-free mass (muscle, bone, organ
International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessmass and body water). Two students may share same BMI (or weight-height ratio) but have different percentage of body fat based on the level of muscularity, maturation and hydration.Pediatric data sets of large size demonstrate that the BMI levels tend to correlate with body fatness of high levels, but the misclassification could happen, particularly, within the overweight node. Indicatively, in an American sample, most high-BMI-age children were found to have great body fatness, indicating that BMI is a useful predictor on screening but not a measuring device of adiposity. Effects of Sex and Puberty: Girls Vs BoysDuring adolescence, girls generally have higher percent body fat levels than boys of the same size index, mostly because of hormonal variations (fat deposition under the influence of estrogens), earlier maturation and because of varying lean mass gains. BMI%BF relationship is thus sex-specific and in most instances age-dependent and this explains why a number of prediction methods incorporate the age and sex variables when estimating the relationship between BMI-like indices and percent body fat. Boys also show a tendency of gaining lean mass during puberty with a resulting rise in weight-to-height indices despite a similar lack of increase during puberty in the percentage of fat mass, thus in girls, gains in fat mass during puberty can enhance the correlation between the indices and the proportion of fat mass.STATEMENT OF THE PROBLEMProblem of the present study was sought that “Relationship of Weight to Hight Ratio and Body Fat Percentage in Girls and Bosy School Student of Mumbai Suburban”.OBJECTIVES OF THE STUDY• To study correlation between Weight to Hight Ratio and Body Fat Percentage in School Boys.• To study correlation between Weight to Hight Ratio and Body Fat Percentage in School Girls.HYPOTHESIS OF THE STUDYThe hypothesis of the study is as under:H01: There is no significant correlation between Weight to Hight Ratio and Body Fat Percentage in School Boys.H02: There is no significant correlation between Weight to Hight Ratio and Body Fat Percentage in School Girls.DESIGN OF THE STUDYThis study is a Correlative Survey in nature under the heading of Descriptive research.SELECTION OF THE SAMPLE/SUBJECTThe sample for the present study was 50 Boys and 50 Girls (N=100) Adolescent students selected of Ryan International School, Chembur, Mumbai Suburban.ELECTION OF THE VARIABLE AND TESTFor data collection on Body Composition Parameters, Standard ALPHA SRS 475 Body Composition Machine and Tailor’s Measuring Tape/Gullic Tape was used to measure Waist Circumference and Height of an Adolescent School Students of Mumbai Suburban.VARIABLES TOOLS TO BE USEDSr. NoVariable Tool/Test Units1. Body Fat ALPHA BMI Body Fat Scale – SRS 475 MachineKilogram per square meter per Kg/m22. Waist Tailor Measuring Tap/Gulick Tape Centimetre (cm)3. Height Stadiometer Centimetre (cm)
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 243PROCEDURE OF THE STUDY (DATA COLLECTION)The researcher visited to the selected school to collect the data from the adolescent students then the data was collected by using a tailor measuring tap to measure the Waist circumference and to measure Height), the researcher measured the waist circumference in centimeters(cm) and height also in centimeters(cm). Then, to collect data on Body Composition (Body Fat) the researcher used ALPHA BMI Body Fat Scale – SRS 475STATISTICAL PROCEDURE USEDSince, there were two groups for this correlation study viz. Boys and Girls, wherein the researcher has decided to correlate the test scores of Two Independent Variables viz. Weight to Hight Ratio and Body Composition Parameters in order to see the relationship among the Variables, Pearson Product Moment Correlation was appropriately used further to find out percentage of commonness (± r) ² x 100 was used for the data analysis.In this chapter the data has been Presented, Analyzed and Interpreted, by taking in to account results obtained researcher on Two Groups and Two Independent Variables in the light of Objectives and Hypotheses sought in the present study with the help of IBM SPSS 27 Software. Further, on the basis of the results major findings followed by discussion have been presented.RESULT OF THE STUDY• RELATIONSHIP BETWEEN WEIGHT TO HIGHT RATIO AND BODY FAT PERCENTAGE OF BOYS STUDENTSThe objective was to study correlation between Weight to Hight Ratio and Body Fat Percentage in School Boys. The data were analyzed with the help of Pearson Correlation Coefficient and results are given in Table 1. TABLE 1: Summary of Mean, SD, N, df and Correlation Coefficient of Weight to Hight Ratio and Fat PercentageGender Weight to Hight Ratio Fat Percentage N df R pb RemarkMean SD Mean SDBoys 0.45 0.06 14.72 8.88 50 49 0.916 p<0.01From Table 1 it is evident that the correlation Coefficient is 0.916 which is significant at 0.01 level with df = 49 it shows that there is a significant correlation between Weight to Hight Ratio and Fat Percentage in School Boys. In this context the null hypothesis that there is no significant correlation between Weight to Hight Ratio and Fat Percentage in School Boys is rejected. For the commonness between Weight to Hight Ratio and Fat Percentage of School Boys is 83.91 % it means that there is very strong correlation. It may, therefore, be said that the Weight to Hight Ratio and Fat Percentage in School Boys were positively correlated. That means higher or lower the Weight to Hight Ratio, higher or lower is likely to be the Fat Percentage of School Boys. Where mean scores of Weight to Hight Ratio is 0.45 and Fat Percentage is 14.72 of School Boys. • RELATIONSHIP BETWEEN WEIGHT TO HIGHT RATIO AND BODY FAT PERCENTAGE OF GIRLS STUDENTSThe objective was to study correlation between Weight to Hight Ratio and Body Fat Percentage in School Girls. The data were analyzed with the help of Pearson Correlation Coefficient and results are given in Table 2. TABLE 2: Summary of Mean, SD, N, df and Correlation Coefficient of Weight to Hight Ratio and Fat PercentageGender Weight to Hight Ratio Fat Percentage N df R pb RemarkMean SD Mean SDGirls 0.43 0.08 24.29 10.50 50 49 0.602 p<0.01From Table 2 it is evident that the correlation Coefficient is 0.602 which is significant at 0.01 level with df = 49 it shows that there is a significant correlation between Weight to
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessHight Ratio and Fat Percentage in School Girls. In this context the null hypothesis that there is no significant correlation between Weight to Hight Ratio and Fat Percentage in School Girls is rejected. For the commonness between Weight to Hight Ratio and Fat Percentage of School Girls is 60.20 % it means that there is very strong correlation. It may, therefore, be said that the Weight to Hight Ratio and Fat Percentage in School Girls were positively correlated. That means higher or lower the Weight to Hight Ratio, higher or lower is likely to be the Fat Percentage of School Girls. Where mean scores of Weight to Hight Ratio is 0. 43 and Fat Percentage is 24.29 of School Girls. MAJOR FINDINGS OF THE STUDYGENDER WISE RESULTS • There is a positively significant correlation between Weight to Hight Ratio and Fat Percentage in School Boys.VARIABLE WISE RESULTS OF BOYS AND GIRLS• The Weight to Hight Ratio and Fat Percentage in School Boys were positively correlated. That means higher or lower the Weight to Hight Ratio, higher or lower is likely to be the Fat Percentage of School Boys. • The Weight to Hight Ratio and Fat Percentage in School Girls were positively correlated. That means higher or lower the Weight to Hight Ratio, higher or lower is likely to be the Fat Percentage of School Girls. VARIABLE WISE RESULTS OF COMMONNESS OF BOYS AND GIRLS• The commonness between Weight to Hight Ratio and Fat Percentage of School Boys is 83.91 % which is very high, it means that there is very strong correlation. • The commonness between Weight to Hight Ratio and Fat Percentage of School Girls is 60.20 % which is high, it means that there is strong correlation. CONCLUSION OF THE STUDY• On the basis of the results obtained in the present study, it can be concluded that there exists a significant positive relationship between weight-to-height ratio and body fat percentage among both school boys and school girls. The Pearson Product Moment Correlation revealed a very strong positive correlation in school boys and a strong positive correlation in school girls, leading to the rejection of the null hypotheses for both groups.• The findings indicate that in school boys, weight-to-height ratio is highly associated with body fat percentage, with a large proportion of shared variance, suggesting that changes in weight relative to height are strongly reflected in fat accumulation. Similarly, although the strength of association was comparatively lower in girls, a statistically significant and positive relationship was observed, indicating that weight-to-height ratio is also a meaningful indicator of body fat percentage among school girls.The present research shows that the weight-height ratios are greater or lower in both sexes, which is explained by the fact that the body fat percentage is greater or lower. The level of association was however found to be high among boys compared to girls. The findings substantiate the assumption that the weight-to-height ratio is an efficient and convenient screening tool to determine the health risks related to the body fat among school-going children.RECOMMENDATIONS According to the findings of the study following are the recommendation: The weight-to-height ratio can be considered as a helpful anthropometric indicators of assessing the percentage of body fat in school populations and can be used by physical educators, health professionals, and researchers to identify the issues related to obesity at the earliest possible stage and in order to organize relevant health and fitness activities.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 245REFERENCES1. Centers for Disease Control and Prevention. (2024). Child and teen BMI categories.2. Centers for Disease Control and Prevention. (2025). About body mass index (BMI).3. Deurenberg, P., Weststrate, J. A., & Seidell, J. C. (1991). Body mass index as a measure of body fatness: Age- and sex-specific prediction formulas. British Journal of Nutrition, 65(2), 105–114.4. Freedman, D. S., et al. (2009). Classificationlearn on? Classification of body fatness by body mass index–for-age categories among children. Journal of Pediatrics.5. Slaughter, M. H., Lohman, T. G., Boileau, R. A., Horswill, C. A., Stillman, R. J., Van Loan, M. D., & Bemben, D. A. (1988). Skinfold equations for estimation of body fatness in children and youth. Human Biology, 60(5), 709–723.6. World Health Organization. (n.d.). BMI-for-age (5–19 years): Growth reference data.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessEFFECT OF YOGIC PRACTICES ON WORK EFFIENCEY AMONG MALE COLLEGE STUDENTS AGED 17–25 YEARSDr. Vasant Gajaba Zende, Associate Professor and Head, Department of Physical Education and Sports, Pratishthan Mahavidyalaya Paithan, District Chhatrapati Sambhajinagar, Maharashtra Email: [email protected] present study aimed to examine the effect of yogic practices on work efficiency among male college students aged 17–25 years. Thirty healthy male students voluntarily participated in an 8-week yoga training program consisting of asanas, pranayama, and meditation. A self-prepared Work Efficiency Scale and the Perceived Stress Scale (PSS-10) were used to collect data before and after the intervention. Statistical analysis using a paired ttest revealed significant improvement in work efficiency (p < 0.01) and a significant reduction in perceived stress (p < 0.01) after yoga training. The findings indicate that regular yogic practices enhance concentration, time management, and productivity, while reducing stress and fatigue, thereby improving overall work efficiency among college students.Keywords: Yoga, Work efficiency, College students, Pranayama, Stress, MeditationINTRODUCTIONIn modern academic life, students face growing pressure due to heavy workloads, intense competition, and challenges in managing time effectively. The demand for academic excellence, coupled with social and personal responsibilities, often leads to stress, anxiety, and mental fatigue. Such conditions can significantly reduce concentration, productivity, and overall work efficiency. When mental calmness is disturbed, students may experience poor focus, procrastination, and decreased motivation, all of which negatively affect their academic performance and general well-being. “Work efficiency” can be defined as an individual’s ability to perform assigned tasks effectively within a limited period, using minimal physical and mental effort while maintaining quality output. It involves optimal utilization of time, energy, and attention to achieve desired results. In the context of college students, work efficiency is closely linked with their capacity to manage stress, sustain attention, and maintain physical and mental vitality throughout their studies and daily activities.Yoga, an ancient Indian discipline, offers a holistic solution to these modern challenges by harmonizing the body, mind, and spirit. It includes three key components: Asanas (physical postures), which strengthen and balance the body; Pranayama (breathing techniques), which regulate vital energy and calm the nervous system; and Dhyana (meditation), which enhances focus and emotional stability. Scientific research has demonstrated that regular yogic practices can reduce stress hormones such as cortisol, improve cardiovascular and respiratory functions, and increase alpha brain wave activity associated with relaxation and alertness. Through consistent practice, Yoga cultivates self-awareness, discipline, and inner balance. It enhances mental clarity, concentration, and emotional control—factors directly linked to improved work efficiency. OBJECTIVE OF THE STUDY 1. To assess the effect of an 8-week yogic practice program on work efficiency among male college students aged 17–25 years.2. To evaluate changes in perceived stress levels before and after yogic intervention.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2473. To establish a relationship between stress reduction and improvement in efficiencyHYPOTHESIS Null Hypothesis (H₀): There will be no significant difference in work efficiency before and after yogic practices. Alternative Hypothesis (H₁): There will be a significant improvement in work efficiency after yogic practices.RESEARCH METHODOLOGYRESEARCH DESIGNThe present study adopted a Pre-Test and Post-Test Single Group Experimental Designto assess the effect of yogic practices on work efficiency among male college students of Pratishthan Mahavidyalaya Paithan, Dist. Chhatrapati Sambhajinagar, Maharashtra. In this design, participants were evaluated for work efficiency and stress levels before and after a 08-week yoga intervention program. This method allowed for comparison of pre and postintervention data within the same group to determine the impact of the yogic practices.POPULATION AND SAMPLEPopulation:The target population for the study consisted of male college students aged 17–25 years. This age group represents a vulnerable phase for experiencing academic stress and mental health challenges such as anxiety and depression. Male students were selected to maintain sample homogeneity and reduce gender-related variability in psychological responses. This population was considered suitable for assessing the effectiveness of yoga-based interventions on anxiety and depression among young adults.Sample Size: A total of30 students were selected to participate in the study.Sampling Technique:Participants were chosen using a Simple Random Sampling method to ensure that every student had an equal chance of being included, minimizing selection bias.Limitation: Healthy male college students. Age group between 17 and 25 years. Individual’s not practicing yoga regularly during the past six months.Delimitation: Students with orthopedic or neurological disorders. Students undergoing medication for stress, anxiety, or related psychological conditions.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessSTUDY SETTINGThe study was conducted in the college yoga hall, which provided a calm and comfortable environment suitable for yoga practice. All yoga sessions were supervised by a certified yoga instructor to ensure proper technique, safety, and adherence to the program schedule.The total duration of the study was 08 weeks, during which participants attended yoga sessions three times per week. Each session lasted for approximately 45 minutes and included a combination of Asanas (postures), Pranayama (breathing exercises), and Dhyana (meditation).The detailed duration and structure of the study are presented below:Week Days per WeekSession Duration Activities Included RemarksWeek 1–23 days/week45 minutes/sessionBasic Asanas (Tadasana, Trikonasana, Bhujangasana), Deep BreathingOrientation and basic flexibility trainingWeek 3–43 days/week45 minutes/sessionIntermediate Asanas (Surya Namaskar, Vajrasana), Pranayama (Anulom Vilom)Focus on breathing coordination and balanceWeek 5–63 days/week45 minutes/sessionAdvanced Asanas (Padmasana, Dhanurasana), Pranayama (Bhramari), MeditationImproved concentration and enduranceWeek 7–83 days/week45 minutes/sessionCombined routine of Asanas, Pranayama, and DhyanaConsolidation and relaxation phaseTotal Duration: 8 WeeksTotal Sessions: 24 (3 sessions × 8 weeks)DATA ANALYSIS AND INTERPRETATIONBoth quantitative and comparative analyses were carried out using pre-test and posttest scores obtained from standardized questionnaires and performance assessments.TOOLS USED FOR DATA COLLECTION1. Work Efficiency Scale – to assess participants’ ability to perform tasks effectively in terms of focus, energy, and productivity.2. Perceived Stress Scale (PSS) – to measure the level of stress experienced by participants before and after the yogic intervention.STATISTICAL TECHNIQUES USEDTo assess the difference between pre-test and post-test scores, appropriate descriptive and inferential statistical methods were used:• Mean (M) and Standard Deviation (SD) were calculated to understand the average performance and variation within the group.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 249• A Paired t-test was applied to determine whether there was a statistically significant difference between pre-test and post-test scores on both work efficiency and perceived stress levels.• The level of significance was set at p < 0.05.Data Presentation Parameter Pre-Test Mean ± SDPost-Test Mean ± SDtvaluepvalue InterpretationWork Efficiency Score 65.20 ± 5.10 78.60 ± 4.80 6.45 <0.05 Significant improvementPerceived Stress Score 24.50 ± 3.90 16.10 ± 3.50 7.12 <0.05 Significant reductionINTERPRETATION OF RESULTSWORK EFFICIENCYA significant increase was observed in the post-test work efficiency scores after the 8-week yoga program, indicating improvement in participants’ concentration, energy, and task performance.PERCEIVED STRESSThe decrease in post-test stress scores demonstrates that regular yoga practices were effective in reducing stress among the participants. Lower stress levels are closely linked with improved mental clarity and efficiency.CORRELATION BETWEEN STRESS AND WORK EFFICIENCYA negative correlation was observed between perceived stress and work efficiency, suggesting that as stress decreased, participants’ work efficiency improved. This highlights the potential role of yoga in enhancing productivity through stress management.DISCUSSION AND CONCLUSION The present study confirms that yogic practices have a positive impact on work efficiencyamong male college students. The improvement in efficiency can be attributed to several physiological and psychological mechanisms: Enhanced Concentration and Focus: Pranayama and meditation improve oxygen supply to the brain and stimulate alpha waves, leading to better attention and mental alertness. This helps students complete tasks effectively and maintain consistent performance. Reduced Stress and Anxiety: Yoga activates the parasympathetic nervous system, lowers cortisol levels, and promotes relaxation. Reduced stress allows students to approach academic tasks calmly and efficiently. Improved Physical Fitness and Energy Levels: Asanas increase flexibility, blood circulation, and muscular strength, which reduce fatigue and enable students to sustain mental and physical effort for longer periods.
International Conference & Global Conclave on Physical Education Sports Science & Social Wellness Holistic Development: Yoga integrates mind, body, and spirit, fostering emotional stability, self-discipline, and self-awareness, all of which contribute to better time management and task completion.The results clearly indicate that an 8-week yoga program significantly improves work efficiency and reduces perceived stress among male college students aged 17–25 years. These findings support the use of yogic practices as an effective tool for enhancing academic and personal performance in higher education settings.REFERENCES1. Chaudhary, S. (2020). Impact of yoga on stress and academic performance among college students. International Journal of Yoga Therapy, 30(1), 45–50.2. Nagarathna, R., & Nagendra, H. R. (2015). Integrated Approach of Yoga Therapy for Positive Health. Swami Vivekananda Yoga Prakashana, Bangalore.3. Sarang, P. S., & Telles, S. (2006). Oxygen consumption and respiration during and after two yoga breathing techniques. Indian Journal of Physiology and Pharmacology, 50(2), 123–128.4. Telles, S., Singh, N., & Balkrishna, A. (2018). Yoga for students: A review of the evidence and mechanisms. Journal of Education and Health Promotion, 7(1), 132.5. Field, T. (2011). Yoga clinical research review. Complementary Therapies in Clinical Practice, 17(1), 1–8.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 251THE EFFECT OF 12 WEEKS OF STRENGTH TRAINING AND PLYOMETRIC TRAINING ON AGILITY OF INTER COLLEGIATE MALE KHO KHO PLAYERS OF OSMANIA UNIVERSITYDr. Guguloth Sunitha, Physical Director, TSWRDC, B. Pharmacy College Mahabubabad, Telangana Email: [email protected]: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.IntroductionKho-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 effective 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.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessMethodologyThe 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 DiscussionThe 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 - IComputation 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 0.7140.571*The table value is 2.045 with df 29 at 0.05% Level of SignificanceThe 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 degree of freedom 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.Recommendations: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.References1. 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: 2320-28822. Sharma, N., & Gupta, R. (2016). Physiological and biomechanical demands of KhoKho match play. Indian Journal of Sports Science & Coaching, 10(2), 89–97.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 253EFFECT OF AEROBICS TRAINING PROGRAMME ON CARDIOVASCULAR ENDURANCE OF HOUSEWIVES OF VASAI TALUKAAaditya Prakash Chaudhary, M.P.Ed Sem.III, B.P.C. A’s College of Physical Education, Wadala, Mumbai – 31Dr. Neetu Omprakash Joshi, Associate Professor, B.P.C.A’ s College of Physical Education, Wadala, Mumbai – 31AbstractContext:To improve health status the urban housewife along with the house hold work must participate in regular physical activities like Exercise, Aerobics, Yoga, etc. Regular participation in suitable physical activities can significantly reduce risk factor of stressed related disease in improving one's health and fitness. In modern citizens Civilization the barriers of regular physical activity for urban Indian housewives to achieve health and fitness (Wallis & Mckenzie 1991) are lure of television and mobile phones, internet, lack of appropriate facility for physical activity, lack of proper Awareness of health and fitness. Reports indicate that majority of the females are more prone towards obesity and in long run they become the victim of relative risk for Orthopedic injuries. Females are generally suggested low intensity aerobics and yoga. The purpose of the study was to determine the “Effect of Aerobics Training Programme on Cardiovascular Endurance of Housewives of Vasai Taluka.”Objectives:• To compare the adjusted mean scores of Cardiovascular Endurance of the Aerobics Group and Non-Aerobics Group by taking pre Cardiovascular Endurance as covariate.Methodology Sixty House wives of Vasai Taluka aged 35 to 45 years were selected and they were divided randomly into two equals groups i.e. experimental (n=30) and control group (n=30). For the experimental group the training were restricted to only 1 hour per day for 6 days per week for a total period of 12 weeks whereas control group didin’t participate in Aerobics training programme. At the baseline and after training intervention Cardiovascular Endurance was tested through Harvard Step Test. Data were analyzed by using One Way ANCOVA test.Result and Discussion of the studyAerobic Exercise Training programme was useful in improving Cardiovascular Endurance of Housewives from Vasai Taluka aged 35 to 45 years.Key Words; Cardiovascular Endurance, Aerobics Training ProgrammeIntroductionTo improve health status the urban housewife along with the house hold work must participate in regular physical activities like Exercise, Aerobics, Yoga, etc. Regular participation in suitable physical activities can significantly reduce risk factor of stressed related disease in improving one's health and fitness. In modern citizens Civilization the barriers of regular physical activity for urban Indian housewives to achieve health and fitness (Wallis & Mckenzie 1991) are the lure of television and mobile phones, internet, The lack of appropriate facility for indicate that majority of the females are more prone towards obesity and in long run they become the victim of relative risk for Orthopedic injuries. Females are generally suggested low intensity aerobics and yoga. The purpose of the study was to determine the “Effect of Aerobics Training Programme on Cardiovascular Endurance of Housewives of Vasai Taluka.”
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessObjectives of the Study• To compare the adjusted mean scores of Cardiovascular Endurance of the Aerobics Group and Control Group by taking pre- Cardiovascular Endurance as covariateHypothesis of the StudyH01: There is no significant difference in the adjusted mean scores of Cardiovascular Endurance of the Aerobics group and Control group by taking pre Cardiovascular Endurance as covariateLimitations of the StudyIt was not possible to control the day-to-day activities of the subject. Food habits, standard of living and medication if any was beyond the control of the researcher. DELIMITATION OF THE STUDY The study was delimited to Housewives of Vasai Taluka. The study was delimited to specific Aerobic exercise training for a period of 12 weeks. The study was delimited to housewives aged 35 to 45 years.SELECTION OF SUBJECT/ SAMPLING Sixty House wives of Vasai Taluka aged 35 to 45 years were selected and they were divided randomly into two equals groups i.e. experimental (n=30) and control group (n=30). For the experimental group the training were restricted to only 1 hour per day for 6 days per week for a total period of 12 weeks whereas control group didn’t participate in Aerobics training Programme. At the baseline and after training intervention Cardiovascular Endurance was tested through Harvard Step Test. Data were analyzed by using One Way ANCOVA test.PROCEDURE / DESIGN OF THE STUDYThis is an Experimental Study. Data was Collected by taking test. Non-Equivalent control group design was conducted. The study was planned in the following three phases. PHASE – I (Pre – Test) The pre-test was conducted on the experimental and control groups. Before the actual administration of the pre-test the subject were oriented about the testing by giving the detailed explanation about the testing procedures as well as by explaining Do’s and Don’ts of the tests. Further, they were also acquainted with the procedure by giving them opportunity and practice if needed. The subjects were also encouraged for participation as well as to execute their full potential. The researcher had carefully ensured that all the subjects are medically normal. Training phase The training schedule included warm up, Aerobic training & cool down. In this phase, experimental group was given Aerobics training for a period of 60 minutes, except Sunday and holiday.Post test phaseAfter giving Aerobic Training for the period of 12 weeks, all the subjects were directed to go through post test as scheduled like pre-test and data was recorded and preserved.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 255Selection of Variable and test There were two types of variable viz., Independent and Dependent Variable which are basically required to conduct Experimental Research. The present study tested Cardiovascular Endurance of house wives of Vasai taluka. The test was standardized test which was used for data collection. Dependent VariableSr.No Variable Name of the Test Tools used1 Cardiovascular Endurance Harvard Step Test Fitness IndexIndependent Variables:Aerobics Training Programme is considered as Independent Variable.STATISTICAL PROCEDUREThe data was analysed by employing “One way ANCOVA” test by using SPSS software.RESULTS OF THE STUDY1. Results of Cardiovascular Endurance of Housewives from Vasai Taluka1.1 TREATMENT WISE COMPARISON OF MEAN SCORES OF CARDIOVASCULAR ENDURANCEThe adjusted Mean Scores of Cardiovascular Endurance of Housewives due to Aerobics Training Programme as obtained from ANCOVA test revealed that:The adjusted F-Value is 67.28 which is significant at 0.05 level with df= 1/57. It indicates that the adjusted mean scores of Cardiovascular Endurance of Housewives of Aerobics Training Group and Control Groups differ significantly when their Cardiovascular Endurance was taken as Covariate. Thus, the null hypothesis that there is no significant difference between adjusted mean scores of Cardiovascular Endurance of Housewives of Aerobics Training Group and Control Group by taking Pre - Cardiovascular Endurance as Covariate is rejected. Further, the adjusted mean scores of Cardiovascular Endurance of Housewives of Aerobics Training Group is 862.45 which is significantly higher than those of Control Group whose adjusted mean score of Cardiovascular Endurance is 734.22. It may, therefore, be said that Cardiovascular Endurance of Housewives treated through Aerobics Training was found to be significantly superior to Control Group when groups were matched in respect of their Pre - Cardiovascular Endurance. CONCLUSIONAerobic Exercise Training programme was useful in improving Cardiovascular Endurance of Housewives from Vasai Taluka aged 35 to 45 years.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessREFERENCES1. Brusseau, T. A., Burns, R. D., & Hannon, J. C. (2018). Physical Activity and HealthRelated Fitness of Adolescents within the Juvenile Justice System. BioMed Reserach International2. Liao, Y., Chang, S.-H., Miyashita, M., Stensel, D., Chen, J.-F., Wen, L.-T., & Nakamura, Y. (2013). Associations between health-related physical fitness and obesity in Taiwanese youth. Journal of Sports Sciences.3. Malbut, K. E., Dinan, S., & Young, A. (2002). Aerobic training in the ‘oldest old’: the effect of 24 weeks of training. British Geriatrics Society, 255-260.4. Marzolini, S. (2012). ffect of combined aerobic and resistance training versus aerobic training alone in individuals with coronary artery disease: a meta-analysis. European Association of Preventive Cardiology, 81-94.5. Oliveira, A., Monteiro, Â., Jácome, C., Afreixo, V., & Marques, A. (2016). Effects of group sports on health-related physical fitness of overweight youth: A systematic review and meta-analysis. Scandinavian Journal of Medicine & Science in Sports, 604-611.6. Pierson, L. M., Herbert, W. G., Norton, H. J., Kiebzak, G. M., Griffith, P., Fedor, J. M., . . . Cook, J. W. (2001). Effects of Combined Aerobic and Resistance Training Versus Aerobic Training Alone in Cardiac Rehabilitation. Journal of Cardiopulmonary Rehabitation and Prevention.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 257EFFICACY OF INTEGRATED TRAINING MODULE ON GENERAL MOTOR ABILITY COMPONENTS AND SKILL ABILITY OF DISTRICT FOOTBALL PLAYERSDr. Yashodhan K. Kharade, College Director of Physical Education and Sports Swami Vivekanand Vidyaprasarak Mandal’s College of Commerce Bori Ponda Goa Mob9764600531AbstractThis study investigates the effectiveness of an integrated training module aimed at enhancing the general motor fitness components and skill ability of district-level football players. The research focuses on comparing the power performance of junior football players in an experimental group that underwent a 12-week integrated training program against a control group that did not receive specialized training. The study utilized a pre-test/post-test experimental design and the Standing Broad Jump test to measure power. Analysis through ANCOVA revealed a significant difference in the adjusted mean scores of power between the experimental and control groups, with the integrated training group showing superior improvements. This outcome underscores the efficacy of an integrated training module in enhancing the power of football players. The findings suggest that this training approach can be valuable for coaches and professionals in improving athletic performance, with potential implications for further research involving women football players and integration with psychological and yogic practices. Future studies could also focus on senior football players to broaden the scope of the research.Keywords- Integrated Training, General Motor Fitness Components Introduction Football is the most well-known sport in the world. From Greenland to the Andes, people can't help but kick a leather ball or observe others doing the same. It is impossible to pinpoint the exact start of football. The game began in its most primitive form when man accidentally started kicking objects and deliberately discovered some pleasure in doing so. Today's football, or soccer, was formerly known as harpasion. In Greece, it started around 700 BC. It was utilized by the Spartan army. 57% of people in the present period want for football, the most popular sport in the globe. Football's distinctive and captivating playing style is what makes it so popular. The game is regularly played by about 250 million individuals. If football players were a nation, it would be the fourth most populous football nation in the planet. You might claim that football is practically the universal language. Soccer unites people and gives them a sense of self. In the middle of the 19th century, football was played in England. The London Football Association, formerly known as the Association of Football or Soccer, was established in 1883. It was brought to India by British military and is currently the country's second most popular game. In 1880, the game was initially played in this nation. The All India Football Federation was founded in 1937 and is currently one of India's top organizations. In the international arena, India gained independence in 1948, and the Indian team competed in the London Olympics. Although the team played well overall, the opening game ended in a 1:2 loss to France. In 1956, India placed fourth in the Melbourne Olympics. Sadly, India has not been able to compete at a high level for the Olympics since 1964 (Asthana, 2009). The laws, regulations, and play structure of football make it popular in India. It's a thrilling and difficult game. Our Indian athletes competed in both national and international events. In order to get international reputation on the global sports platform, the Indian government pays a small amount of money.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessNeed and BackgroundIt might be difficult to identify players who do better than others in national and international football competitions, which makes the subject of general motor fitness relevant. Improving player performance through specialized training is a constant issue for coaches and physical educators. Overall performance depends on general motor fitness performance elements and skills. Football is a competitive sport where skill and motor fitness are extremely important. Fatigue and exhaustion often make it difficult for the less fit player to execute skills during the game. To improve general motor fitness and skill, a variety of training techniques have historically been used, including circuit training, weight training, and Fartlek training. Nevertheless, there hasn't been much significant research done in the field of football. The researcher determined that an investigation into the effectiveness of an integrated training program on the general motor fitness components and skill ability of district football players was necessary after taking into account a number of elements.OBJECTIVES OF THE STUDY• To compare the adjusted Mean Scores of the Power of Junior Football Playersof Integrated Training Group and the non-Integrated Training Group by taking Pre-Power as a CovariateHYPOTHESIS• Ho1 Thereisnosignificantdifferenceinadjustedmeanscore of Power of junior football players of integrated Training Group and non-Integrated Training Group by taking pre Power as covariate. Research DesignGroup ‘A’ - Experimental Group (n=30)Group ‘B’ – Controlled Group (n=30)Both the groups were pre tested, after pre-testing the subject of the experimental group had undergone 12 weeks Integrated training program, whereas the controlled group did not receive any special training.Experimental Group Control group Pre test Phase I Pre test ↓ ↓ Training Phase II No training ↓ ↓ Post test Phase III Post testSelection of Variables and Tools to Be UsedDependent VariablesThe following Motor Performance Components will be considered as dependent variables of the present study.Sr. No. Variable Test Unit1 Power Standing Broad Jump MeterIndependent Variables Sr.No. Variable Sr.No. Variable1 ConeDrill 9 Bent Kneesitup2 Medicineballthrow 10 Runningwiththeball3 Standingtreepose 11 JugglingDrill4 StandingJumps 12 DeepLunge& Twist5 Kickingtheballontarget 13 Circuit Training6 Short Sprints 14 Ball Dribbling7 Shuttle Run 15 Relaxation Exercises
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 2598 Stretching ExercisesTraining Schedule for the Specific TrainingWeeks Week1&2 Week3&4Intensity 50% 60%Sr.No Exercises Rep Sets Rest Time Rep Sets Rest Time1 ConeDrill 1 1 30 sec 2 1 2 30 sec 22 MedicineBall Throw 2 1 30 sec 3 2 2 30 sec 33 ShortSprints 2 1 30 sec 3 2 2 30 sec 34 ShuttleRun 2 1 30 sec 3 2 1 30 sec 35 Runningwiththe ball 2 1 30 sec 5 2 2 30 sec 56 StandingJump over Barrier 15 1 30 sec 5 15 2 30 sec 57 Kickingtheballon target 10 1 30 sec 3 10 2 30 sec 38 Dribblingtheball 2 1 30 sec 3 2 1 30 sec 39 JugglingwithBall 10 1 30 sec 5 10 2 30 sec 510 Relaxation Exercises 2 1 2 1 2 2Weeks Week5&6 Week7&8Intensity 70% 80%Sr.No Exercises Rep Sets Rest Time Rep Sets Rest Time1 ShortSprints 1 1 30 sec 1 1 2 30 sec 12 ShuttleRun 2 1 30 sec 2 2 2 30 sec 23 StandingJumpover Barrier2 1 30 sec 3 2 1 30 sec 34 Kickingtheballon target 2 1 30 sec 5 2 2 30 sec 55 Dribblingtheball 15 1 30 sec 5 15 2 30 sec 56 JugglingwithBall 10 1 30 sec 3 10 2 30 sec 37 DeepLunges&Twist 2 1 30 sec 3 2 1 30 sec 38 CircuitTraining (8 Stations)1 1 3.30 sec 8 1 2 3.30 sec 89 RelaxationExercises 2 1 2 1 2 2*Circuittrainingconsistsof8stationswhereeachexercisewasdonefor30secand30sec rest was given.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessWeeks Week9&10Intensity 70%Sr.No Exercises Rep Sets Rest Time1 ShortSprints 1 1 30 sec 12 ShuttleRun 2 1 30 sec 23 StandingJumpoverBarrier 2 1 30 sec 34 Kickingthe ballontarget 2 1 30 sec 55 Dribblingtheball 15 1 30 sec 56 JugglingwithBall 10 1 30 sec 37 DeepLunges&Twist 2 1 30 sec 38 CircuitTraining(8 Stations) 1 2 3.30 sec 89 StretchingExercises 2 2Weeks Week11&12Intensity 50%Sr.No Exercises Rep Sets Rest Time1 ConeDrill 1 2 30 sec 22 MedicineBallThrow 2 2 30 sec 33 ShortSprints 2 2 30 sec 34 ShuttleRun 2 1 30 sec 35 Runningwiththeball 2 2 30 sec 56 StandingJumpoverBarrier 15 2 30 sec 57 Kickingthe ballontarget 10 2 30 sec 38 Dribblingtheball 2 1 30 sec 39 JugglingwithBall 10 1 30 sec 510 RelaxationExercises 1 1 30 sec 111 StretchingExercises 2 1 2RESULT AND INTERPRETATIONGROUPWISETREATMENTCOMPARISONOFADJUSTEDMEAN SCORES OF POWER BY TAKING PRE-POWER AS COVARIATEThe objective was to compare the adjusted Mean Scores of Power of Football playersofIntegratedTrainingGroupandControlGroupbytakingPre-PowerasCovariate. The data wereanalyzed with the help of One WayANCOVA, and the resultsaregiven in Table 1.1.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 261Adjusted MeanScoresofPower2.12.0521.951.91.85Table 1.1: Summary of One Way ANCOVA of Power by taking Pre-Power as a covariateSource of Variance df SSy.x MSSy.x Fy.x RemarkTreatment 1 .336 .336 57.149 p <0.01Error 57 .336 .006Total 59Table 1.1 shows that when Pre-Power was included as a covariate,the adjusted F- valuewas57.149,whichissignificantat0.01withdf=1/57.ItshowsthatwhenPre-Power was taken into account as a covariate and measured by the Standing Broad Jump test, the adjusted mean scores of the Power of the Integrated Training Group and Control Group weresignificantlydifferent.Additionally,theadjustedmeanscoreofthePoweroftheIntegrated Training Group is 2.086, which is significantly higher than the adjusted mean score of the Power of the Control Group, which is 1.921. Thus, we reject the Null Hypothesis that there is no significant difference in the adjusted mean scores of Power between the Integrated Training Group and the Control Group of Junior Football Players. With Pre-Powerasacovariate,itcanbesaidthattheIntegrated Training Modulewasmore effective in improving the Power of Junior Football Players than the Control Group.IntegratedTraining GroupControlGroupSeries12.086 1.921Figure 1.1 Comparison of Adjusted Mean Scores of Power between Integrated Training Group and Control GroupFindings2. Integrated training Module is useful in significantly developing the power of Football Players when measured by standing broad jump test.RecommendationsFollowing recommendations regarding the study's implications and possibilities for additional research are made after weighing all of the study's advantages and disadvantages:5. A similar study on Women Football players may be conducted.6. A similar study with integration with other aspects, such as psychological and yogic practices, may be conducted. CountinCentimeters
International Conference & Global Conclave on Physical Education Sports Science & Social Wellness7. The study's findings may be helpful to the concerned professionals and coaches in preparing athletes for competition at various levels.8. A similar study may be conducted concerning Senior Football Players.BIBLIOGRAPHY1. Alves,J.,Rebelo,A.,Abrantes,C.,&Sampaio,J.(2010).Short-TermEffectsofComplex and Contrast Trainingin Soccer Players’ Vertical Jump, Sprint, and Agility Abilities. Journal of Strength and Conditioning Research, 24(4), 936–941.2. Asthana,V.(2009).KnowAllAboutGames&Sports.HolidayBooksStore.3. Brandon, L., & Proctor, L. (2006). Relationships of BMI with Body Composition, Blood Lipoproteins and Pressure in Pre-Teenage African Americans: 1081. Medicine and Science in Sports and Exercise, 38(5).4. Burket. (1983). The Effect of An Isotonic Concenric and An Isokinetic TrainingProgram on Strength. Research in Health Physical Education and Recreation.5. Charta. (2009). Whether Combining Endurance Training with CT Impacted Strength and Power. http://www.ncbi.nlm.nih.gov/sites/entrez?%0D6. Chtara,M.,Chaouachi,A.,Levin,G.,Chaouachi,M.,Chamari,K.,Amri,M.,&Laursen,7. P.(2008).EffectofConcurrentEnduranceandCircuitResistanceTrainingSequence onMuscularStrengthandPowerDevelopment.JournalofStrengthandConditioning Research, 22(4), 1037–1045.8. Cohen,L.,Manion,L.,&Morrison,K.(2017).ResearchMethods inEducation(8thed.).9. Routledge.https://doi.org/https://doi.org/10.4324/978131545653910. Collins, K. (1990). Handbook of Methods for the measurement of Work Performance Physical Fitness and Energy Expenditure in Tropical Populations (1st ed.). IUBS, Paris.11. Cook,T., & Reichardt, C. S. (1979).Qualitativeand QuantitativeMethodsin Evaluation.12. SagePublications.13. Crowther, R., Spinks, W., Leicht, A., & Spinks, C. (2007). Kinematic Responses to Plyometric Exercises Conducted on Compliant and Noncompliant Surfaces. Journal of Strength and Conditioning Research, 21(2), 460–465.14. Debebe, M., Mengistu, S., & Zegeye, S. (2019). Effect of Physical Fitness Training on Selected Fitness Variables to Improve Performance of U-17 Male Football Project Trainees in Arba Minch Town. IOSR Journal of Humanities and Social Science, 24(1), 63–68. https://doi.org/10.9790/0837-240107636815. Dorgo, S., King, G. A., &Rice,C.A.(2009).Theeffectsofmanualresistancetrainingon improving muscular strength and endurance. Journal of Strength and Conditioning Research, 23(1), 293–303. https://doi.org/10.1519/JSC.0b013e318183a09c16. Embry,R.(1967).The EffectsofDynamicWeightTrainingupon Flexibility.17. Flick,B.L.(1983).EffectsofIsokineticandIsotonicMuscleTrainingonVerticalJumping Ability and Maximum Power Output as a Result of Four and Six Week Training Programs (Issue August).18. Hammami,M.,Negra,Y.,Shephard,R.J.,&Chelly,M.S.(2017).TheEffectofStandard Strength vs. Contrast Strength Training on the Development of Sprint, Agility, Repeated Change of Direction, and Jump in Junior Male Soccer Players. Journal of Strength and Conditioning Research, 31(4), 901–912. https://doi.org/10.1519/JSC.000000000000181519. Helgerud, J., Engen, L. C., Wisløff, U., & Hoff, J. (2001). Aerobic endurance training improves soccer performance. Medicine and Science in Sports and Exercise, 33(11), 1925–1931. https://doi.org/10.1097/00005768-200111000-00019
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 263EFFECT OF PLYOMETRIC TRAINING ON JUMPING ABILITY AND SPIKING SKILL OF SCHOOL-LEVEL VOLLEYBALL PLAYERSNarendra Ratanrao Mundhe; Research Scholar M.S.M's College of Physical Education, Chh. Sambhajinagar. Mob. No 8788748396, email Id :[email protected] The current study sought to determine how plyometric training affected school-level volleyball players' abilities to jump and spike. Thirty male volleyball players, ages 15 to 17, were chosen and split into two groups at random: a control group (n = 15) and an experimental group (n = 15). For eight weeks, in addition to their regular volleyball practice, the experimental group participated in an organized plyometric training program three times a week, while the control group merely followed their regular training regimen. A standardized spiking skill test was utilized to measure spiking performance, and a vertical jump test was used to gauge jumping ability.Paired and independent t-tests were used to examine the pre-test and post-test data at a significance level of 0.05. When comparing the experimental group to the control group, the results showed a statistically significant improvement in both jumping ability and spiking skill. The study's conclusions show that plyometric training is a useful strategy for improving school-level volleyball players' explosive strength and spiking ability.KeywordsPlyometric Training; Jumping Ability; Spiking Skill; Volleyball; Adolescents; School AthletesIntroduction High levels of explosive power, speed, coordination, and technical skill are necessary for the dynamic team sport of volleyball. Success in volleyball, particularly at the competitive school level, is largely determined by a variety of performance factors, including jumping ability and spiking technique. Both technical skill and the player's capacity to provide the most vertical lift in a little amount of time are necessary for effective spiking. Therefore, increasing total volleyball performance requires developing explosive leg power.It is commonly acknowledged that one of the best training techniques for increasing explosive strength and power is plyometric exercise. The stretch-shortening cycle, which increases neuromuscular efficiency and force output, entails quickly stretching and shortening muscles.Plyometric programs frequently incorporate exercises like jump squats, bounding, and depth jumps to improve lower-body strength. Because of these qualities, plyometric exercise is now a crucial component of training plans for sports like volleyball that need jumping and quick direction changes.Volleyball players at the school level are in a critical stage of physical development where performance can be significantly improved with the right training inputs. Explosive power development may not be well addressed by traditional training approaches, which frequently place an emphasis on general fitness and skill execution. By improving jump height, quickness, and coordination all of which are directly linked to spiking performance plyometric exercises can close this difference when included into regular training regimensPlyometric training has been shown to be beneficial in enhancing athletes vertical jump performance and sport-specific abilities. However, few studies have notably examined schoollevel volleyball players, especially when it comes to the ability to simultaneously jump and spike. In order to create age-appropriate and successful training programs, coaches, physical education instructors, and sports scientists must comprehend the effects of plyometric training at this developmental stage.Thus, the current study was conducted to examine how plyometric training affected school-level volleyball players' jumping and spiking abilities. It is anticipated that the results
International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessof this study will offer insightful information on the efficacy of plyometric training and aid in the creation of training plans for young volleyball players that are grounded in science.Statement of the ProblemIn volleyball, explosive movements like jumping and spiking have a significant impact on performance. Many school-level volleyball players have rudimentary technical skills but frequently lack explosive force, especially in the lower limbs, which restricts their jumping height and spiking effectiveness. At this level, traditional training programs typically place less emphasis on specific training techniques meant to increase explosive power and more on skill development and overall physical conditioning. In order to improve jumping ability and spiking performance in volleyball, plyometric training is thought to be an efficient way to increase muscle power and neuromuscular coordination.However, despite its potential advantages, many school-level volleyball players do not regularly incorporate plyometric exercise into their training regimens because of a lack of knowledge, scientific support, or age-appropriate structured programs.In order to solve this issue, the current study investigates whether an organized plyometric training program may greatly enhance school-level volleyball players' jumping and spiking abilities. The purpose of the study is to assess the efficacy of plyometric training in improving important performance characteristics by contrasting its impacts with standard volleyball training.Objectives of the StudyThe following were the study's objectives: To evaluate how plyometric training affects school-level volleyball players' capacity to jump. To ascertain how plyometric training affects school-level volleyball players' ability to spike. To evaluate the experimental and control group's jumping and spiking abilities before and after the test. To evaluate the experimental and control group's post-test results in terms of their spiking and jumping abilities. To determine whether plyometric training improves some performance indicators of school-level volleyball players more than standard volleyball training.Hypotheses of the study The following hypotheses were formulated for the present study:Null Hypotheses (H0)1. H01: The pre-test and post-test results of school-level volleyball players receiving plyometric training will not significantly difference in terms of jumping ability.2. H02: The pre-test and post-test results of school-level volleyball players receiving plyometric training will not significantly difference in terms of spiking ability.3. H03: After the training period, there won't be any discernible differences in the experimental group's and the control group's capacity to jump and spike.Research (Alternative) Hypotheses (H1)1. H11: School-level volleyball players' jumping skills will significantly improve with plyometric training. 2. H12: School-level volleyball players' spiking ability will significantly increase with plyometric training. 3. H13: Compared to the control group, the experimental group receiving plyometric training will demonstrate noticeably more improvement in their capacity to jump and spike.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 265Review of Related LiteratureChu (1998) Plyometric workouts are very beneficial for sports involving jumping and forceful movements because they enhance neuromuscular coordination and boost muscle contraction efficiency. Because volleyball is a power-oriented sport, these training modifications are quite beneficial. Markovic and Mikulic (2010) did a thorough analysis and found that both trained and untrained athletes' vertical jump performance is greatly enhanced by plyometric training. Their results demonstrated that regular plyometric training improves lower-body strength, muscle rigidity, and motor unit recruitment—all of which are critical for volleyball skills like blocking and spiking.Sheppard et al. (2008) investigated the connection between volleyball performance and vertical leaping abilities. According to the study's findings, players with higher vertical leap heights were better at blocking and spiking. This demonstrates a strong correlation between explosive leg force and technical performance in volleyball.Gholamreza et al. (2014) examined how junior volleyball players responded to an 8-week plyometric training regimen. The experimental group outperformed the control group in both vertical leap height and spike speed, according to the results. The authors stressed that in order to improve performance, young volleyball players should incorporate plyometric exercise into their training regimens.Ramírez-Campillo et al. (2018) investigated the effects of plyometric training on teenage athletes and found that, when the program was properly planned, it significantly improved jump performance and agility without raising the risk of injury. According to their findings, plyometric exercise can be safely implemented in schools under scientific supervision.Methodology of the StudyThe current study's methodology describes the steps used to investigate how plyometric training affects school-level volleyball players' jumping and spiking abilities. Research design, subject selection, training program, variables, instruments, and statistical methods for data analysis are all included.Research DesignTo ascertain the efficiency of plyometric training, the study used an experimental research design, namely a pre-test and post-test control group design. To compare the effects of the training intervention, two groups were chosen: the experimental group and the control group.Selection of SubjectsA total of thirty (30) school-level male volleyball players were selected as subjects for the study. The age of the participants ranged between 15 and 17 years. All subjects had a minimum of two years of playing experience and were medically fit to participate in physical training.Grouping of SubjectsThe selected subjects were randomly assigned into two equal groups:• Experimental Group (n = 15): Received plyometric training along with regular volleyball practice.• Control Group (n = 15): Continued with regular volleyball training only.Variables of the Study• Independent Variable: Plyometric training programme• Dependent Variables:1. Jumping ability2. Spiking skill
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessTraining ProgrammeThe plyometric training programme was administered to the experimental group for a period of eight weeks, with three training sessions per week. Each training session lasted approximately 60–70 minutes, including warm-up and cool-down activities.The training programme consisted of selected plyometric exercises such as: Squat jumps Standing long jumps Bounding exercises Box jumps Lateral hopsThe intensity and volume of exercises were progressively increased throughout the training period to ensure adaptation and safety.Criterion Measures Jumping Ability: Jumping ability was measured using the Vertical Jump Test. The best performance out of three trials was recorded in centimeters. Spiking Skill: Spiking skill was assessed using a standardized spiking accuracy test, where players were required to spike the ball towards designated target zones. Scores were awarded based on accuracy.Testing Procedure• Pre-Test: Conducted one week prior to the commencement of the training programme.• Post-Test: Conducted immediately after the completion of the eight-week training programme.Both tests were administered under similar conditions to ensure reliability.Statistical TechniquesThe collected data were analyzed using appropriate statistical tools:• Paired t-test was used to assess within-group differences.• Independent t-test was used to compare the experimental and control groups.• The level of significance was set at 0.05.Ethical ConsiderationsPermission was obtained from school authorities and informed consent was taken from the participants and their parents. Safety measures were strictly followed throughout the training programme.ResultsTable 1: Mean and SD (Vertical Jump)Group Pre-Test (cm) Post-Test (cm) % ChangeExperimental 38.2 ± 4.1 44.6 ± 4.8 +16.8%Control 39.0 ± 3.8 40.1 ± 4.0 +2.8%
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 267Table 2: Mean and SD (Spiking Skill Score)Group Pre-Test Score Post-Test Score % ChangeExperimental 56.4 ± 5.2 67.8 ± 6.0 +20.2%Control 57.1 ± 4.9 59.3 ± 5.1 +3.8%Statistical Findings• Vertical Jump: Significant improvement in experimental group (p < 0.05)• Spiking Skill: Significant improvement in experimental group (p < 0.05)No significant changes in the control group.DiscussionThe current study set out to investigate how plyometric training affected school-level volleyball players' abilities to jump and spike. The study's findings demonstrated that, in comparison to the control group, the experimental group—which participated in an eight-week plyometric training program in addition to regular volleyball practice—showed notable gains in both jumping ability and spiking competence.The physiological changes brought about by plyometric exercise are responsible for the experimental group's notable improvement in jumping performance. By increasing the stretchshortening cycle's efficiency, plyometric workouts improve neuromuscular coordination, boost the recruitment of motor units, and make better use of the elastic energy stored in the muscles and tendons.Increased explosive power is the outcome of these adaptations, and this directly improves vertical jump performance. The results of this study are consistent with earlier studies by Ramírez-Campillo et al. (2018) and Markovic and Mikulic (2010), who found that plyometric training significantly improved jump performance.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessSimilarly, the strong correlation between jumping ability and volleyball spiking performance may account for the experimental group's notable improvement in spiking skill. A larger vertical leap height enables players to make contact with the ball at a higher point, improving the spike's efficiency, speed, and accuracy. Plyometric training also enhances lower-body power, coordination, and timing—all crucial elements of a successful spiking technique.On the other hand, there was little increase in the jumping and spiking skills of the control group, who received only standard volleyball training. This implies that conventional training regimens might not be enough to result in appreciable improvements in explosive power and associated abilities. While plyometric training focuses on power development particularly, regular practice tends to concentrate more on technical and tactical aspects of the game.The results of this study demonstrate the value of plyometric exercise as a training technique for volleyball players at the school level. The findings show that both physical and skill-related performance characteristics can be safely and successfully improved by a welldesigned, age-appropriate plyometric program. Young volleyball players might therefore enhance their competitive performance by adding plyometric workouts to their normal training regimens.Overall, the results of the study support the research hypotheses and confirm that plyometric training plays a significant role in improving jumping ability and spiking skill among school-level volleyball players.ConclusionsThe results of this study unequivocally show that school-level volleyball players' performance is positively and significantly impacted by plyometric training. The participants in the experimental group saw significant gains in their jumping and spiking abilities as a result of the eight-week structured plyometric training program. These gains can be ascribed to improved neuromuscular coordination, increased explosive strength, and increased stretchshortening cycle efficiency brought about by plyometric activities.On the other hand, the control group, which merely received the standard volleyball training regimen, had relatively little gain in their abilities to jump and spike.This demonstrates that traditional training techniques might not be enough to significantly improve explosive performance and associated volleyball skills at the school level. Overall, the study comes to the conclusion that adding plyometric training to normal volleyball practice is a useful and efficient way to enhance critical performance factors like spiking and jumping ability. The findings are in favour of adding plyometric activities to school-level volleyball players' training regimens in order to improve their overall athletic development and competitive performance.References1. Behm, D. G., et al. (2019). Effects of plyometric training. Journal of Strength and Conditioning Research.2. Gholamreza, A., et al. (2014). Influence of plyometric training in volleyball. International Journal of Sports Science.3. Markovic, G., & Mikulic, P. (2010). Plyometric jump training literature review. Journal of Strength Conditioning Research.4. Miller, J., et al. (2006). Neuromuscular adaptations to plyometrics. Sports Medicine.5. Ramirez-Campillo, R., et al. (2018). Young athletes and plyometrics. European Journal of Sport Science.6. Sheppard, J. M., et al. (2008). Physical and performance differences in volleyball athletes. Journal of Sports Science.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 269EFFECT OF INTEGRATED EXERCISE PROGRAM ONFLEXIBILITY OF SENIOR CITIZENS OF MUMBAI DISTRICTMs. Pooja Ganajan Jamkar - PhD Scholar, B.P.C. A’s College of Physical Education Wadala, Mumbai, Maharashtra, (India).Dr. Kishore J. Maru, Research Guide, Associate Professor, B.P.C.A’s College of Physical Education Wadala, Mumbai, Maharashtra, (India).ABSTRACTPhysical activity is essential for maintaining functional fitness and overall well-being among older adults, particularly in urban populations where lifestyle-related health issues are prevalent. The present study investigated the effect of an Integrated Exercise Program on the flexibility of senior citizens of Mumbai District. Sixty (N = 60) male senior citizens aged 60–70 years were selected and divided into an Integrated Exercise Group (n = 30) and a NonIntegrated Exercise (Control) Group (n = 30). A non-equivalent group experimental design with pre-test and post-test measures was employed.The experimental group participated in a 16-week Integrated Exercise Program, conducted five days per week for 60 minutes per session, comprising yogic practices, stretching exercises, traditional games, recreational activities, laughter exercises, and clap exercises. The control group followed their regular daily routine without any structured training. Flexibility was assessed using the Sit and Reach Test. Data were analyzed using One-Way ANCOVA, with pre-test flexibility scores as the covariate.The results indicated a significant improvement in flexibility among the Integrated Exercise Group compared to the control group (F = 39.5, p < 0.01). The adjusted mean flexibility score of the Integrated Exercise Group (20.70 cm) was significantly higher than that of the Control Group (19.50 cm). The findings conclude that an Integrated Exercise Program is effective in enhancing flexibility among senior citizens and may contribute to improved physical fitness and quality of life in older adults.Keywords: Integrated Exercise Program, Flexibility, Senior Citizens, Physical Fitness, ANCOVAINTRODUCTIONFor older folks, physical activity is essential to their lives. The value of movement in educating the mind and body is supported by research. In addition to helping older persons become more physically competent and fit, physical education also helps them become more socially, emotionally, mentally, and socially intelligent. The cognitive, psychological, and affective domains of older persons can be impacted by an efficient physical training program that is tailored to the local environment, infrastructure, and other resources. Physical activity can help youngsters develop a healthy self-concept and the capacity to pursue academic, social, and emotional improvements as they become older and approach early adulthood. Researchers believe that an integrated exercise program is necessary for older adults to prepare them socially, mentally, emotionally, and physically to face the outside world and to address the following issues in urban society, given these facts and the recent health issues that have been observed in the urban population in the age range of 60 to 70, such as chronic heart diseases, high blood pressure, stress, obesity, anxiety, etc.In this piece of research, researcher intend to see if Integrated Exercise Program can help to improve the flexibility of the Senior Citizen of Mumbai under the topic. “EFFECT OF INTEGRATED EXERCISE PROGRAM ONFLEXIBILITYOF SENIOR CITIZENS OF MUMBAI DISTRICT”
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessOBJECTIVE OF THE STUDY:1. To compare the adjusted mean scores of Flexibility of Senior citizens of Integrated Exercise Group and Non - Integrated Exercise group by and taking Pre Flexibility as a covariate.HYPOTHESES OF THE STUDY:H1 There is no significant difference in the adjusted mean scores of Flexibility of Senior citizens of Integrated Exercise Group and Non-Integrated Exercise group by and taking Pre Flexibility as a covariate.MATERIALS AND METHOD: A sample of sixty (n=60) male senior citizen aged ranged from 60 – 70 year-old were selected as subjects. The selected subjects in this experimental were divided into two groups: Integrated Exercise Group and Non - Integrated Exercise each group consisting of 30 subjects. Research Design (Non-equivalent groups design) The design of the experiment had been planned in three phase’s viz., Phase – I: Pre-test, Phase – II: Training or Treatment, and Phase – III: Post-test.The subjects from the experimental group were given “Integrated Exercise Program” for the period of 16 Weeks (4 months). The training was given for 5 days a week in the morning for the period of 1 hour (60 minutes) during each session. The control group was not provided with any training and they continued with their daily routine. The pre and post tests were conducted administering standardized test.DEPENDENT VARIABLES:(A) Physical Fitness Variables: -• Flexibility Tools/ Instruments The following criterion measures were included to record the reading of Flexibility test items of Physical Fitness variable. VARIABLES TEST UNIT• Flexibility Sit and Reach Test Centimeter(TREATMENT) INDEPENDENT VARIABLE: Integrated Exercise Program: -• Yogic Practices • Stretching Exercises • Traditional Games • Recreational Activities • Laughter Exercises • Clap ExercisesSTATISTICS: Since, there were two groups for this experimental study viz. Integrated Exercise Group and Non - Integrated Exercise where in the researcher has decided to compare Mean Scores of Flexibility by taking Pre Test as Covariate in order to see the effect of Integrated training. One Way ANCOVA test was appropriately used for the data analysis. 0.05 level of significance was fixed to test hypotheses.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 271RESULTS AND DISCUSSION:The mean achievement in Flexibility Test due to Integrated Training, as obtained from ANCOVA test, revealed that –TABLE 1 : Summary of One Way ANCOVA of FlexibilitySource of Df SSy.x MSSy.x Fy.x RemarkGroup 1 17.6 17.559 39.5 p<0.01Error 57 25.3 0.445Total 59There was significant difference between mean score of Sit and Reach Test of Flexibility of Senior Citizen of the Integrated training group and non-Integrated training group by taking Pre Sit and Reach Test of Flexibility as Covariate (Fy.x=39.5 df=1/57, p<0.01). Therefore, the adjusted mean scores of Sit and Reach of Flexibility of Senior Citizen of Integrated Group is 20.70 which is significantly higher than that of non-Integrated training group where adjusted mean Scores of Sit and Reach of Flexibility of Senior Citizen is 19.50. It shows that the adjusted Mean Scores of Flexibility of Senior citizens of Experimental group and Control group is differ significantly when Pre Flexibility was taken as Covariate.TABLE 2: Adjusted Mean Scores of Flexibility95% Confidence IntervalGroup Mean SE Lower UpperExperimental Group 20.7 0.127 20.4 20.9Control group 19.5 0.127 19.2 19.8Further the adjusted mean score of Flexibility of Experimental Group is 20.7 which is significantly higher than that of Control Group where adjusted mean score of Flexibility is 19.5. It may, therefore, be said that Experimental Group was found to be effective in improving Flexibility of Senior Citizen of Experimental Group than Control Group. The results also have been graphically presented in Figure - 1.Figure - 1 Treatment wise Comparison of Adjusted Mean Scores of FlexibilityConclusion:The findings conclude that effect of Integrated Exercise Training Program were found to helpful to improve the flexibility of Senior Citizen of Mumbai District.18192021ExperimentalGroup Control Group20.7019.50Treatment wise Comparison of Adjusted Mean Scores of Flexibility
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessRecommendations: 1. A similar study may be conducted on other age groups.2. A similar study may be conducted on other Physical & Physiological Variables.3. Sample size can be increase to get more precise output in each age categories.4. Further research can be conduct longitudinal studies to evaluate the long-term effects of integrated fitness programs on Senior Citizens.5. Gender-specific analysis may be conduct to maximize interventions.References:1. Kataura,S.,Suzuki,S.,&et.all.(Dec,2017).AcuteEffectsoftheDifferentIntensity of Static Stretching on Flexibility and Isometric Muscle Force. Journal of Strength and Conditioning Research, 3403-3410.2. Kazeminia, M., Daneshkhah, A., Jalali, R., Vaisi-Raygani, A., Salari, N., & Mohammadi, M. (2020). The Effect of Exercise on the Older Adult’s Blood Pressure Suffering Hypertension: Systematic Review and Meta-Analysis on Clinical Trial Studies. International Journal of Hypertension.3. Medeiros,D.M.,Cini,A.,&et.all.(2016).Influenceofstaticstretchingonhamstring flexibility in healthy young adults: Systematic review and meta-analysis. Physiotherapy Theory and Practice An International Journal of Physical Therapy, 438-445.4. NCERT.(2020-21).PhysicalFitness4 -NCERT.RetrievedfromPhysicalFitness4 -NCERT:https://ncert.nic.in/textbook/pdf/iehp104.pdf5. O'Sullivan,K.,McAuliffe,S.,&et.all.(Sept,2012).Theeffectsofeccentrictraining on lower limb flexibility: a systematic review. British Journal of Sports Medicine.6. Shiri, R., Coggon, D., & Falah-Hassani, K. (2018). Exercise for the Prevention of Low Back Pain: Systematic Review and Meta-Analysis of Controlled Trials . American Journal of Epidemiology, 1093–1101.7. Su, H., Chang, N.-J., & et.all. (2016). Acute Effects of Foam Rolling, Static Stretching,andDynamicStretchingDuringWarm-upsonMuscularFlexibility and Strength in Young Adults. Journal of Sport Rehabilitation, 469-477.8. Vanderlinden,J.,&Uffelen,F.B.(2020).Effectsofphysicalactivityprogramson sleepoutcomesinolderadults:asystematicreview.InternationalJournalofBehavioralNutritionandPhysicalActivity.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 273MOVING CIRCUIT TRAINING ON SELECTED MOTOR FITNESS AMONG COLLEGIATE MEN STUDENTSMr. Shrikant S. Patil, Research Scholar, Dr. Babasaheb Ambedkar Marathwada University, Chhatrapati Sambhajinagar, Maharashtra, IndiaProf. Dr. Makarand S. Joshi, Principal, M. S. M’s College of Physical Education, Khadkeshwar, Chhatrapati Sambhajinagar, Maharashtra, IndiaAbstractThe purpose of the study was to find out the effects of moving circuit trainings on selected motor fitness such as speed and explosive power among collegiate men students. To achieve this purpose, twenty men students studying bachelor’s degree in the M. S. M’s College of Physical Education, Khadkeshwar, Chhatrapati Sambhajinagar, Maharashtra were selected as subjects. The selected subjects were divided into two equal groups of ten subjects each at random the 50-meter run and vertical jump tests for measured variables. During training period, the two experimental groups’ moving circuit training group underwent their respective training programme, three days per week for twelve weeks and control group did not undergo any special training. The data on speed and explosive power were tested by using 50 mts run and vertical jump respectively. Pre-test and post test data were collected at prior and immediately after the training period. The variables were tested in the same day. After data collection statistical treatment to find out significant difference between the adjusted post means by computing analysis of covariance (ANCOVA) for each criterion variable separately. The moving circuit trainings have improved speed when compared with control group.Key words: Moving circuit training, Speed and Explosive power.IntroductionToday sports training is mostly based upon the competitive motive each nation is trying to achieve top level performance and to win laurels on international competitions. Today records are proved to be lower performance of tomorrow. This is because greater stress has been laid on the quality rather than quantity training. It is always assessed, planned, organized and implemented by a coach or a sports trainer. Sport training is a dynamic process. It continuously goes on refining and perfecting its means and methods of the continuous improvement of sports performance. At the same time, it is planned and carried out is such a way that optimum development of personality of sportsman takes place. Physical fitness is a combination of qualities that enable a person to perform well in vigorous physical activities. These qualities include agility, endurance, flexibility and strength. Physical fitness and good health are not the same, though each influences the other.Circuit training is a form of conditioning combining resistance training and highintensity aerobics. It is designed to be easy to follow and target strength building as well as muscular endurance. An exercise \"circuit\" is one completion of all prescribed exercises in the program. When one circuit is complete, one begins the first exercise again for another circuit. Traditionally, the time between exercises in circuit training is short, often with rapid movement to the next exercise.Material and Method The purpose of the study was to find out the effects of moving circuit trainings on selected motor fitness such as speed and explosive power among collegiate men students. To achieve this purpose, twenty men students studying bachelor’s degree in the M. S. M’s College of Physical Education, Khadkeshwar, Chhatrapati Sambhajinagar, Maharashtra were selected as subjects. The selected subjects were divided into two equal groups of ten subjects each at random. Group I underwent moving circuit training and Group II acted as control that did not undergo any special training programme apart from their regular physical education activities
International Conference & Global Conclave on Physical Education Sports Science & Social Wellnessas per their curriculum. All the subjects gave a written consent and no compulsion was made to take part in the training programme. The researcher had consulted with the experts, physical education professionals, reviewed various literatures accessible to him and selected the 50-meter run and vertical jump tests for measured variables. The researcher explained about the purpose of the study to the subjects and their part during the training programme. The investigator had also explained the testing procedures on selected criterion variables and gave instructions to the subjects about the procedures to be adopted while measuring. During the training period, the two experimental groups’ moving circuit training group underwent their respective training programme, three days per week for twelve weeks and control group did not undergo any special training programme apart from their regular physical education activities as per their curriculum. The data on speed and explosive power were tested by using 50 mts run and vertical jump respectively. Pre-test and post test data were collected at prior and immediately after the training period. The variables were tested in the same day. After data collection statistical treatment to find out significant difference between the adjusted post means by computing analysis of covariance (ANCOVA) for each criterion variable separately.Analysis of dataThe analysis of covariance on speed and explosive power of the pre and post test scores of moving circuit training and control groups have been analyzed.Table No. 1 ANCOVA Statistical Analysis of SpeedTestMoving CircuitTrainingGroupControlGroupSource ofVarianceSum ofSquaresdf MeanSquaresObtained‘F’ RatioPre testMean 7.98 8.01 Between 0.054 2 0.027 0.26 SD 0.31 0.31 Within 4.413 18 0.105PostMean 7.54 7.99 Between 1.603 2 0.802 7.54* SD 0.30 0.30 Within 4.467 18 0.106Adjusted post testMean 7.53 7.95 Between 1.572 2 0.786 164.23* Within 0.196 18 0.005Table no. 2 ANCOVA Statistical Analysis of Explosive powerTestMoving CircuitTrainingGroupControlGroupSource ofVarianceSum ofSquaresdf MeanSquaresObtained‘F’ RatioPre testMean 50.33 50.80 Between 3.51 2 1.76 0.05 SD 5.58 5.09 Within 1323.73 18 31.52PostMean 52.13 51.13 Between 94.4 2 47.02 5.13* SD 5.81 4.81 Within 1301.87 18 31.00Adjusted post testMean 51.41 51.05 Between 71.19 2 35.59 92.01* Within 15.86 18 0.39
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 275Discussion on findingThe results of the study showed that there was significant improvement on selected motor fitness components such as speed and explosive power due to moving circuit training. Miller and Annariohave also found the strength improvement due to twelve weeks of circuit training. Bainster also found the strength improvement due to interval circuit training. Gillope studied about the effect of weight circuit training and resulted with positive strength and power improvement.ConclusionThe moving circuit trainings have improved speed when compared with control group. The moving circuit trainings have improved explosive power when compared with control group. The experimental group circuit training has significantly improved the selected motor fitness components namely speed and explosive power of collegiate men students.References1. Blakey and D. Southand, “The Combined Effect of Weight Training and Plyometric on Dynamic Leg Strength and Leg Power”, Journal of Applied Sports Science Research, 14,1991.2. Charles D. Welbers and Frank D. Sills, “Development of Strength in High School Boys, by Static Muscle Contraction”, Research Quarterly, 27: 4, (December 1996).3. Emilyness Hayness et al., “Aerobic Capacity, Strength and Power Differences Between Male and Female Athletes”, Research Quarterly, 1991.4. Feigenbaum, et al., “The Effects of Different Resistance Training Protocols on Muscular Strength and Endurance Development in Children”, Pediatrics, 104 (1): (1999).5. Gettman, Ward P, and Hagan RD, “A comparison of combined running and weight training with circuit weight training”, Medicine, Science and Sports,1992, 14:3.6. Hansford E. Holt, “Two Jogging Programme of Different Speeds Related to Cardiovascular Fitness of Middle-Aged Men”, Dissertation Abstracts International, 33, (November 1992).7. Kevin Quirn and Knutzen, “Prediction of Optimal Plyometric Depth Jump Height Utilizing Strength and Physical Characteristics”, Abstracts of Research Papers San Francisco, AAHPERD Convention, 1991.
International Conference & Global Conclave on Physical Education Sports Science & Social WellnessAN INVESTIGATION OF OBSERVATIONAL SKILLS OF JOB SATISFACTION OF KHO-KHO OFFICIALS OF MUMBAI CITYRagini Jaiswar, MPEd Sem.III Student, BPCA’s College of Physical Education, Wadala, Mumbai-31Dr. Neetu Omprakash Joshi. Research Guide, Associate Professor, BPCA’s College of Physical Education, Wadala, Mumbai-31AbstractJob satisfaction has wide-ranging benefits for individuals and organizations. It leads to higher productivity, better employee retention, improved well-being, increased engagement, positive work culture, enhanced customer satisfaction, and a strong organizational reputation. Fostering job satisfaction is therefore crucial for achieving success and sustainable growth in today's competitive work environment. Group Relationship is one of the components of Job Satisfaction. The objective of the Study in this piece of research, the researcher intends to see “An Investigation of Observational Skills of Job Satisfaction of Kho-Kho Officials of Mumbai City”. The objective of the study is to Study the Status of Observational Skills of Kho-Kho officials of Mumbai city. 73 Kho-Kho officials from different Kho-Kho Club/Institution of Mumbai City were selected as sample for the study by using Convenience Sampling Technique. Custom Made Questionnaire was used for the Study. In order to see the status of Observational Skills, Standardization of Scores & Percentage of Scores were taken. In case of Observational Skills from the findings, It can be seen that none of the officials have extremely high Observational Skill and high Observational Skill but maximum officials fall under above average Observational Skill.Key Words: Observational Skills, Job SatisfactionIntroductionJob satisfaction is a term used to describe the level of contentment and fulfillment an individual experiences in their job or occupation. It refers to the overall attitude and emotional state a person has towards their work, encompassing various aspects such as the nature of the job, the work environment, relationships with colleagues, opportunities for growth, compensation, and the organization's culture and values.Job satisfaction has wide-ranging benefits for individuals and organizations. It leads to higher productivity, better employee retention, improved well-being, increased engagement, positive work culture, enhanced customer satisfaction, and a strong organizational reputation. Fostering job satisfaction is therefore crucial for achieving success and sustainable growth in today's competitive work environment. Observational Skills is one of the components of Job Satisfaction. It involves paying careful attention to details in your surroundings situation. These skills help you gather information, knowledge, make accurate assessments, and understand your environment better. In this piece of research, the researcher intends to see “An Investigation Of Observational Skills Of Job Satisfaction Of Kho-Kho Officials Of Mumbai City”.AimThis study is conducted to investigate Observational Skills Of Job Satisfaction Of Kho-Kho Officials Of Mumbai City.
PESY, ISSN Online 2278-795X, Print 2231-1394 Vol.16 Special Issue January 2026 Volume 277ObjectiveTo study the status of Observational Skills Of Job Satisfaction of Kho-Kho officials of Mumbai city.AssumptionA1:It assumed that there is effective Observational Skills Of Job Satisfaction of Kho-Kho officials of Mumbai cityMethodologySelection of Sample73 Kho-Kho officials from different Kho-Kho Club/Institution of Mumbai City were selected as sample for the study by using Convenience Sampling Technique.Research DesignThis is Survey Study under the heading of Descriptive Research.Variable: Job SatisfactionTools/InstrumentsSr. No. Variable Tools Score1 Observational Skills Of Job SatisfactionCustom Made Questionnaire ScoresPROCEDURE OF THE STUDY The researcher visited the selected Clubs And Institutions to get the questionnaires filled by the officials and when it was not possible in the Club and Institution then visited them personally, of selected Kho-Kho Officials with self-explanatory instructions to fill and submit the questionnaire.TABLE 1 SCORING SYSTEMSr. No Type of ItemsStrongly DisagreeDisagree Undecided Agree Strongly Agree1 True 1 2 3 4 52 False 5 4 3 2 1STATISTICS In order to see the status of Observational Skills Of Job Satisfaction, Standardization of Scores & Percentage of Scores were taken.Result and Discussion of the study:RESULTS OF OBSERVATIONAL SKILLS OF JOB SATISFACTIONSCORE WISE, PERCENTAGE WISE STATUS OF OBSERVATIONAL SKILLS OF JOB SATISFACTION OF KHO-KHO OFFICIALS OF MUMBAI CITYThe objective was to study the Status of Observational Skills Of Job Satisfaction of Kho-Kho Officials of Mumbai CityTABLE 2: SCORE WISE, PERCENTAGE WISESTATUS OF OBSERVATIONAL SKILLS OF JOB SATISFACTION OF KHO-KHO OFFICIALS OF MUMBAI CITYLevel of Job Satisfaction Scores PercentageExtremely High Satisfaction 0 0.00High Satisfaction 6 8.22Above Average Satisfaction 12 16.44Average Satisfaction 35 47.95Below Average Satisfaction 8 10.96Low Satisfaction 5 6.85Extremely Low Satisfaction 7 9.59
International Conference & Global Conclave on Physical Education Sports Science & Social Wellness0102030405060ExtSatisfiedHighlySatisfiedAboveAverageSatisfiedAverage/ModerateSatisfiedBelowAverageSatisfiedDissatisfactionExtremelyDissatisfactionSeries1 0 0.00 57.53 10.96 10.96 9.59 10.96Level of Observational SkillsOBSERVATIONAL SKILLS OF JOB SATISFACTION OF KHO-KHO OFFICIALS OF MUMBAI CITYFrom Table 2, It can be seen that 8.22% officials have high Job Satisfaction, 16.44% have above average Job Satisfaction, 47.95% have average Job Satisfaction, 10.96% have below average Job Satisfaction, 6.85% have low Job Satisfaction, 9.59% have extremely low satisfaction. Hence it can be seen that none of the officials fall under extremely high Job Satisfaction while officiating.FIGURE 1: SCORE WISE, PERCENTAGE WISE STATUS OF OBSERVATIONAL SKILLS OF JOB SATISFACTION OF KHO-KHO OFFICIALS OF MUMBAI CITYCONCLUSIONSIt can be seen that none of the officials have extremely high Observational Skill and high Observational Skill but maximum officials fall under above average Observational Skill.REFERENCES1. Ajmer Singh, J. B. (2021). Essentials of Pysical Education. Greater Noida: Kalyani Publishers2. AlexandryaH.Cairns,S.M.(2022).PerceivedStressasanIndicatorofWork–FamilyConflict and Burnout Among Secondary School Athletic Trainers. International Journal ofAthletic Therapy and Training, 28(4), 215–220 doi:https://doi.org/10.1123/ijatt.2021-01123. Anna Toropova, E. M. (2020). Teacher job satisfaction: the importance of school workingconditionsandteachercharacteristics.EducationalReview,73(1),71-97.doi:https://doi.org/10.1080/00131911.2019.17052474. Raymond A B Van der Wal, J. W. (2018), Occupational Stress, burnout and personality in anesthesiologists.5. RobertC.Whitaker,T.D.-W.(2015).Workplacestressandthequalityofteacher–childrenrelationshipsinHeadStart.EarlyChildhoodResearchQuarterly,30, 57-69. doi: https: // doi.org /10.1016 / j.ecresq.2014.08.0086. Vickie A. Lambert RN, D. F. (2003). Psychological hardiness, workplace stress and relatedstressreductionstrategies.Nursing&HealthSciences,5(2),181-184.doi:https://doi.org/10.1046/j.1442-2018.2003.00150.x7. Vishan Singh Rathore, Arvind Bahadur Singh (2014), Analysis of Physical and Physiological Parameters of Kabaddi and Kho-Kho Inter-Varsity Players8. India Singh Raspal, Singh Hoshiyar (2013) An evaluation of Selected Physical Fitness variables of Kabaddi, Kho-kho and Wrestling players from Hary