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Published by Sudhir Kumar Sharma, 2022-06-12 05:29:48

Vol 6 No 3.July September 2016

Pesy





Quarterly International

Journal of Physical Education Sports Management and Yogic Sciences


ISSN 2231 - 1394 VOL. 6, NO. 3 July - September 2016
UGC Recognized, Peer Reviewed, Referred, Indexed with Impact Factor








































YOGA KARMESHU KOSHALAM


Editor in Chief


Mrs. Ruby Sharma



Pesy




Quarterly International

Journal of Physical Education Sports Management and Yogic Sciences



ISSN 2231 – 1394 VOL. 6, NO. 3 July - September 2016


UGC Recognized, Peer Reviewed, Referred and with Impact Factor









Papers written in English/Hindi





Editor in Chief
Mrs. Ruby Sharma














Sudhir Surya Yoga College & Research Centre

C-84, LIG Flats, Ashok Vihar Phase IV, Delhi 110052
Ph: 08733934440, 08733934430, 9868910376, 9990803459
Email: [email protected]

www.mrdsect.org
WEBSITE:

About the Journal


Pesy is a referred International, Quarterly and Bi lingual Journal of Physical
Education, Sports Management and Yogic Sciences. It promotes interdisciplinary

perspective to discuss issues of National and International Significance. Its regular
features include research book editorial correspondence. All the Research papers are
subject to a double – blind referring process and are published on the
recommendations of referees and discretion of the editor. As far as the Research

papers are concerned, the views or statements expressed in the Research papers are
solely of the author and the editor is not responsible for the same.


PURPOSES

1. Cooperation in the exchange of information about Physical education, sports

Management and Yogic Science Culture worldwide
2. Development of both the physical and mental aspects of Physical Education,
Sports Management and Yoga.

3. Balance of advanced theories and common practices.

AIMS


1. To provide a medium for the exchange of information and an opportunity for
cooperation and development among various countries worldwide.
2. To promote the study of both and physical and mental aspect of physical

education, sports management and yogic sciences by using the advances in
scientific research results.
3. To establish a common foundation of theory based on the positive differences
of various backgrounds.

4. To develop interest in the significant study of various researchers.











Printed and Published by Mrs. Ruby Sharma on behalf of Sudhir Surya
Yoga College and Research Centre, C-84, LIG Flats, Ashok Vihar Phase
IV, Delhi 110052.



ii

Editorial Board



Patron Co-Patron

Prof. Dr. R. Thirumalaisamy Prof. Jatin Soni
Emeritus Professor, First Vice Chancellor,
Department of Physical Education, Swarnim Gujarat Sports University,
Alagappa University, TN Gandhi Nagar, Gujarat
Former (Founder) First Vice Chancellor,
Tamil Nadu Physical Education and Sports
University, Chennai, TamilNadu, India





Editor in Chief


Mrs. Ruby Sharma



Advisory Board Referee’s Board

Dr. Chia Hua Kuo (Taiwan) Dr. Jatin Soni (India)
Catarina Isabel N. G. Abrantes (Portugal) Prof. M Chandra Kumar (India)
Dr. Essam Eldin Shaaban A. H. (Egypt) Dr.(Mrs) A. Shenbagavalli(India)
Dr. Yousra Al-Sinani (Oman) Dr. Kaukab Azeem (Saudi Arab)
Dr. Rakesh Gupta (India) Dr. D. Maniazhagu (India)
Dr. Dilip T. Jaiswal (India)
Dr. Inder Mohan Datta (India)
Dr. Nagendra Sharma (India)
Dr. J. K. Thakur (India)





All correspondence related to the Journal should be addressed to:-
Mrs. Ruby Sharma (Editor in Chief)
Master Rameshwar Dutt Sharma Educational and Charitable Trust,
C-84, LIG Flats, Ashok Vihar Phase IV, Delhi 110052
Ph: 011-47061258, 08733934440, 09868910376,
Website: www.mrdsect.org
Email: [email protected]




iii

GUIDELINES FOR AUTHORS



Procedure


Communication
PESY welcomes articles of interest representing original work, analytical papers and
papers based on review of extensive literature on Physical Education, Sports Management and
Yogic Sciences for publication in it. All communications should be addressed to the Mrs. Ruby
Sharma (Editor), PESY, C/o Master Rameshwar Dutt Sharma Educational and Charitable Trust,
C-84, LIG Flats, Ashok Vihar Phase IV, Delhi 110052.
Declaration
Each article should be accompanied with a declaration by all the authors that I/They are
the authors of the article in the order in which listed; and the article is original, has not been
published and has not been submitted for publication elsewhere.
It is the author’s responsibility to obtain permission in writing for the use of all previously
published material, not that of the editor or publisher.
Manuscript
Manuscripts should be type/written (double spacing) on one side of the white A4 paper.
These should normally consist of five to eight thousand words. The length of the full paper must
be 8-10 single spaced (Books typed) pages. Please use Time New Roman Font with 12pt. size. (In
adobe PageMaker), Papers in Hindi language should be typed in Krutidev 40, 12pt. size in adobe
PageMaker (Book Styled).
Submission of Articles
Articles should be sent by post or e-mail along with your brief bio-data and email Id. One
hard copy along with the CD should be sent.
Review System
Every Article will be reviewed by a masked peer review by two referees. The criteria used
for acceptance of articles are contemporary relevance, contribution to knowledge, clear and logical
analysis, and sound methodology of research articles. The Editor reserves the right to reject any
manuscript as unsuitable in topic, style or form without requesting external review.
Copyright
The author owns the copyright of the article until it is accepted by the Editor for
publication. After the acceptance communication, the copyright of the article is owned by the
PESY, C/o Master Rameshwar Dutt Sharma Educational and Charitable Trust, and should not be
reproduced elsewhere without the written permission of the Editor and the authors of the article.
Preparation of the Article
Title Page
The title page includes the title of the article, name/s of the authors, position/s their
institution and e-mail address/s. repeat only the title on the first page of the article.

Abstract
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words.
Spellings
Use British spellings in all case instead of American (Concise Oxford Dictionary).

Underlining Words
Words underlined in a manuscript appear in Italics when typeset. Don’t underline words
for emphasizing them.



iv

Abbreviations
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followed immediately by its abbreviation in parentheses. Thereafter, the abbreviation may be used
without further explanation.
Numbers
Use figures to express all numbers 10 and above. Use words to express numbers lower than
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Notes
Footnotes should be listed as notes in an appendix and not typed at the bottom of the
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Verbatim citation of fewer than 40 words may be incorporated in the text, enclosed with
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If you are using Graphs, Tables or any Type of Data in your research paper please
give Source of that table, graph or data.
Reference List
1. The author should follow the APA style in to. The reference list at the end should provide
complete information necessary to identify and retrieve each source. References sited in
the text must appear in the reference list; conversely, each entry in the reference list must
be sited in the text, both should be identical in spelling and year.
2. An article published in journal may be listed as: Author’s last name, initials, year of
publication, name of the article, name of the journal in italics, volume number, issue
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6. For an institutional report, write full name of the institute as the author. For a Government
report, the author is the name of the country/state and the name of the Ministry/Department,
separated by a colon.
7. Arrange references in the alphabetical order.
If information is missing in the reference, (?) will be inserted in the published paper.
Important Information’s
1. Acceptance of the paper will be sent through e-mail.
2. All decisions regarding members on Editorial board or Associate Membership will rest with
the Editor-in-Chief.
3. For getting the copies of “Reprints’, kindly inform before the publication of the Journal. In
this regard, the fees will be charged from the author.
4. Authors should submit their research paper/Article along with declaration form.
5. Research Papers will be reviewed and will be published on the recommendations of the
members of the Referee’s Board, the advisory board and experts of the subjects and the
discretion of the editor.



v

MEMBERSHIP/SUBSCRIPTION RATES


Life time membership for Inland
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(ii) Institute ……(online only)……………………...Rs. 13350/=+Service Tax
(iii) Individual………………………………………..Rs. 12,000/=
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Five Years Membership for Inland
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vi

CONTENTS

S No TOPIC Page No.
1. EFFECT OF TWO MODES OF CIRCUIT TRAINING ON SPEED 1-6
D. Maniazhagu, Malathi

2. COMPARATIVE STUDY OF SELECTED MOTOR ABILITIES OF 7-10
COLLEGE GIRL STUDENTS
Lakhveer Kaur

3. EFFECT OF LAND BASED AND WATER BASED AEROBIC 11-14
EXERCISES ON BREATH HOLDING TIME AMONG SCHOOL
STUDENTS
M. Kalaiselvi
4. EFFECT OF CIRCUIT RESISTANCE TRAINING AND AEROBIC 15-20
TRAINING ON SPEED PARAMETER OF COLLEGE MEN
M. Sivasankar Reddy
5. INTEGRATIVE NEUROMUSCULAR TRAINING FOR CHILDREN 21-23
S. Malar, D. Maniazhagu

6. ATHLETE SATISFACTION OF UNIVERSITY LEVEL 24-33
BASKETBALL PLAYERS IN KERALA
Tom Thomas, T. I. Manoj
7. EFFECTS OF CIRCUIT AND PLYOMETRIC TRAINING ON BREATH 34-36
HOLDING TIME OF COLLEGE MEN KABADDI PLAYERS
M. Dasarathan, M. Saroja
8. EFFECT OF PRANAYAMA AND RHYTHMIC EXERCISES ON 37-38
BLOOD PRESSURE OF MALES OF NORTH DELHI
Sudhir Kumar Sharma

9. EFFECTS OF VARIED PACKAGES OF ACCELERATION SPRINTING 39-42
ON SPEED, LEG EXPLOSIVE POWER AND PERFORMANCE OF
100MTS RUNNING OF COLLEGE BOYS
Sunil Babu Chaudhary
10. EFFECT OF WALKING ON BLOOD PRESSURE OF AGED PERSONS: 43-48
AN EFFECTIVE EXERCISE TO PREVENT CARDIOVASCULAR
DISEASES
Vijay Kaushal

















vii

Editorial

“Sports must become an indispensable and inseparable part of
our social life. Competitiveness is just a by-product.”
Narendra Modi, Hon’ble Prime Minister, India

It is matter of great pleasure to present, July – September 2016 issue of the Sixth
Volume of PESY to all its contributors and researchers in the field of Physical Education,
Sports Management and Yogic Sciences, not only from all the corners of the country, but
internationally also which have shown a great interest in starting this international research
journal.
In this issue all the ten research papers are very well prepared and presented by the
Professors, Researchers and Scholars under their Supervisors and Mentors.
We are thankful to our readers and contributors for motivating and subscribing the
journal regularly. The constant efforts of the editorial board and referees board members
and cooperation helped in release of Pesy papers written in English issue on time.
After the editorial board scrutinizes & agrees to the research papers standard then
only it is included in the volume. It is a request to all the contributors and members that it
would be highly appreciable if we receive the original & updated work.
It has been observed that many –a- time the papers not intensely checked before
sending to the journal. It is a request to one and all that the papers should be thoroughly
checked as per the guidelines given for the authors before sending.
We are thankful to one and all for their support for the Journal.


Ruby Sharma

Editor in Chief



























viii

PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 6 No. 3


EFFECT OF TWO MODES OF CIRCUIT TRAINING ON SPEED

Dr. D. Maniazhagu, Assistant Professor, Department of Physical Education and Health
Sciences, Alagappa University, Tamilnadu
Ms. Malathi, M. Phil Scholar, Department of Physical Education and Health Sciences, Alagappa
University, Tamilnadu

ABSTRACT
The purpose of study was to find out the effect of two modes of circuit training on
speed of school boys. To achieve the purpose of the study, thirty school boys from different
school trained from Alagappa Sports Foundation at Karaikudi, were selected as subject at
random. Their age group range between 11 to 14 years. The study was formulated as pre and
post test random group design, in which thirty subject were divided into three equal groups.
The experimental group-1 (n=10, CT-SAQ) underwent circuit training combined with speed
agility quickness drills, the experimental group-2 (n=10, CT-JRD) underwent circuit training
combined with Jump Rope Drills and group 3 served as a control group (n=10, CG) did not
undergo any training. In this study, two training programme were adopted as independent
variable, i.e., circuit training combined with speed agility quickens and circuit training
combined with jump rope drills. The speed quality was selected as dependent variable. It was
measured by 30 meters run. The selected two treatment groups were performed five days in a
week for the period of six weeks, as per the stipulated training program. The nature of speed
was collected before and after the training period. The collected pre and post data was
critically analyzed with apt statistical tool of analysis of co-variance, for observed the
significant adjusted post-test mean difference of three groups. The Scheffe’s post hoc test was
used to find out pair-wise comparisons between groups. To test the hypothesis 0.05 level of
significant was fixed. The nature of the speed better in CT combined with SAQ drills than the
CT combined with the JRD.
Key Words: 1.Circuit Training (CT) 2.SpeedAgility Quickness (SAQ) 3.JumpRope Drills
(JRD) 4.Speed, 5.Ancova.

INTRODUCTION
Circuit training was first proposed by Morgan and Adamson (1959) of Leeds
University as a method for developing general fitness. Their initial circuit training routine
consisted of several stations arranged in a circle (hence the name circuit training) so as to
work muscle groups alternately from station to station. As circuit training grew in popularity,
other authors began to provide additional information. A wide variety of exercises and
devices can be used in a circuit training routine, such as body weight, surgical tubing,
medicine balls, light implements, dumbbells, barbells, and any strength training machines.

METHODOLOGY
The selected two treatment groups namely circuit training combined with speed
agility quickens drills and circuit training combined with jump rope drills were performed
five days in a week for the period of six weeks, as per the stipulated training program.









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PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 6 No. 3


TRAINING APPROACHES FOR EXPERIMENTAL GROUP 1-(CT-SAQ)
Nature of training 1-2 weeks 3-4 weeks 5-6 weeks
variables
Total number of 8 stations 8 stations 8 stations
station
Duration of each 15 seconds 15 seconds 25 seconds
station
Exercise order Clock wise Clock wise Clock wise
Rest in between 15 seconds 20 seconds 25 seconds
station
Total number of 3 circuit 3 circuit 3 circuit
circuit
Rest in between 5 minutes 5 minutes 5 minutes
circuit
Duration of one 2 minutes 2 min &40 sec 3 min 20 sec
circuit
Volume of the week 30 minutes 36 minutes 50 minutes

SAQ DRILLS
Re
p
Activity etition Sets Rec- in between Rec- in
1-2 weeks repetition between
sets
Standing stationary arm swing
Running Balance
Ladder Speed Run
Run Through
Crossover Skipping
T-Drill Each 30
Figure Eights sec 3 1 min 3 min
Icky Shuffle
Reaction Arm Sprints
One –Handed Tap Drills With
Partner
Medicine Ball Bull in a Ring
Wheelbarrow Drills
Re
Activity etition Sets Rec- in between Rec- in
p
3-4 weeks repetition between
sets
Standing stationary arm swing
Running Balance
Ladder Speed Run
Run Through
Crossover Skipping Each 45
T-Drill sec 3 1 min 3 min
Figure Eights
Icky Shuffle
Reaction Arm Sprints
One –Handed Tap Drills With
Partner


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PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 6 No. 3


Medicine Ball Bull in a Ring
Wheelbarrow Drills
Re
Activity etition Sets Rec- in between Rec- in
p
5-6 weeks repetition between
sets
Standing stationary arm swing
Running Balance
Ladder Speed Run
Run Through
Crossover Skipping
T-Drill
Figure Eights Each60 sec 3 1 min 3 min
Icky Shuffle
Reaction Arm Sprints
One –Handed Tap Drills With
Partner
Medicine Ball Bull in a Ring
Wheelbarrow Drills

TRAINING APPROACHES FOR EXPERIMENTAL GROUP –II (CT-JRD)
Nature of training 1-2 weeks 3-4 weeks 5-6 weeks
variables
Total number of 8 stations 8 stations 8 stations
station
Duration of each 15 seconds 15 seconds 25 seconds
station
Exercise order Clock wise Clock wise Clock wise
Rest in between 15 seconds 20 seconds 25 seconds
station
Total number of 3 circuit 3 circuit 3 circuit
circuit
Rest in between 5 minutes 5 minutes 5 minutes
circuit
Duration of one 2 minutes 2 min &40 sec 3 min 20 sec
circuit
Volume of the week 30 minutes 36 minutes 50 minutes

JUMP ROPE DRILLS
Activity (1-2 weeks) Repetition Sets Rec- in between Rec- in
repetition between sets
High step
Alternate –foot step
Forward straddle
The bounce step Each 60
Bell jump sec 3 1 min 3 min
Forward shuffle
Back ward shuffle
Half twist
Full twist


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PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 6 No. 3


X foot cross
Arm side swing
Arm crossover
Activity (3-4 weeks) Repetition Sets Rec- in between Rec- in
repetition between sets
High step
Alternate –foot step
Forward straddle
The bounce step
Bell jump
Forward shuffle Each 75 3 1 min 3 min
Back ward shuffle sec
Half twist
Full twist
X foot cross
Arm side swing
Arm crossover
Activity (5-6 weeks) Repetition Sets Rec- in between Rec- in
repetition between sets
High step
Alternate –foot step
Forward straddle
The bounce step
Bell jump
Forward shuffle Each 90 3 1 min 3 min
Back ward shuffle sec
Half twist
Full twist
X foot cross
Arm side swing
Arm crossover

TABLE I
THE RESULTS OF ANALYSIS OF COVARIANCE ON SPEED OF DIFFERENT
GROUPS (Scores in seconds)
Group 1 Group 2 Group 3 ‘F’
Test Conditions CT- CT-JRD CG SV SS Df MS Ratio
SAQ
Mean 6.14 6.15 6.14 B 0.001 2 0.0003
Pre test 0.75
S.D. 0.02 0.02 0.01 W 0.011 27 0.0004
Mean 6.11 6.13 6.14 B 0.005 2 0.0023
Post test 5.75*
S.D. 0.02 0.02 0.02 W 0.012 27 0.0004
Adjusted Mean 6.11 6.13 6.14 B 0.005 2 0.0024 8.00*
post test W 0.008 26 0.0003
* Significant at .05 level of confidence. The required tables value for test the significance was
3.35 and 3.37with the df of 2 and 27, 2 and 26.
The pre test mean and standard deviation on speed scores G1, G2 and G3 were
6.14+0.02, 6.15+0.02 and 6.14+0.01 respectively. The obtained pre test F value of 0.75 was
lesser than the required table F value 3.35. Hence the pre test means value of circuit training


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PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 6 No. 3


combined with speed agility quickness and circuit training combined with jump rope drills
and control group on speed before start of the respective treatments were found to be
insignificant at 0.05 level of confidence for the degrees of freedom 2 and 27. Thus this
analysis confirmed that the random assignment of subjects into three groups were
successful.The post test mean and standard deviation on speed of G1, G2 and G3 were 6.11+
0.02, 6.13+ 0.02 and 6.14+ 0.02respectively. The obtained post test F value of 5.75was
higher than the required table F value of 3.35. Hence the post test means value of circuit
training combined with speed agility quickness, circuit training combined with jump rope
drills on speed were found to be significant at 0.05 level of confidence for the degrees of
freedom 2 and 27. The results proved that the selected two training interventions namely
circuit training combined with speed agility quickness, circuit training combined with jump
rope drills were produced significant improve rather than the control group of the sample
populations. The adjusted post test means on speed scores of G1, G2 and G3 were 6.11, 6.13
and 6.14 respectively. The obtained adjusted post test F value of 8.00 was higher than the
required table F value of 3.37. Hence the adjusted post test means value of circuit training
combined with speed agility quickness and circuit training combined with jump rope drills on
speed were found to be significant at 0.05 level of confidence for the degrees of freedom
2and 26. The results confirm that the selected two training interventions namely circuit
training combined with speed agility quickness and circuit training combined with jump rope
drills on speed were produced significant difference among the groups.

TABLE II
THE RESULTS OF SCHEFFE’S POST HOC TEST MEAN DIFFERENCES ON
SPEED AMONG THREE GROUPS(Scores in seconds)
Group 1 Group 2 Group 3 Mean Confidence
CT-SAQ CT-JRD C G Differences Interval Value
6.11 6.13 0.02* 0.005
6.11 6.14 0.03* 0.005
6.13 6.14 0.02* 0.005
* Significant at .05 level of confidence.
The table II shows the paired mean differences of circuit training combined with
speed agility quickness and circuit training combined with jump rope drills and control group
onspeed. The paired wise comparisons results as follows. First comparison: Group 1 and
Group 2: The pair wise mean difference of group 1 and group 2 values 0.02 was higher than
the confidential value of 0.005. Hence the first comparison was significant. The results of this
compression clearly proved that both training have produced significantly different greater
improvements on speed. Second comparison: Group 1 and Group 3: The pair wise mean
difference of group 1 and group 3 values 0.03was higher than the confidential value of 0.005.
Hence the second comparison was significant. The results of this compression clearly proved
that circuit training combined with speed agility quickness have produced greater
improvements on speed, than the control group. Third comparison: Group 2 and Group 3:
The pair wise mean difference of group 2 and group 3 values 0.02 was higher than the
confidential value of 0.005. Hence the third comparison was significant. The results of this
compression clearly proved that circuit training combined with jump rope drills have
produced greater improvements on speed, than the control group.

DISCUSSION OF SPEED
After analyzing the statistical end results the researcher found that the selected
training groups have significantly improved the quality of speed from the base line to post
interventions. The pre to post intervention was present as follows. Circuit training combined


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PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 6 No. 3


with speed agility drills group from pre (6.14+ 0.02),to post(6.11+ 0.02) and circuit training
combined with jump rope drills group from pre (6.15+0.02) to post (6.13+0.02) have
significantly changed the pre to post results. The present study demonstrates an increase in
speed performance of 0.0003% and 0.0002% for circuit training combined with speed agility
quickens and circuit training combined with jump rope drills respectively.
Schmidt W, Anderson K, Graff M, Strutz V. (2015), they found that the high intensity circuit
training may improve muscle endurance in moderately fit populations. Slight improvements
that are gender specific may also be observed in muscle strength as well as aerobic
fitness.AtulMeethal* and Dr.A.M.Najeeb(2013) their study proved that the mud circuit
training group had improved the speed, agility, leg explosive power, pulse rate, blood
pressure, and aerobic capacity to a greater degree than concrete circuit training group.Taşkin,
Halil (2009) conducted a study on effect of circuit training on the sprint-agility and anaerobic
endurance. Their study shows that the circuit training, which is designed to be performed 3
days a week during 10 weeks of training, improves sprint-agility and anaerobic endurance.

CONCLUSIONS
The results of this study indicate the nature of the speed significantly improved over
six weeks training period for circuit training combined with speed agility quickens drills and
circuit training combined with the jump rope drills.The circuit training combined with speed
agility quickens drills better in speed than the circuit training combined with the jump rope
drills and control group. The circuit training combined with the jump rope drills produce less
improvement on speed. However, the difference among the two experimental groups was
significant. The control group did not produce any significant improvement on speed.

REFERENCES

 Atul Meethal* And Dr. A. M.Najeeb** (2013), Effects Of Circuit Training On Different
Surfaces On Selected Physical And Physiological Variables Of School Boys, International
Journal of Physical Education, Fitness and Sports | Vol.2. No.4 | December 2013 | ISSN
2277-5447
 Schmidt. W, Anderson K, Graff M, Strutz V (2015) The effect of high-intensity circuit
training on physical fitness.J Sports Med Phys Fitness. Epub ahead of print PMID
25942012
 Taşkin H . (2016) Effect of circuit training on the sprint-agility and anaerobic
1
endurance, J Strength Cond Res. (2):407-14. doi: 10.1519/JSC.0000000000001123.

















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PESY: Print ISSN 2231-1394, Online ISSN 2278-795X Vol. 6 No. 3


COMPARATIVE STUDY OF SELECTED MOTOR ABILITIES OF
COLLEGE GIRL STUDENTS

Ms. Lakhveer Kaur, Assistant Professor in Physical Education, Panjab University
Constituent College, Sikhwala, Dist:-Sri Muktsar Sahib, (PB, India).

ABSTRACT
Introduction :- A purpose of the study was to examine the selected motor abilities
among sports and non sports girl student from a rural area’s college. Sample :- 60 subjects
were tested. Their age was ranged between 19 to 22 years old. Variables :- Speed, agility and
strength were assessed. Method :- The descriptive statistics was used for analysis. To check
the speed; 50 m dash was tested, for agility; shuttle run was assessed and for strength;
standing broad jump was assessed. Results:- Descriptive statistics of speed, agility and
strength was concluded as followed 10.65, 20.19 and 1.42 for non-sports girls and 9.25, 14.09
and 2.61 was measured for sports girls. Conclusion:- The result shows low level of selected
motor fitness in rural area’s non-sports girls as compared to their counterpart.
Key Words :- Speed, Agility, Strength.

INTRODUCTION
Today in modern arena, the requirement of physical fitness has been increased. It has
been plays a vital role in individual’s life. Mostly people live very sedentary life due to their
working hours, responsibilities. After that the major diseases like, diabetes, fat, cardiac
problem may became their major problem. To overcome these problem there is need for
physical fitness. Physical activity seems to be disappearing from life. Physical fitness is as
old as societies and it has achieved universal popularity. It has vital role in everyone’s life. It
provides fun and entertainment to each individual instead of their age variable. It gives a
positive energy to all human beings. Physical fitness is defined as the general state of health
and well being, a body free from disease, able to do daily work. It is the ability to perform
function efficiently. Fitness can be defined as ability to carry out the daily task without any
undue fatigue.
Physical Fitness:- According to Clarke (1971) Physical fitness is the ability to carry
out daily task with vigour and alertness without undue fatigue and ample energy to enjoy
leisure time pursuits and to meet unforeseen emergencies.
The World Health Organization has defined the physical fitness as the ability of performing
muscular work potentially.
Speed:- Speed is the ability to move from one place to another in the shortest possible
time. Barrow and McGee define speed as the capacity of individual to perform successive
movement of the same pattern at a fast rate.
Agility:- Barrow and McGee interpret agility as the ability of the body or parts of the
body to change directions rapidly and accurately. According to Mathews Muscular strength is
the force that a muscle or group of muscles can exert against a resistance in one maximum
effort.
Strength:- Strength is the maximum force that can be exerted by a muscle or muscle
group in a one reaction. Strength is the maximal force that a muscle can exert as it contracts.
Sports Girls:- Girls who has been taken part in the sports at least up-to state level
competitions.
Non-Sports Girls:- Girls who has never been taken part in the any kind of physical
activity.
Physical activity improves the health and well being, reduces stress, strengthen the
heart, increase the energy level and help an individual to achieve the healthy body (Dhanju,


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2014). In this study researcher investigated the some differences of motor abilities among
sports girls and non-sports girls. Motor ability is specifically related to performance of motor
skill. Understanding by level of the motor abilities fitness level will enhance the motivation
level of non-sports girls to achieve their fitness.

SAMPLE
For this study rural area’s Panjab University Constituent College of Dist; Muktsar,
Punjab (India) was selected. Total sixty subjects were taken. The study was delimited to only
girl student. Thirty girls were those who had not any experience of physical activity. Another
thirty student girls were those who had taken part in sports competitions at least up-to state
level. Their age range was between 19 yrs to 22 yrs old. The subjects were studied in under
graduate courses.

METHOD
To check the motor abilities of subjects three test were assessed; Speed, agility and
strength. 50 meter dash test was used for speed, 10 meter shuttle run test was assessed for
agility and standing broad jump test was used for strength.

DESCRIPTIVE ANALYSIS
After taking the measurements by the researcher data was analyse with the help of
SPSS software. In this analysis, mean & standard deviation of speed, agility and strength of
sports and non-sports girl student was concluded.

RESULTS
Results for motor abilities of sports girls or non sports girls as shown in table 1,2 & 3.

Table no 1:- It shows the speed differences among sports girls and non sports girls.
Mean Standard deviation
Non-Sports 10.65 1.12

Sports 9.25 0.17


Graphical representation of Speed differences








sports

non sports


8.5 9 9.5 10 10.5 11









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Table no 2:- it shows agility difference among sports girls and non sports girls.
Mean Standard deviation

Non-Sports 20.19 2.18


Sports 14.08 0.61



Graphical representation of agility among sports girls and non sports girls.









non-sports

sports


0 5 10 15 20 25


Table no 3:- it shows strength difference among sports girls and non sports girls.
Mean Standard deviation

Non-Sports 1.42 0.20


Sports 2.61 0.23



Graphical representation of strength among sports girls and non sports girls.

3

2.5
2

1.5
1

0.5
0
non sports sports

As results shown in the table no 1,2 & 3. The mean score of non-sports girls has been
found less than in sports girls in the variable of their speed, agility and strength.

DISCUSSION
Laxmeshwar & Amarnatha (2015) stated that significant differences were found
between the sports and non-sports boys in relation to their physical variables Speed,



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Endurance, Agility, Strength and Flexibility. The result shows that rural area’s sports girls
had good motor ability rather than non-sports girls. Present results favours the findings of
Hanumanthayya Pujari (2015) that significance difference were found among sports and non
sports women’s cardio-vascular fitness. Tan Chee Hian et al. (2013) were also found that
rural area’s students had less physical fitness as compare to urban area’s students. J.-L. Chen
et al. (2008) found that urban boys had better fitness than girls. Namjoo (2012) studied that
rural area’s students had better health related conditions than urban area’s students due to
their life style. Study also supports the results of Ramesh A. Faldu (2105) that the
significance difference in standing broad jump and pull-ups among tribal and non-tribal
students were found.

CONCLUSION
Physical fitness plays a vital role in everyone’s life. For the normal growth, a regular
physical activity is important because it enhances cardiac work, respiratory work of the body.
It keeps the body free from diseases. Physical fitness also enhances the muscular strength.
Present study compared the motor abilities of girl from sports and non-sports category. It was
found that sports girls had been good motor abilities than their counter part/ non-sports girls.

REFERENCES
 Crocker P. et al., (2000), “Children’s physical activity and physical self-perceptions”
Journal of Sports Sciences vol 18, p 383–391.
 http://www.who.int
 Hanumanthayya Pujari (2015), “A Comparative study of cardiovascular fitness
between sportsperson and non Sportsperson”, International Journal of Health,
Physical Education and Computer Science in Sports, Vol. 15 (1), p 105-106.
 J.-L. Chen et al. (2008), “Correlates of physical fitness and activity in Taiwanese
children” Int Nurs Rev, Vol 55 (1), p 81–88.
 Sirard JR & Pate PP. (2001),“Physical activity assessment in children and
adolescents”, Sports Medicine Vol 31, p 439–454.
 Tan Chee Hianet al. (2013), “Physical Fitness Level between Urban and Rural
Students- Case Study”, Procedia - Social and Behavioral Sciences, p 847-852.
 Gill et al (2010) “Comparative Study of Physical Fitness Components of Rural and
Urban Female Students of Punjabi University, Patiala”, Anthropologist, Vol.12 (1) p
17-21.
 Ramesh A. Faldu (2015) “The comparative study on Physical Fitness of Schedule
Tribe and Non-Schedule Tribe students”, International Journal of Health, Physical
Education and Computer Science in Sports, Vol. 15 (1) p12-15.
 Laxmeshwar & Amarnatha (2015) “A Comparative Analysis on Physical Fitness of
Rural and Urban High School Students” Indian Journal of Applied Research, Vol 5
(12), p 522-524.
 G. S. Dhanju (2010) “An Analytical Study of Health Status, Attitude Toward
Physical Activity, Intelligence And Academic Consistency Among Graduate
Students” Unpublished Ph. D. Thesis, Panjab University, Chandigarh.









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EFFECT OF LAND BASED AND WATER BASED AEROBIC
EXERCISES ON BREATH HOLDING TIME
AMONG SCHOOL STUDENTS
Dr. M. KALAISELVI, Assistant Professor, Department of Physical Education and Health
Sciences, Alagappa University, Karaikudi.

ABSTRACT
Nowadays the approximate ranges of 20-25% of the Indian population have some form
of disability and chronic illness according to figures derived from the latest research conducted
under the National Institutes of Health. In this type aerobic exercises is a new concept, but it
has recently become more popular in India, mostly because of the potential to decrease injuries
compared with all other exercises contractions by decreasing impact of the injuries. The
present study was investigated theeffect of land based and water based aerobic exercises on
breath holding time among school students. Randomly 45 (forty five) school going students
aged 15-18 years were selected and divided into three equal groups consist of twenty five
subjects each. Group A underwent land based aerobic exercise (LAE); Group B water based
aerobic exercise (WAE) and Group C without any activities as control group. Both aerobic
exercises training were one hour per day thrice a week for 6 weeks was given. Pretest and
posttest were tested for breath holding time. The data will be collected before and after the
experimental treatment. The data obtained from the experimental period will be statistically
analyzed with dependent‘t’ – test and Analysis of covariance (ANCOVA). The level of
significance will be fixed at .05 level of confidence for all the cases.
Keywords: Land Aerobic, Water Aerobic, Breath Holding Time

INTRODUCTION
Water aerobics (WA) is among the most popular and widely prescribed fitness
activities because it appears to be suitable for different groups: older, injured, and even
healthy people. This can be related to the peculiarity of the water environment, which is
characterized, in fact, by a condition of reduced gravity acceleration associated to an
increased density (compared with air). As a result in the water environment the movements
become rather slow, making WA less demanding and traumatic than a similar activity
practiced on land .Different studies have investigated the different physiological responses
comparing land-based running and water running or walking performed on land and in water.
Most studies showed higher HR (about 10–15 b·min21) during exercise on land compared
with exercise in water performed at the same relative intensity. Few studies that focused
specifically on WA considered heart rate (HR), blood lactate (BL; 3,7, 10), and oxygen
uptake found a reduction of values of the mentioned parameters during WA compared with
exercise on land.
According to Bucher (1983) aerobic exercise is any physical activity that requires the
heart rate to reach at least 60% of the maximal heart rate for an extended period of time. Also
it is an activity that can be sustained for an extended period of time without developing an
oxygen deficit. The main objective of an aerobic exercise program is to increase the
maximum amount of oxygen that the body can process within a given time. This is called
“Aerobic capacity”. It is dependent upon an ability to (1) rapidly breathe a large amount of
air, (2) forcefully deliver large volumes of blood and (3) effectively deliver oxygen to all
parts of the body. In short, it depends upon efficient lungs, a powerful heart, and a good
vascular system. Because it reflects the conditions of these vital organs, the aerobics capacity
is the best index of overall physical fitness.
Therefore, the purpose of the present study was to compare the LAE and WAE
responses in young healthy men performing the same routine of aerobic exercise in 3


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different conditions: on land, in shallow water, and in deep water. This information has the
potential to provide a better insight about the general physiological responses of subjects who
regularly participate in WA training.

METHODOLOGY
To achieve the purpose of this present study forty five students are selected school
boys students are selected from Alagappa model Hr.Sec.School, Karaikudi, Tamil Nadu state,
India. School students are selected randomly as subject and their age group between 15 to 18
years. The selected subjects (N=45) were divided into three groups equally and randomly. Of
which Experimental Group I underwent Land based Aerobic exercise (LAE), Group II
underwent Water based Aerobic exercise (WAE) and Group III acted as Control Group (CG).
The experimental groups were treated with their respective training for one hour per day for
three days a week for a period of six weeks.
Breath holding time was measured by Nose Clip Method, mean value count by
seconds.

STATISTICAL TECHNIQUE
The significance of the difference among the means of experimental group was found
out by pre-test. The data were analyzed analysis of covariance (ANCOVA) technique was
used with 0.05 levels as confidence. Analysis was performed using SPSS 20.0 (SPSS Inc
Software).

RESULTS AND DISCUSSION
Table 1
Analysis of Covariance of Land based Aerobic exercise, Water based Aerobic exercise
and Control group on Breath Holding Time for School Boys
(Breath Holding Time scores in seconds)
Source
Contr
Variable Test Exp I Exp II ol of Sum of df Mean ‘F’ ratio
name (LAE) (WAE) Varianc Square square
group
e
Betwee 1.64 2 0.822
n
Pre test 34.2 34.40 34.67 0.06
Within 549.33 42 13.08
Betwee 170.80 2 85.40

Post test 37.86 38.47 34.07 n 9.58*
Breath Within 374.40 42 8.91
Holding Time
Betwee 192.27 2 96.13
n Set
Adjuste Within
d post 38.03 38.48 33.89 Set 71.470 41 1.74 55.15*
test
Within 23.298 41 0.57
Set
*Significance at 0.05 level; Number of subject in each group is 15
Table value required for significant at 0.05 level with df 2 and 42 and 2 and 41 are 3.22 and
3.23 respectively.






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Table-I shows that in the case of breath holding time the Post test and adjusted post
test F-ratio found to be significant. To determine which of the paired means had a significant
difference, the post-hoc t test was applied and the result are presented in the table –2
Table 2
Scheffe’s Test for the Difference between the Adjusted Post Test Paired Means of
School Boys
(Breath Holding Time scores in seconds)
Water
Land Aerobic
Variables exercises Aerobic Control Mean C.I value
exercise
group
Difference
Group
Group
BREATH 38.03 38.48 - 0.45
HOLDING 38.03 - 33.89 4.60* 1.20
TIME - 38.48 33.89 4.15*

In the above table, the breath holding time results of Scheffe’s Post hoc test are
presented. From the table it can be seen that the mean difference between Land aerobic
exercise group and water aerobic exercise group was 0.45 P>0.05) and the calculated C.I
value was 1.20 (P>0.05). The mean difference between Land aerobic exercise group and the
control group was 4.60* (P<0.05) and the calculated C.I value was 1.20 (P< 0.05). The mean
difference between the water aerobic exercise group and the control group was 4.15*
(P>0.05) and the calculated C.I value was 1.20 (P>0.05). From that it can be clearly noticed
that water aerobic exercise group responded to the training with more positive influences of
breath holding time when compared with the Land aerobic exercise group and control group.
The Land aerobic exercise group responded better when compared with the control group.


FIGURE I
BAR DIAGRAM SHOWING THE PRE TEST, POST TEST AND ADJUSTED
POST TEST MEANS ON BREATH HOLDING TIME
(Nose Clip Method)


39
Scores in Seconds 38
37
36
35
34
33
32
31
Pre Test
Post
Test Adjusted
EXP.GP 1 34.2 37.86666667 38.03
EXP.GP 2 34.40 38.47 38.48
CONTROL GP 34.67 34.07 33.89

Fig.1.Bar diagram showing the pre test, post test and adjusted post test means on
Breath holding time (Nose clip method mean value count by seconds)

CONCLUSION
1. There was a significant difference between two experimental groups and control
group on breath holding time.





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2. As the improvement in six weeks of water aerobic exercise group and land aerobic
exercise group programme resulted in significant improvement in the breath holding
time of land based aerobic exercises group and water based aerobic exercises group. .

REFERENCES
 Bishop, P.A., Frazier.S, Smith.J, and Jacobhe.D,(2014) “Physiological responses
to treadmill and water running”. Phys. Sport med.17:87–94.
 Bowman A.J.and Clayton, R.H., et.al.,(1997) “Effects of Aerobic Exercise Training
and Yoga on the Baroreflex in healthy elderly persons”. European Journal and
Clinical Invest, 27:5, p.443-449
 Colcombe, S.J, and K.I. Ericken (2006) “Aerobic Exercise Training increases Brain
Volume in Aging Humans” – Biological Sciences and Medical Sciences Journal,1,
61:11,p1166-1170.
 Eckerson,J., and Anderson.T (2014) “Physiological response to water aerobics”. J.
Sport med. Phys. Fitness.32:255–261.
 Frangolias, D.D., and Rhodes.E.C, (2015) “Metabolic responses and mechanisms
during water immersion running and exercise”. Sport med.22:38–53.
 Michaud, T.J., Rodriguez-zayas.J, Andres.F.F, Flynn.M.G, and Lambert.C.P
(2014) “Comparative exercise responses of deep-water and treadmill running”. J.
Strength cond. Res. 9:104–109.
 Moreno, b. (1996)."Making a splash". Ebscohost.com. Retrieved 2013-11-07.
 Piotrowska-calka, E.E.(2010)."Effects of a 24-week deep water aerobic training
program on cardiovascular fitness.".Biology of sport. Retrieved 2013-11-10.





























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EFFECT OF CIRCUIT RESISTANCE TRAINING AND AEROBIC
TRAINING ON SPEED PARAMETER OF COLLEGE MEN

Dr. M. Sivasankar Reddy, Deputy Director of Physical Education, Sri Venkateswara
University, Tirupati-517502, A.P.

ABSTRACT
The purpose of the study was to examine the Effect of circuit resistance training
and aerobic training on speed parameter of college men. To achieve the purpose One
Twenty subjects, age was ranged from 18 to 22 years were selected from Sri Venkateswara
Oriental College, Tirupati, Sri Venkateswara Arts College, Tirupati & Sri Govindaraja
Swamy Arts College, Tirupati. The subjects (n=120) were randomly assigned to Four equal
groups of thirty men each. The groups were assigned as three experimental groups and one
control group in a equal manner. The pre-test was conducted on all the selected variables of
both Experimental and Control groups. The Experimental group participated in the circuit
resistance training, Aerobic Training and combined Training programme for a period of 12
weeks. The subjects of the control group were not participated any Training programme.
The circuit resistance training, Aerobic Training and Combined Training programme was
scheduled for three days in a week. The post-test were conducted for all subjects on
performance parameter of speed. To analyze the data analysis of covariance and Scheffe’s
Post Hoc Test was used. The result reveals that there was a significant difference on Speed
in experimental groups than the control group.

Key Words:- Sports Training, Resistance Training, Circuit resistance Training, Aerobic
training, Combined Training, speed.

INTRODUCTION
Physical training entails exposing the organism to a training load or work stress of
sufficient intensity, duration and frequency to produce a noticeable or measurable training
effect, that is, to improve the functions for which one is training.
From a physiological point of view, it is much easier to maintain a performance level
when training elite athletes than to improve an area that is already using a high proportion of
the adaptational window. This is especially true when improvement is desired over short
periods of training, such as 8 to 10 weeks (Hoffman,J.R.,1990, Moritani 1979).
Training must be carefully planned and its effects understood and evaluated. An
athlete’s body can be over trained and pushed into physiological states in which adaptation to
the training is ineffective or in which risks of injury and illness can produce major setbacks
(Brown, R.L., 1983, Budgett, R. 1990, Dudley 1985)

SPORTS TRAINING
It is a programme of exercise designed to improve the skills and increase the energy
capacity of an athlete for a particular event (Fox, 1984).
Sports training aims at improving the performance of sports persons. The sports
performance depends on several factors. The performance of a sports man primarily depends
on his performance capacity, such as speed, strength and endurance. All these factors
therefore are the principle aims of physical training. Sport training is a physical, technical,
moral and intellectual participation of performance with the help of physical exercises. It is
a planned process for the participation of athlete and players to achieve top-level
performance. Training is much like constructing a multi storey building. Several kinds of



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materials like training intensities and modalities should be utilized in an on going process to
complete the goal of finished buildings or competitively fit athlete.

RESISTANCE TRAINING
One could classify resistance training as an anaerobic form of exercise. Many of these
different training programs can be used to enhance the ability of the body to perform at very
high force and/ or power outputs for a very short period to improve the body’s ability to
perform repeated bouts of maximal activity (MacDougall 1986). Heavy resistance training
reduces mitochondrial density in the trained muscles, a change that parallels and is thus
attributable to increases in muscle size (Luthi, J.M. 1986). The increase for protein also
indicates decreased capillary density. However, decreases in mitochondrial and capillary
densities do not result in reduced ability to perform aerobic exercise.
In addition, gender effects also account for the absolute magnitude of strength gains
(Falkel, J.E.1985, Hoffman 1990). The effects of training are related to the type of exercise
used, its intensity, and its volume (number of sets x number of repetitions). With trained
athletes, a higher volume of exercise is typically needed in order for the adaptations to
continue to improve (although over training is also possible).

CIRCUIT RESISTANCE TRAINING
Circuit Resistance training is defined as a training aid to different sports using the
weight or similar apparatusin a circuit manner, (Hardayal singh 1991)
The caloric cost of exercise can be increased to bring about improvements in more
than one aspect of fitness by modifying the standard approach to resistance training. This
approach, called circuit resistance training. Circuit resistance training, de-emphasizes the
brief intervals of heavy-local muscle overload, providing for a more general conditioning
to improve body composition, muscle strength and endurance, and cardiovascular fitness.

AEROBIC TRAINING
Aerobic exercise is exercise that involves or improves oxygen consumption by the
body. Aerobic means “with oxygen”, and refers to the use of oxygen in the body’s metabolic
or energy generating process, (Shaver 1991).
Aerobic metabolism plays a vital role in human performance and is basic to all sports,
if for no other reason than recovery. Metabolically, the Krebs cycle and electron transport
chain are the main pathways in energy production. Aerobic metabolism produces far more
ATP energy than anaerobic metabolism and uses fats, carbohydrates and proteins.Many
sports involve interactions between the aerobic and anaerobic metabolic systems and thus
require appropriate training. Proper conditioning of the aerobic system is vital to the ability of
the player to sustain such activity and adequately recover.
The strength-and-power athlete, however, this may be irrelevant or even detrimental
to power development; adequate gains in aerobic fitness can be accomplished with interval
training when appropriate and needed (Dudley, G.A. 1985, Hickson, R.C.1980.).

SPEED
Speed as the capacity of the individual to perform successive movement of the same
pattern at a fast rate, (Barrow, 1973). Speed is a combinations of reaction time and
movement time, Reaction time is the time it takes a subject to respond to a stimules (such as a
goalie responding to a shot in Football or the starters gun). Movement time is the time it
takes to perform a movement.




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SELECTION OF SUBJECTS
The study was designed to find out the isolated and combined effects of circuit resistance
and aerobic training on performance parameters of college men. For this purpose, one hundred
and twenty men students from Sri Venkateswara Oriental College, Sri VenkateswaraArts
College and Sri Govindaraja Swamy Arts colleges Tirupathi, Andra Pradesh, India were
randomly selected as subjects for the study and their age was between eighteen and twenty two
years.

EXPERIMENTAL DESIGN
The study was formulated as pre and post test random group design, in which one
hundred and twenty men students were divided into four equal groups.
The experimental group – 1 (n = 30 CRT group) underwent circuit resistance training, the
experimental group – 2 (n = 30 AT group) underwent aerobic training, the experimental
group – 3 (n = 30 CRT+AT group) underwent combined circuit resistance and aerobic
training and group-4 served as control group (n= 30, CG) who did not undergo any specific
training.

ADMINISTRATION OF TEST (Performance Parameters)
The selected all tests were standardized one, it’s recommended by the experts in the
field of sports sciences.
S.No PARAMETERS TEST UNITS
1 Speed 50 Meters Run Seconds

SPEED (50 Meters Run) AAHPER (1976)
Purpose: To asses speed. Equipment: Measuring tape, starting clapper and stopwatch.
Procedure: The standing start method was adopted for this purpose. The time elapsed from the
‘clap’ to the runner crossing the finish line was taken as the test score. The fractions were
rounded to the next largest one tenth of a second. For this purpose, digital electronic watch was
used. Two trials were conducted with sufficient rest in between.
Scoring: The better time of two trials was recorded as test score.

TABLE -I
ANALYSIS OF COVARIANCE OF PRE-TEST POST TESTAND ADJUSTED POST
TEST ON SPEEDOF FOUR GROUPS (scores in seconds)
Group Group Group Grou
Test 1 2 3 p4 SV SS DF MS F Value
(CRT) (AT) (CRT&AT) (CG)
Pretest
Mean 7.01 7.00 6.99 7.00 Between 0.009 3 0.002 2.00
SD 0.01 0.05 0.05 0.01 Within 0.153 116 0.001
Post Test
Mean 6.79 6.94 6.66 6.98 Between 1.987 3 0.662 132.40*
SD 0.07 0.10 0.05 0.05 Within 0.556 116 0.005
Adjusted Post Test
Between 2.042 3 0.681
Mean 6.80 6.93 6.65 6.99 170.25*
within 0.500 115 0.004
*Significance at 0.05 level of confidence
(The table values required for significance at .05 level of confidence for 3 and 116 and 3 and
115 are 2.68 and 2.69 respectively).



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RESULTS OF SPEED
Pre - Test: The AM± SD pretest speed scores of G1, G2, G3and G4 were 7.01 ± 0.01,
7.00 ± 0.05, 6.99 ± 0.05 and 7.00 ± 0.01 respectively. The obtained pre testF value of 2.00
was lesser than the required table F value of 2.68. Hence the pre test means value of circuit
resistance training; aerobic training and combined circuit resistance and aerobic training and
control group on speed before start of the respective treatments were found to be insignificant
at 0.05 level of confidence for the degrees of freedom 3 and 116. Thus this analysis confirms
that the random assignment of subjects into four groups were successful.
Post - Test: The AM± SD post- test speed scores of G1, G2, G3and G4 are 6.79 ±
0.07, 6.94 ± 0.10, 6.66 ±0.05 and 6.98 ± 0.05 respectively. The obtained post test F value of
132.40 was greater than the required table F value of 2.68. Hence, the post- test means value
of speed show significant at 0.05 level of confidence for the degrees of freedom 3 and 116.
Thus, the results obtained proved that, the interventions namely circuit resistance training,
aerobic training and combined circuit resistance and aerobic training on speed produced
significantly different improvements among the training groups.
Adjusted Post - Test:The AM± SD post - test speed scores of G1, G2, G3 and G4 are
6.80, 6.93, 6.65 and 6.99, respectively. The obtained adjusted post - test F value of 170.25
was greater than the required Table F value of 2.68. Hence theadjusted post - test means
value of speed show significant at 0.05 level of confidence for the degrees of freedom 3 and
115. Since the observed F value on adjusted post test mean among the groups such as circuit
resistance training, aerobic training and combined circuit resistance and aerobic training and
control group on speed produced significantly different improvements among the training
groups.
In order to find out which intervention programme used in the present study was the
source for the significance of adjusted means was tested by Scheffe’s post hoc test. The
results of the same are presented in the table- I (a)
TABLE – I (a)
SCHEFFE’S POST HOC TEST MEAN DIFFERENCESON SPEED AMONG FOUR
GROUPS
(scores in seconds)
Confidence
Group 1 Group 2 Group 3 Group4 Mean Interval
(CRT) (AT) (CRT&AT) (CG) Differences
Value
6.80 6.93 - - 0.13* 0.05
6.80 - 6.65 - 0.15* 0.05
6.80 - - 6.99 0.19* 0.05
- 6.93 6.65 - 0.28* 0.05
- 6.93 - 6.99 0.06* 0.05
- - 6.65 6.99 0.34* 0.05
* Significant at 0.05 level of confidence.
From Table I (a) shows, the significant difference of paired adjusted post test means
of circuit resistance training, aerobic training and combined circuit resistance and aerobic
training and control group on speed. The each comparison of mean differences as follows.
The comparisons of group 1 and 2,group 1 and 3,group 1 and 4,group 2 and 3, group 2 and 4,
and group 3 and 4,were,0.13,0.15,0.19,0.28,0.06 and 0.34.
The results clearly indicated that the mean differences of each comparison were found
higher than the confidential interval value of 0.05.Hence the results proved that all the
comparisons were significant.
The mean values of speed are shown graphically in Fig. 1.




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FIGURE – 1: THE ADJUSTED POST TEST MEAN VALUES OF THREE
EXPERIMENTAL AND CONTROL GROUP ON SPEED



6.99
7

6.93

6.9



6.8
6.8
Scores in Seconds 6.7 6.65









6.6




6.5




6.4
CRT AT CRT + AT CG
Groups

Circuit Resistance Training
Aerobic Training
Combined Circuit Resistance & Aerobic Training
Control Group

CONCLUSIONS
In the light of above findings of the present study the following conclusion have been
drawn:
1. The circuit resistance training, aerobic training and combined circuit resistance and
aerobic training have produced significant improvement on performance speed
variable of college men than the control group.
2. The combined circuit resistance and aerobic training were produced greater
improvement on speed than circuit resistance training and aerobic training of college
men.
3. The circuit resistance training was produced better improvement on speed than the
aerobic training.
4. There was no improvement on control group of selected variables.







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REFERENCES
 American Alliance for Health, Physical Education, Recreation and Dance,
AAHPERD youth fitness test manual. Reston,VA(1976)
 American Alliance for Health, Physical Education, Recreation and Dance, Health
related physical test manual. Reston,VA(1980)
 Barrow, Harold M and Rosemary Mc Gree, Practical Approach to Measurement in
Physical Education, London: Kenry Kimpton Publications, p.112. (1973)
 Fox, Edward L. Sports Physiology, Philadelphia: Sounders (College Publishers, p.58.
(1984).
 Singh Hardayal, Science of Sports Training, New Delhi. PVS Publication, p. 191.
(1991).
 Budget.R (1990). Over training syndrome. Br. J.Sports Med.24(41:231-236)
 Dudley GA, Djamil R. (1985) Incompatibility of endurance- and strength-training
modes of exercise. J Appl Physiol. 59(5):1446-51.
 Dudley, G.A. (1988). Metabolic consequences of resistive-type exercise. Med. Sci.
Sports Exercise. 20(Suppl.):S158-S161.
 Falkel, J.E., M.N. Saweeksa, L. Levine, et al. (1985). Upper to lower body muscular
strength and endurance ratios for women and men. Ergonomics 28:1661-1670.
 Hoffman, J.R., A.C. Fry, R. Howard, C.M. Maresh, and W.J.
Kraemer.(1991).Strength, speed, and endurance changes during the course of a
division I basketball season. J. Appl. Sport Sci. Res. 5(3): 144-149.
 Hoffman, J.R., W.J. Kraemer, A.C. Fry, M. Deschenes, and M. Kemp. (1990). The
effects of self-selection for frequency of training in a winter conditioning
programme for football. J. Appl. Sport Sci. Res. 4(3):76-82.
 Luthi, J.M., H. Howald, H. Classen, K. Rosler, P. Vock, and H. Hoppeler.(1986).
Structural changes in skeletal muscle tissue with heavy-resistance exercise. Int. J.
Sports Med. 7:123-127.
 MacDougall, J.D. Adaptations of muscle to strength training; a cellular approach.
In: Biochemistry of Exercise VI: Metabolic Regulation and Its Significance, B.
Saltin, ed, Champaign, IL: Human Kinetics. 1986. Pp. 501-513.






















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INTEGRATIVE NEUROMUSCULAR TRAINING FOR CHILDREN

S. MALAR, PhD Scholar (Full time), Department of Physical Education and Health Sciences,
Alagappa University
Dr. D. MANIAZHAGU, Assistant Professor & Research Supervisor, Department of Physical
Education and Health Sciences, Alagappa University

INTRODUCTION
Participation in organized youth sports is increasing, and the opportunities to
participate in more competitive environments are happening at younger ages (NCYS,
2008).Integrative neuromuscular training is a conceptual training model that is operationally
defined as a supplemental training program that incorporates general (e.g., fundamental
movements) and specific (e.g., exercises targeted to motor control deficits) strength and
conditioning activities such as resistance, dynamic stability, and plyometric exercises that are
designed to enhance both health and skill-related components of physical fitness. Integrative
training is designed to help youth to master fundamentals, improve movement mechanics,
and gain confidence in their physical abilities while participating in a program that includes
variety, progression and proper recovery intervals. The cornerstone of integrative
neuromuscular training is age-appropriate education and instruction by qualified
professionals who understand the fundamental principles 2 of pediatric exercise science and
genuinely appreciate the physical and psychosocial uniqueness of children and adolescents.
(Avery, 2011).

PHYSICAL ACTIVITY FOR CHILDREN’S GROWTH AND DEVELOPMENT
Physical activity is vital for a child’s development and lays the foundation for a
healthy and active life. Early childhood services are ideally placed to foster the development
of good physical activity habits early in life and to encourage families to engage in regular
physical activity. Childhood services should offer a wide choice of play-based, physically
active learning experiences that link to children’s interests, abilities, identity and prior
knowledge. Physical activity in childcare needs to be made up of both structured (i.e.
intentionally taught) physical activity and unstructured, spontaneous activity. In addition, as
active role models, educators can encourage children to participate in physical activity.

BENEFITSOF PHYSICAL ACTIVITY IN CHILDREN
 Promoting healthy growth and development
 Helping to achieve and maintain a healthy weight
 Building strong bones and muscles
 Improving cardiovascular fitness
 Improving balance, coordination and strength
 Maintaining and developing flexibility
 Improving posture
 Assisting with the development of gross motor and fine motor skills
 Providing the opportunity to develop fundamental movement skills
 Helping to establish connections between different parts of the brain
 Improving concentration and thinking skills
 Improving confidence and self-esteem
 Relieving stress and promoting relaxation
 Providing opportunities to develop social skills and make friends
 Improving sleep.



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INTEGRATIVE NEUROMUSCULAR TRAINING
Integrative Neuromuscular Training involves various activities that target physical, neuro
cognitive and visual-motor abilities (Myer, 2013).
(i) Resistance/ strength training
Exercising your muscles by using opposing force, such as free weights and bands, is
called resistance training. When you pick up a heavy object, resistance is what you work
against to lift the item. Muscle resistance improves tone, mass and endurance, and it prevents
injuries.
(ii) Dynamic stability exercises
Dynamic stability exercises are ones that target the trunk—abs and back muscles—to
improve posture.
(iii) Core training
Core training is a series of exercises that work the transverse abdominis, erector spine,
lower lats and the oblique.
(iv) Agility exercises
Agility drills and exercises help the athlete move quickly and change direction easier.
Exercise recommended for including INT in a low-volume warm-up program.
 Jogging, skipping, backward running, and carioca.
 Strengthening exercises: Lunges, squats, hamstring-strengthening exercises, and
toe raises.
 Plyometrics exercises: Variety of hopping, jumping, and bounding drills.
 Agility exercises: Shuttle, diagonal running and changes directions.
Benefits of Integrative Neuromuscular Training
 Optimize growth and development.
 Reduce the rate of injury during sports practice.
 Reduce and correct the improper bio-mechanical movements.
 Help to reduce the incidence of metabolic or musculoskeletal disorders.
 Acquire a great variety of motor skills.
 Enhance muscle strength and exercise technique.
 Improve dynamic stability and postural control.
 Improve predisposition to do other physical activities (sports, games, etc) .
 Stimulate an active and healthy lifestyle.
 Improve performance in specific sports tasks (soccer, football, tennis, baseball,
rugby, etc..)( Fernando Naclerio, 2011)

CONCLUSION
Integrative neuromuscular training will produce substantial improvements in health-
and skill-related fitness components in children, and this type of intervention can be a cost-
effective and time-efficient method for enhancing motor skills and promoting physical
activity in boys and girls. The integrative neuromuscular training effective youth fitness
programs and optimizes training adaptations in young children.The primary goal of
integrative neuromuscular training for children and adolescents should be to improve muscle
strength and fundamental motor skill performance by performing a variety of exercises with
progressive loads that are consistent with individual needs, goals and abilities (Avery,
2014).With a program based on the physical and psychosocial uniqueness of children,
integrative neuromuscular training that is sensibly progressed over time and consistent with
individual needs, goals and abilities can be integral to development and promotion of a
health-oriented approach to lifelong physical activity. (Gregory D et al, 2011)




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REFERENCES:
 Avery D. Faigenbaum, EdD, FACSM Department of Health and Exercise Science
The College of New Jersey 2011 Northland Regional Chapter of the ACSM
Progressive Plyometrics for Kids
 Avery D. Faigenbaum, Gregory D. Myer, Anne Farrell, Tracy Radler, Marc Fabiano,
Jie Kang, Nicholas Ratamess, Jane Khoury, and Timothy E. Hewett (2014)
Integrative Neuromuscular Training and Sex-Specific Fitness Performance in 7-Year-
Old Children: An Exploratory Investigation. Journal of Athletic Training: Mar/Apr
2014, Vol. 49, No. 2, pp. 145-153.
 Faigembaum, A. &Naclerio, F. (2011). Prescripción Del Entrenamiento En Niños Y
Adolescentes. Capitulo 25. IN NACLERIO, F. (Ed.) EntrenamientoDeportivo:
Fundamentos y aplicaciones on diferentesDeportes. Editorial Médica
Panamericana.387-402
 https://www.healthykids.nsw.gov.au/teachers-childcare/physical-activity.aspx
 NCYS report on trends and participation in organized youth sports. In: Book NCYS
Report on Trends and Participation in Organized Youth Sports. National Council on
Youth Sports Web site, 2008.
 Gregory D. Myer,Avery D. Faigenbaum,Kevin R. Ford,Thomas M. Best,Michael F.
Bergeronand Timothy E. HewettWhen to initiate integrative neuromuscular training
to reduce sports-related injuries in youth?Curr Sports Med Rep. 2011 May-Jun;
10(3): 155–166.































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ATHLETE SATISFACTION OF UNIVERSITY LEVEL
BASKETBALL PLAYERS IN KERALA

Tom Thomas, Assistant Professor,Department of Physical Education,Mar Ivanios College,
Thiruvananthapuram, Kerala
Dr. T. I. Manoj, Professor, Dept. of Physical Education, Kerala Agricultural University,
Vellayani, Thiruvananthapuram, Kerala

ABSTRACT
The purpose of this study was to evaluate the satisfaction level of both male and
female collegiate basketball players belonging to various universities in Kerala. The sample
consists of 96 university level basketball players belonging to different colleges of four
Universities in the State of Kerala. The Athlete Satisfaction Questionnaire (ASQ; Riemer &
Chelladurai, 1998) was used for this study. ANOVA results and Post hoc test on total athlete
satisfaction clearly shows that, that male University basketball players were having more
overall satisfaction than their female counterparts. Among the male basketball players MG
University male (M= 5.80) basketball players experienced the higher satisfaction level
compare to others. In the case of female basketball players also, MG University score was the
highest of 5.541.
Key words: athlete satisfaction, basketball players, gender, universities, Kerala


INTRODUCTION
Success and failures are upon the perception of goal attainment and therefore must be
considered a psychological state. While absolute success is one measure of performance
effectiveness, it is by no means the only one or even the best one if there is an interest in
determining the relationship of social psychological parameters to performance. Athlete
satisfaction is the extent to which experiences meet one’s personal standards. Although the
construct of athlete satisfaction has been of interest to researchers, few studies have addressed
the underlying standards and processes that determine whether an athlete perceives his or her
experience as being satisfying or dissatisfying (Riemer and Chelladurai, 1998). An
individual's perception of his or her satisfaction has been posited to be important in sport.
Riemer and Chelladurai (1998) noted several reasons why this might be the case. First,
individual satisfaction and performance should be naturally linked. For example, a more
satisfied athlete might be expected to exert more effort and persistence in the face of
competition. Second, athlete involvement is central to athletic programmes and endeavours
and, therefore, the satisfaction of the athlete has both theoretical and practical implications.
Third, athlete satisfaction is related to include as an antecedent or outcome in the conceptual
frameworks of other constructs, such as cohesion and leadership. Finally, member
satisfaction (as well as individual performance) has been theorized, and shown in a
substantial body of research undertaken by Chelladurai and his colleagues, to be a major
consequence of specific coaching behaviours (Chelladurai, 1993).
The coach and other interested parties will largely be focused on team performance;
the significance of an athlete’s satisfaction with personal performance should not be lost sight
of. In fact, coaches will often go to great lengths to highlight poor individual performances
that cost the team a victory (e.g., Matheson, 1997). The emergence of team and personal
performance as psychometrically and conceptually distinct facets of satisfaction is also
consistent with earlier research (Carron & Chelladurai, 1982; Chelladurai, 1984; Rakestraw
& Weiss, 1981). Because the processes involved in developing and setting personal goals
differ from those used to set team goals, personal performance and team performance may


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also be judged by different standards. Thus, an individual athlete could be differentially
satisfied with personal and team performance.
The second salient theme in the Athlete Satisfaction Questionnaire (ASQ) is
leadership. Given the dominant role coaches play in the mobilization, development, and
utilization of human resources, and in the development and selection of strategies and tactics
(i.e., direct and indirect factors affecting team and individual performance), one should
expect that coaching (i.e., leadership) would emerge as a significant target of satisfaction
(e.g., Chelladurai, 1984; Chelladurai et al., 1988; Riemer & Chelladurai, 1995; Schliesman,
1987). In contrast to earlier approaches to assess satisfaction with leadership as a single
construct, the ASQ facets tap into and differentiate among four significant performance
imperatives flowing from leadership. In other words, the facets focus on athletes’ reactions to
how the coach (a) employs the athlete’s abilities (i.e., ability utilization), (b) selects and
applies appropriate strategies (i.e., strategy), (c) trains and instructs the athlete (i.e., training
and instruction), and, in all the above processes, (d) treats the individual athlete (i.e., personal
treatment). While these four facets collectively capture the essence of leadership from both
the theoretical and practical perspectives, they also subsume an athlete’s personal stake in the
enterprise.
The third theme underlying the ASQ facets is the team itself. These facets relate to
how the team worked together (i.e., team integration), how the team treated the individual
(i.e., task contribution and social contribution), and the behaviour of teammates (i.e., ethics).
The emphasis on the team as a source of satisfaction underscores the view that a group can
act as a substitute for leadership by performing several of the functions associated with a
leader (e.g., Kerr & Jermier, 1978). In the athletic context, the extents to which the team and
its members facilitate an individual’s performance and provide the necessary social support
are significant elements of an athlete’s experience.
Another target of athlete satisfaction is the organization itself. The support the
organization (i.e., the athletic department) provides in terms of monetary resources to a team
(i.e., the budget), medical attention (i.e., medical personnel), and the academic endeavor of
athletes (i.e., academic support services) are important for the team and its members. While
the coach, the team, and the athletic department are closely associated with athletics, athletes
can also develop a sense of satisfaction with external agents, such as the media, the university
and local community, and the fans (i.e., external agents).
A final theme relates to the individual’s satisfaction with his or her own task and
social contribution, as well as personal dedication. This theme is unique in the sense that the
target of satisfaction is the individual herself or himself. An athlete may be more or less
satisfied with his or her own contribution to the team in terms of effort, enthusiasm, and
dedication toward the team (i.e., personal dedication). Analogous to the distinction made
between judgments of personal and team performance, athletes have their own internalized
standards to evaluate personal dedication vis-a-vis the team’s dedication, and they may be
differentially satisfied with them. Just as the notion of individual performance and the
satisfaction thereof are critical to the pursuit of excellence, so personal contributions and
dedication underlie all of the athletic enterprise.
The purpose of the study was to evaluate the satisfaction levels of both male and
female collegiate basketball players in Kerala. The results of this study will provide athletic
trainers/ coaches and administrators with an understanding of the satisfaction of basketball
players at the collegiate level have with them and the services they provide. More
importantly, the results provide insight into the differences in satisfaction among collegiate
basketball players of different universities. It was also hypothesized that, there would be
significant difference in the satisfaction levels of male and female Basketball players with
their overall experience of university sports.


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MATERIALS AND METHODS
Selection of Subjects
The sample consists of 96 male and female basketball players. The basketball players
belong to different colleges of four Universities in the State of Kerala viz. Mahatma Gandhi
University, Kottayam, Kerala University, Thiruvananthapuram, Calicut University,
Thenjipalam and University of Kannur, Mangattuparambu. The subjects were the members
of the university team selected from the intercollegiate basketball games. The players age
ranged from 17 to 23 years with a mean age of 19.98 years and a standard deviation of 2.38
years. The details of the subjects of the study were presented on Table 1.

Table 1 Details of Participants in the study
Group Value Label N
Sex 1 Male 48
2 Female 48
University 1 Kerala University 24
2 University of Calicut 24
3 MG University 24
4 Kannur University 24
Instrumentation
The Athlete Satisfaction Questionnaire (ASQ; Riemer & Chelladurai, 1998) is a 15 -
dimension, 56 - item multi-dimensional scale designed to measure an athlete’s satisfaction
with his or her experience in the basketball game. The subscales examine individual
performance, team performance, ability utilization, strategy, personal treatment, training and
instruction, team task contribution, team social contribution, ethics, team integration,
personal dedication, budget, medical personnel, academic support services and external
agents. The scope of this study is limited to overall satisfaction of college basketball players
in Kerala.

Data Collection
The measurement was conducted over a period of 3 weeks in November 2013. The
samples were taken from the college basketball players of Kerala state who participated in the
University level competitions during the 2013 - 2014 academic year. Participants are asked to
respond to Athlete Satisfaction Questionnaire - 56 item questions, each on a 7-point Likert-
type scale (1 = not satisfied, 2 = satisfied very little, 3 = somewhat satisfied, 4 = moderately
satisfied, 5 = generally satisfied, 6 = satisfied a great deal, 7 = extremely satisfied).

Data Analysis
The basketball players belong to different colleges of four Universities in the State of
Kerala (Mahatma Gandhi University, Kottayam, Kerala University, Thiruvananthapuram,
Calicut University, Thenjipalam and University of Kannur, Mangattuparambu) and
gender were the independent variables used for comparing overall satisfaction scores. The
Univariate Analysis of Variance (ANOVA) was computed to assess differences on mean
scores on athlete satisfaction. The data were analysed by using SPSS Version 20.0 (SPSS
Inc., Chicago, IL). Scheffe post hoc analysis was performed when statistical significance (p<
.05) was obtained to identify significant pair wise differences.









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RESULTS
Table 2
Descriptive Statistics on Athlete Satisfaction of Basketball players
Sex University Mean Std. Deviation N
Kerala 5.6533 .70696 12
Calicut 5.4807 .63881 12
Male MG 5.8006 .31494 12
Kannur 5.2083 .48573 12
Total 5.5357 .58352 48
Kerala 5.3512 .48573 12
Calicut 4.7470 1.04079 12
Female MG 5.5417 .26741 12
Kannur 3.9821 .85630 12
Total 4.9055 .93554 48
Kerala 5.5022 .61292 24
Calicut 5.1138 .92393 24
Total MG 5.6711 .31484 24
Kannur 4.5952 .92507 24
Total 5.2206 .83773 96
The descriptive statistics on athlete satisfaction variables were presented in Table 2
shows that the mean scores of Kerala University male basketball players was 5.65 (SD =
0.706), University of Calicut male basketball players mean score was 5.480 (SD = 0.638),
MG university male basketball players mean score was 5.800(SD=0.314) and the Kannur
university male basketball players mean score was 5.208 (SD = 0.485). In the case of female
basketball players of Kerala university mean score was 5.351 (SD=.485), University of
Calicut was 4.7470 (SD=1.040), MG University basketball players was 5.541(SD=0.267) and
mean score of Kannur University basketball players was 3.982(SD=.856).
The maximum score on Athlete Satisfaction Questionnaire was 7 and the minimum
score is 1. The table 2 shows the maximum possible score of male basketball players on total
athlete satisfaction, the MG University basketball players scored the highest mean score of
5.80, which is 82.86% and in the case of other universities Kerala University was
5.65(80.71%), Calicut University mean score was 5.480 (78.29%) and the lowest mean score
was from the players of Kannur University 5.20 (78.4%). In the case of female basketball
players, MG University scored the highest of 5.541 (79.16%), Kerala University mean score
was 5.35 (76.43%), University of Calicut mean score was 4.74 (67.71%) and the lowest
scored was 3.98(56.86%) of female players of Kannur University. The graphical
representation of mean score on athlete satisfaction between genders is presented in Figure 1.
























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Figure 1 – Estimated marginal means of Female Basketball Players

The graphical representation of mean score on athlete satisfaction between
Universities is presented in Figure 2.





























Figure 2 - Estimated marginal means of Basketball Players belonging to Different
universities



















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Table 3
Univariate Analysis on Total Athlete Satisfaction
Source Type III Sum of df Mean Square F Sig. Partial Eta
Squares Squared
Sex 9.532 1 9.532 22.648 .000 .205
University 16.434 3 5.478 13.016 .000 .307
Total 2683.129 96
Corrected Total 66.671 95
In Table 3, sex wise differences on athlete satisfaction on dependent variables
examined using ANOVA shows that, there is significant difference exists between sex on
total athlete satisfaction F (1, 96) = 22.648, p>.000). The partial Eta squired value of 0.205
indicate that, there is 20.50% of variance is visible between gender on total athlete
satisfaction and having small effect according to Cohen's d effect size. Further, between
Universities, the results reveals that, there is significant differences exists on total athlete
satisfaction between basketball players F (3, 95) = 13.016, p>.000). The partial Eta squired
value of 0.307 indicate that, there is 30.70% of variance is visible between basketball players
of different universities on total athlete satisfaction and having medium effect according to
Cohen's d effect size. The mean values of dependent variable total athlete satisfaction
between gender shows that, male having (M=5.536) more athlete satisfaction than female
(M=4.906) with mean difference of 0.630. Which clearly indicate that, male university level
basketball players having more athlete satisfaction than their counterparts. The pairwise
comparison of total athlete satisfaction between universities with mean differences and level
of significance has been presented below in table 4.

Table 4
PAIRWISE COMPARISON OF TOTAL ATHLETE SATISFACTION BETWEEN UNIVERSITIES
b
(I) (J) Mean Std. Error Sig.
University University Difference (I-J)



*
Calicut .388 .187 .041
Kerala MG -.169 .187 .370
5.502
*
Kannur .907 .187 .000
*
Kerala -.388 .187 .041
Calicut MG -.557 .187 .004
*
5.114
*
Kannur .519 .187 .007
Kerala .169 .187 .370
MG *
5.671 Calicut .557 .187 .004
*
Kannur 1.076 .187 .000
*
Kerala -.907 .187 .000
Kannur Calicut -.519 .187 .007
*
4.595
*
MG -1.076 .187 .000

In Table 4 clearly revealed that significant difference is seen between Kerala
University and Calicut University basketball players (MD=0.388) and between Kerala and
Kannur University basketball players (MD=.907). When comparing Calicut University with
other universities, Kannur University basketball players shows the lowest among the group
(MD=.519) and difference was not significant. At the same time, Calicut and Kerala (MD= -



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.388) and Calicut and MG (MD=-.557) University basketball players differ significantly. The
table further shows that Calicut and Kannur University basketball players having significant
difference when comparing with MG university basketball players. MG University basketball
players were having the highest level of satisfaction and differ significantly with Kannur
University (MD= -1.076) players, where as Kerala and Calicut University basketball players
came second and third respectively when comparing with Kannur University basketball
players.
Table 5
TOTAL ATHLETE SATISFACTION OF BASKETBALL TEAMS
N Mean Std. Deviation Std. Error




Kerala Male 12 5.6533 .70696 .20408
Calciut Male 12 5.4807 .63881 .18441
Kannur Male 12 5.2083 .48573 .14022
MG Male 12 5.8006 .31494 .09092
Kerala Female 12 5.3512 .48573 .14022
Calcut Female 12 4.7470 1.04079 .30045
MG Female 12 5.5417 .26741 .07719
Kannur Female 12 3.9821 .85630 .24719
Total 96 5.2206 .83773 .08550
Table 5 shows the total athlete satisfaction of male and female basketball players of
different universities. It shows that among the male basketball players MG University male
(M= 5.80) basketball players experienced the highest satisfaction level, whereas Kerala male
basketball players attained the second (M= 5.65) and Calicut University with third (M=5.48).
Among the universities, MG University female basketball players shows the highest
satisfaction level (M=5.54) in that group and lowest scored was Kannur University female
basketball players (M=3.98). Graphical representation of estimated mean scores of total
athlete satisfaction of basketball teams from different universities is presented in Figure 3.


Toatal Athlete Satisfaction of

Basketball Teams

6.00 5.65 5.48 5.80 5.21 5.35 5.54
Toatal Athlete Satisfactioon 5.00 4.75 3.98
5.50


4.50

4.00
3.50
3.00
Kerala Calciut MG Kannur Kerala Calcut MG Kannur
Male Male Male Male Female Female Female Female


Figure 3. Estimated mean scores of total athlete satisfaction of basketball teams from
different universities


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Table 6
ANOVA on Total Athlete Satisfaction between male and female basketball teams of
different universities
Source Sum of Squares df Mean F Sig.
Square
Between 29.635 7 4.234 10.059 .000
Groups
Within 37.036 88 .421
Groups
Total 66.671 95
In Table 6, Team wise differences on athlete satisfaction on dependent variables
examined using ANOVA shows that, there is significant difference exists between sex on
total athlete satisfaction F (1, 88) = 10.059, p>.000). The calculated Cohen’s D values of 0.44
indicate that, there is 44.40 % of variance is between teams on total athlete satisfaction. This
would be deemed by Cohen’s guidelines as a medium effect size.
Table 7
Pair wise comparison of Basketball teams
(I) (J) Mean Std. Sig.
Group Group Difference Error
(I-J)


Kerala Male *
5.653 Kannur Female 1.67113 .26485 .000
Calicut Male
*
5.480 Kannur Female 1.49851 .26485 .000

Kannur Male *
5.208 Kannur Female 1.22619 .26485 .006
*
MG Male Calcut Female 1.05357 .26485 .037
5.800 Kannur Female 1.81845 .26485 .000
*
Kerala Female
*
Kannur Female 1.36905 .26485 .001
5.351
Calicut Female MG Male -1.05357 .26485 .037
*
4.747
MG Female Kannur Female 1.55952 .26485 .000
*
5.541
*
Kerala Male -1.67113 .26485 .000
*
Calciut Male -1.49851 .26485 .000
*
Kannur Female Kannur Male -1.22619 .26485 .006
*
3.982 MG Male -1.81845 .26485 .000
*
Kerala Female -1.36905 .26485 .001
*
MG Female -1.55952 .26485 .000
*. The mean difference is significant at the 0.05 level.
Table 7 shows the pair wise comparison of total athlete satisfaction of male and
female basketball players of different universities. When comparing Kerala University male
basketball players with other University basketball players only female basketball players of
Kannur University (MD=1.671) shows the significant mean difference. The table also shows


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that significant mean difference exists between female basketball players of Kannur
University (M=1.499) and male basketball players of Calicut University. Further the table


shows the female basketball players of Kannur (MD=1.818) and Calicut Universities
(M=1.053) have significant difference with male basketball players of MG University. Male
basketball players of MG University show the highest satisfaction level and significant mean
difference exists with the female basketball players of Kannur University (MD=1.818). When
comparing female basketball players of Kerala University with female basketball players of
Kannur University (M=1.369) also shows the significant mean difference. Significant
differences were also exists betweenn male basketball players of MG University (MD= -
1.053) and female basketball players of Calicut University. At the same time, female
basketball players of MG University and Kannur University (MD= 1.560) also shows the
significant mean difference. When comparing female basketball players of Kannur University
with other universities female basketball players of Calicut University does not show any
significant mean difference and all other universities have shown significant mean difference.

DISCUSSION
The results of this study indicated that male University basketball players were
having good overall satisfaction more than their female counterparts, which included in the
satisfaction measure were scales on individual performance, coaches’ behaviours and
treatment of the athlete, training and instruction, team task and social contributions, personal
dedication, ability utilization, and team integration. In South India, there are more inter
collegiate level competitions are available for male section, when compare with female
through them getting more exposure, sponsorships, recognition and rewards. Support
facilities provided by team management also much better for male teams compare to female
teams. Other facets of satisfaction included in the results were ethics, budget, medical and
academic support and external agents. The low scores by the female basketball players shows
that, they believe they are not getting the eligible level of recognitions and facilities
compared to other sports groups. Nikos Theodorakis (2004) also found that only the gender,
as well as, the athletic experience influenced athletes’ satisfaction.
Pairwise comparison of Athlete Satisfaction between Universities, MG university
basketball players showed highest level of satisfaction and the Kannur university basketball
players showed the lowest. When compare to other universities, MG university players better
incentives like prize money and getting better medical support. MG University also providing
better medical insurance and grace marks than other universities in Kerala. Paul C Singh and
Jhalukpreya Spruill (2006) have identified support, individual performance, and personal
treatment by the coach, team task contribution and strategy as important indicators of athlete
satisfaction. The findings of the study have important implications for universities as a whole
as it can influence the reputation and image of the institution, the financial and other
resources being made available for the institution, the number of quality athletes that can be
attracted to the institution and the culture of the institution.

CONCLUSIONS
On the basis of the findings it may be concluded that
1. Male basketball players in Universities of Kerala state having more athlete satisfaction
than their female counterparts.
2. Among the male and female basketball players in the Kerala state, MG University
players experienced the higher level of satisfaction than others.





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REFERENCES
 Chelladurai, P., and Riemer H.A, (1997). A classification of facets athlete
satisfaction. Journal of sport management, 11, 13 -159
 Chelladurai, P. (1987). Multidimensionality and multiple perspectives of
Organizational effectiveness. Journal of Sport Management, 1, 37-47.
 Chelladurai, P. (1993). Leadership. In R. N. Singer, M. Murphey, & L. K. Tenant
(Eds.), Handbook on research on sport psychology (pp. 647-671). New
York: MacMillan.
 Chelladurai, P. (2007). Leadership in Sports. In G. Tenenbaum, & R. C. Eklund
(Eds.), The sport psychology handbook (pp. 113-135). Indianapolis, IN: Wiley.
 Paul, C. Singh., & Jhalukpreya, Surujlal. (2006). Physical Education and
Recreation. South African Journal for Research in Sport, 28 (2), 121-131.
 Chelladurai, P., & Riemer, H. A. (1997). A classification of the facets of athlete
satisfaction. The Journal of Sport Management, 11, 133-159.
 Nikos-Theodorakis. (2004) Examination of Athletes’ Satisfaction: A First Approach.
Journal of Inquiries in Sport & Physical Education, 17903041, 1 (2).




































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EFFECTS OF CIRCUIT AND PLYOMETRIC TRAINING ON BREATH
HOLDING TIME OF COLLEGE MEN KABADDI PLAYERS

Mr. M. DASARATHAN, PhD Research Scholar, Department of Physical Education and
Health Sciences, Alagappa University, Karaikudi.
Dr. M. SAROJA, Assistant Professor, Department of Physical Education and Health
Sciences, Alagappa University, Karaikudi.

ABSTRACT
The purpose of study was to find out the effects of circuit and plyometric training on
breath holding time of college men kabaddi players. To achieve the purpose of the study,
forty five collegemen kabaddi players from Acharya Arts and Science College atUruvaiyar,
Villianur, Pondicherry were selected as subject. Their age group range between 18 to 22
years. The experimental design used for the present study was random group design was
involving 45 subjects. This study consisted of two experimental group such as circuit and
plyometric training group and one control group. Among the three groups, group I treated
with circuit training, group II treated with plyometric training and group III acted as control
group. Each group consist of 15 subjects and they were tested prior and six weeks of circuit
training and plyometric training. During each testing period the criterion variable speed were
tested. The analysis of covariance was used to find out the difference among the three groups.
The Scheffe’s post hoc test was used to find out the paired mean significant difference at 0.05
levels. The capacity of the breath holding time was better in circuit training group than the
plyometric training group. The control group did not produce any improvement in criterion
variable.
Key Words: 1.Circuit Training 2.Plyometric training 3.Breath holding time

INTRODUCTION
Physical fitness is nowadays considered as one of the most important health markers
in childhood (Ortega et al., 2008). Consequently, in the last decades several countries have
been promoting physical fitness improvement among young people in different ways
(Department of Health and Human Services, 1990). Circuit training is a method of resistance
training, or weight training that maximizes the volume of work done in a short period of time.
Circuit training consists of performing multiple exercises on multiple body parts in a row
with little rest in between exertions. Circuit training is also a convenient way to exercise. It
maximizes the total exercise volume (number of sets, repetitions, and amount of weight)
completed in a period of time. Exercises are completed in a row, and therefore, the time spent
exercising is condensed. All body parts are trained in one session, and therefore, exercisers
do not need to work out every day. Due to the lack of rest that circuit training demands,
exercisers maintain elevated heart rates for the entire period of exercise. The combination of
weight training and increased cardiovascular effort makes circuit training a beneficial type of
cross training.( Dominic Xavier James, 2014).Plyometric is a type of exercise which utilizes
the stretchshortening cycle of musculotendinous tissue. Eccentric stretching is followed by
concentric shortening of the same muscles. Often involves rebound activities. Plyometric
training also called stretch shortening drills or stretch strengthening drills or reactive
neuromuscular training(Voight, ML,1992)

METHODOLOGY
The selected two treatment groups namely circuit training and plyometric training was
performed six weeks, as per the stipulated training program.It was measured by nose clip test,
the unit of measurement in seconds.


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TABLE I
THE RESULTS OF ANALYSIS OF COVARIANCE ON BREATH HOLDING
TIMEOF DIFFERENT GROUPS (Scores in seconds)
Test Group Group Group SV SS Df MS ‘F’
Conditions 1 2 3 Ratio
CT PT CG
Pre B 60.13 2 30.06
testmean 46.75 45.05 46.15 1.36
W 922.07 42 21.95
Post test B 342.78 2 171.39
mean 52.89 50.41 46.21 7.11*
W 1011.97 42 24.09
Adjusted B 328.713 2 164.36
post test 52.16 51.30 46.50 38.36*
mean W 175.67 41 4.28


* Significant at .05 level of confidence. The required table value for test the significance was
3.23 with the df of 2 and 42, 2 and 41.
Table I shows that the pre test mean scores of breath holding time of circuit training
group was 46.75 seconds, plyometric training group was 45.05 second and control group was
46.15 seconds. The post test means showed differences due to circuit training group,
plyometric training group and control group mean values recorded were 52.89, 50.41 and
46.21 seconds respectively.
The obtained F value on pre test scores 1.36 was lesser than the required table value
3.23 to be significant at 0.05 level. It proved that there were no significant difference between
the experimental and control groups indicating that the process of randomization of the
groups was perfect while assigning the subjects to groups.
The post test scores analysis proved that there were significant differences between
the groups, as they obtained F value 7.11 was greater than the table value 3.23. This proved
that the differences between the post test means of subjects were significant.
Taking into consideration the pre and post test scores among the groups, adjusted
mean scores were calculated and subjected to statistical treatment. The obtained F value
38.36 was greater than the table value of 3.23. This proved that there was a significant
difference among the means due to the experimental trainings on breath holding time.
TABLE II
THE RESULTS OF SCHEFFE’S POST HOC TEST MEAN DIFFERENCES ON
BREATH HOLDING TIME AMONG THREE GROUPS(Scores in seconds)
Group 1 Group 2 Group 3 Mean Confidence
CT PT C G Differences Interval Value
52.16 51.30 0.86 1.92
52.16 46.05 6.12* 1.92
51.30 46.05 5.25* 1.92
* Significant at .05 level of confidence.
Table II shows that the adjusted post test mean difference in breath holding time
between circuit training and control group and between plyometric and control groups are
6.12 and 5.25, respectively which were statistically significant at 0.05 level of confidence.
The adjusted post test mean difference in breath holding time between circuit training and
plyometric training group was insignificant the mean difference 0.86 was lesser than the
confidence interval value at 0.05 levels.


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CONCLUSION
The results of this study indicate the capacity of the breath holding timesignificantly
improved over six weeks training period for circuit training and plyometric training. The
circuit training group produces better improvement on breath holding time than the
plyometric training and control group. The plyometric training group produces less
improvement on breath holding time. However, the difference among the two experimental
groups was significant. The control group did not produce any significant improvement on
breath holding time.

REFERENCES
 Department of Health and Human Services. Healthy people 2000: National health
promotion and disease prevention objectives. Washington, DC: DHHS Publ No
(PHS), 91-50212; 1990
 Dominic Xavier James and Dr. R.Muthueleckuvan Effect of Varied Resistance
Circuit Weight Training on Cardiovascular FitnessINDIAN JOURNAL OF APPLIED
RESEARCH Volume : 4 | Issue : 5 | May 2014 | ISSN - 2249-555X
 Ortega FB, Ruiz JR, Castillo MJ, Sjöström M. Physical fitness in childhood and
adolescence: A powerful marker of health. Int J Obesity, 2008; 32: 1-11
 Voight, ML. stretch strengthening: an introduction to plyometrics. OrthopPhysTher
Clinic North Am 1992; 1:243-252.
































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EFFECT OF PRANAYAMA AND RHYTHMIC EXERCISES ON BLOOD
PRESSURE OF MALES OF NORTH DELHI

Dr. Sudhir Kumar Sharma, Associate Professor, Department of physical Education,
Swarnim Gujarat Sports University, Gandhinagar


ABSTRACT

The purpose of this study was to find out the effect of pranayama practice and
rhythmic exercises on blood pressure of male of North Delhi. Samples of 50 males between
the ages of 18 to 25 years were randomly selected. For assessing effect of pranayama practice
and rhythmic exercises on blood pressure, pranayama practice and rhythmic exercises was
given through training of six weeks. The data were obtained through pre-test and post-test
and were statistically analysed. Significant difference was seen in blood pressure. Pranayama
practice and rhythmic exercises help in improving the blood pressure. Improving these
variables shows that pranayama practice and rhythmic exercises can increase the efficiency of
the subjects.

INTRODUCTION

Pranayama practice and rhythmic exercises are essential for the wholesome
development of the child. Yoga is becoming more and more popular among Indian society. It
is a racial heritage, but there is an urgent need of scientific planning to evaluate the claim
about the practice of yoga, a system for physical, mental and spiritual improvement. It is
evident that the fit citizens are the nation’s best assets and the weak ones are liabilities. It is
therefore, the responsibility of each nation to promote physical fitness of everybody. Rising
cost of prescribed drugs and increasing population are making alternative medicine
increasing more attractive. Yet there are few rigorous, scientific studies which are examining
the safety and effectiveness of alternative and complementary therapy in fighting specific
symptoms or diseases. Yoga is one of the promising and most appealing therapies in modern
era. In addition to this, changes occur in lifestyle, eating habits, day to day stresses etc.
Keeping in view the importance of pranayama practice and rhythmic exercises, the present
study was carried out to determine the effects of pranayama practice and rhythmic exercises
on males of North Delhi district of Maharashtra State.

METHODS AND PROCEDURE

The present study was a purposive random sampling plan used for the selection of
sample. A total 50 male (18-25 years) were selected. The selected sample of experimental
group went through training of pranayama for six weeks under the direct supervision of
pranayama experts and researcher. Pranayama: Bharmari, Kapalbhati, Nadi Shodhan, Sitali,
Sitakari. Rhythmic Exercises: Free hand rhythmic exercises. Which were performed early in
the morning from 06:00 am to 06:40 am daily at Ashoka Garden, Distt. North Delhi, Delhi.
Parameter measurements: both systolic and diastolic blood pressures were measured with
the auscultator method by using sphygmomanometer and stethoscope. Three readings were
taken and their average was recorded. Blood pressure was determined, through pre-test and



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post-test by sophisticated measuring equipment i.e. Sphygmomanometer. Score of different
tests were collected; tabulated and statistical analysis was done to find out the results.

INTERPRETATION AND DISCUSSION OF RESULTS


After the statistical analysis, the results were presented in the table 1. The means
differences were calculated to find out the significant difference of the pre- test and post- test
of blood pressure with the help of ‘t’ test.

TABLE 1

Variable Initial Mean Final Mean Mean Difference ‘t’ value
Blood Pressure 96.00 87.00 9.00 8.21*
(Systolic)
Blood Pressure 138.00 131.00 7.00 4.64*
(Diastolic)
Significant at *.05(1.761) ** .01(2.624)

According to the table 1 means of blood pressure systolic of male group pre-test and
post-test were 96.00 and 87.00 respectively. The result was found significant at .05 level. It
indicated that significant change in systolic blood pressure. On the other hand means of
Diastolic pre-test and post-test were 138.00 and 131.00 respectively. The results were found
significant at .05 level. The results were indicated that Diastolic blood pressure significantly
decreases. It indicated that positive improvement in Blood Pressure.

CONCLUSIONS

After obtaining the result of pre- test and post- test, it was found that the Blood
Pressure decreased in a significant manner of experimental group. Pranayama practice and
rhythmic exercises help in improving the blood pressure. Improving these variable shows that
Pranayama practices and rhythmic exercises can increase the efficiency of the subjects.


REFERENCES

 Gill et al (2010) “Comparative Study of Physical Fitness Components of Rural and
Urban Female Students of Punjabi University, Patiala”, Anthropologist, Vol.12 (1) p
17-21.
 Mahajan AS, Reddy KS, Sachdeva U. Lipid profile of coronary risk subjects
following yogic lifestyle intervention. Indian Heart J (1999) 51:: 37-40. [Medline]
 Rakesh Dubey and Alka Nayak “Yogic Asana and pranayama for stress, tension and
migraine” International research journals August 2009; 216-17, Vol. II
 Sirard JR & Pate PP. (2001),“Physical activity assessment in children and
adolescents”, Sports Medicine Vol 31, p 439–454.
 Tan Chee Hianet al. (2013), “Physical Fitness Level between Urban and Rural
Students- Case Study”, Procedia - Social and Behavioral Sciences, p 847-852.









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

Dr. Sunil Babu Chaudhary, Associate Professor, Department of Physical Education, Balwant
Vidyapeeth Rural Institute, Bichpuri, Agra.

ABSTRACT
The study was designed to investigate the “Effects of varied packages of
acceleration sprinting on speed, leg explosive power and performance of 100mts running
of college boys” To achieve this purpose 45 college boys were randomly selected from
Balwant Vidyapeeth Rural Institute, Bichpuri, Agra, as subjects. Their age ranged from 18 to
21 years. They were divided into three equal groups namely Experimental Group- I,
Experimental Group - II, and Control Group. In a week three days the Experimental Group
- I underwent First Package of acceleration sprinting, Experimental Group - II underwent
Second Package of acceleration sprinting and Control Group was not given any specific
training. The following criterion variables were chosen namely Speed, Leg Explosive
power and 100mts running performance. They assessed before and after the training period
of 8 weeks. The analysis of covariance was used to determine of any significant difference
was present among the three groups of the dependent variables. The study revealed that the
speed and leg explosive power and 100mts running performance were significantly
improved due to effects of varied packages of acceleration sprinting.
Key words: 1. Acceleration Sprint 2. Speed 3.Leg Explosive Power 4. ANCOVA

INTRODUCTION
In most of the advanced developed countries, the awareness of more learning and
skill development among children is very much scientific and prolonged which perhaps
helped them to realize their dreams of high achievement in sports. High level of general
of fitness with acceleration sprinting like power, speed, agility, balance reaction time etc.,
are essential qualities required to be developed by the players. Acceleration sprint consists
of 50 to 110 yards jogging followed by 50 to 110 yards fast striding and finally 50 to 110
yards sprinting. In this study an attempt is made to find out the “Effects of varied packages
of acceleration sprinting on speed, leg explosive power and performance of 100mts running
of college boys”

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




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used in this study. The study shows that aerobic and anaerobic capacity were significantly
improve due to the influence of the above site training programme.

RESULTS AND DISCUSSIONS
TABLE –I
COMPUTATION OF ANALYSIS OF COVARIANCE ON SPEED
(Scores in Seconds)
First Second
Package of Package of
C G SV SS df MS F ratio
acceleration acceleration
sprinting sprinting
Pre-test 8.1 8.2 8.3 B 0.05 2 0.03 2.12
means W 3.68 42 0.09
Post -test 7.9 8.1 8.2 B 0.83 2 0.41 17.1*
means W 3.71 42 0.09
Adjusted 0.47 2 0.23
Post-test 7.7 7.9 8.1 B 0.15 41 0.00 25.6*
means
Table value for 0.5 level 3.23
Table I shows the analyzed data on speed. The pre-test, post-test and adjusted post-
test means of the speed were (8.1, 8.2, 8.3) (7.9, 8.1, 8.2) (7.7, 7.9, 8.1) for the experimental
group I, II and Control group respectively. The obtained ‘F’ ratio for pre-test 2.12 post-
test 17.1 and adjusted post-test 25.6. The table value is 3.23 at 5% level of significance for
the degree of freedom (2.42 and 2.41). Hence the obtained ‘F’ ratio was greater than the
Table ‘F’ ratio. Therefore it is proved that First Package of acceleration sprinting has been
better than the other two groups.
TABLE –II
COMPUTATION OF ANALYSIS OF COVARIANCE ON
LEG EXPLOSIVE POWER
(Scores in Meters)
First Second
Package of Package of F
CG SV SS df MS
acceleration acceleration ration
sprinting sprinting
Pre-test B 0.12 2 0.06
means 1.90 1.89 1.89 W 0.72 41 0.02 3.08
Post – B 0.89 2 0.44
*
test 2.10 1.95 1.92 W 0.68 41 0.02 14.05
means
Adjusted 2.00 B 0.48 2 0.29
*
Post-test 2.15 1.92 W 0.14 41 0.00 16.54
means
Table value for 0.5 level 3.22.

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