Pub Date : 2021-01-01DOI: 10.5771/2747-6073-2021-4-20
M. Lindel, D. Berwanger, M. Eggart, P. Lindel, W. Kleiner
Tests of hypotheses differences are often applied to come to conclusions in the field of physical education research, for example in the context of intervention or evaluation designs. If the result shows no significance, the outcome is comparability of two groups. This procedure, however, opposes the test logic based on the difference hypotheses test and leads to unacceptable interpretations of deviances or misconceptions. Thus, an alternative concept is presented as a viable replacement for the difference hypotheses test. This concept allows for clear evidence of equivalence between two groups according to the right test logic. Generally, the confidence interval inclusion method/TOST (Two One-Sided t-Test) is applied as a valid procedure to generate proof of equivalence of two groups. A fictitious example from research in physical education is selected to introduce the TOST method. First, the theoretical computation approach will be presented. Then, this approach will be applied in a software tool, followed by the application description of the Equivalence And Groups Comparison (EAGC) software.
{"title":"Evidence of equivalence between two groups: Implementation and visualization with EAGC","authors":"M. Lindel, D. Berwanger, M. Eggart, P. Lindel, W. Kleiner","doi":"10.5771/2747-6073-2021-4-20","DOIUrl":"https://doi.org/10.5771/2747-6073-2021-4-20","url":null,"abstract":"Tests of hypotheses differences are often applied to come to conclusions in the field of physical education research, for example in the context of intervention or evaluation designs. If the result shows no significance, the outcome is comparability of two groups. This procedure, however, opposes the test logic based on the difference hypotheses test and leads to unacceptable interpretations of deviances or misconceptions. Thus, an alternative concept is presented as a viable replacement for the difference hypotheses test. This concept allows for clear evidence of equivalence between two groups according to the right test logic. Generally, the confidence interval inclusion method/TOST (Two One-Sided t-Test) is applied as a valid procedure to generate proof of equivalence of two groups. A fictitious example from research in physical education is selected to introduce the TOST method. First, the theoretical computation approach will be presented. Then, this approach will be applied in a software tool, followed by the application description of the Equivalence And Groups Comparison (EAGC) software.","PeriodicalId":22954,"journal":{"name":"THE SKY-International Journal of Physical Education and Sports Sciences (IJPESS)","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89463261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.5771/2747-6073-2021-2-15
S. König, J. Baumberger, S. Bislin
The professionalization of teachers is one central topic in both educational sciences and subject didactics. Within this debate pedagogical content knowledge (PCK) has turned out to be a core component of professional competence. Consequently, PCK must be a primary task for teacher education. In Physical Education teaching games has been a conflicting issue in sport didactics for more than fifty years, especially considered from the perspective of game vs. skill orientation. In this case, the concept of TGfU has proved as an adequate and effective conception; thus, it can be assumed that this approach should be integrated into the education of PE teachers. This article deals with the issue of teaching TGfU to preservice teachers in Germany and Switzerland. We first deal with a framework for teacher education and its main target dimensions. Second, we present TGfU as a didactical conception for teaching sport games and its possibilities of implementing quality dimensions. Third, we present a study in which a qualitative experiment was conducted. It aimed at teaching the concept of TGfU to a variety of teachers over nine months. Some ideas and recommendations for teacher education round off the article.
{"title":"Getting familiar with Teaching Games for Understanding – A qualitative experiment with German and Swiss teachers","authors":"S. König, J. Baumberger, S. Bislin","doi":"10.5771/2747-6073-2021-2-15","DOIUrl":"https://doi.org/10.5771/2747-6073-2021-2-15","url":null,"abstract":"The professionalization of teachers is one central topic in both educational sciences and subject didactics. Within this debate pedagogical content knowledge (PCK) has turned out to be a core component of professional competence. Consequently, PCK must be a primary task for teacher education. In Physical Education teaching games has been a conflicting issue in sport didactics for more than fifty years, especially considered from the perspective of game vs. skill orientation. In this case, the concept of TGfU has proved as an adequate and effective conception; thus, it can be assumed that this approach should be integrated into the education of PE teachers. This article deals with the issue of teaching TGfU to preservice teachers in Germany and Switzerland. We first deal with a framework for teacher education and its main target dimensions. Second, we present TGfU as a didactical conception for teaching sport games and its possibilities of implementing quality dimensions. Third, we present a study in which a qualitative experiment was conducted. It aimed at teaching the concept of TGfU to a variety of teachers over nine months. Some ideas and recommendations for teacher education round off the article.","PeriodicalId":22954,"journal":{"name":"THE SKY-International Journal of Physical Education and Sports Sciences (IJPESS)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74518844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.5771/2747-6073-2021-4-10
D. Barney, K. Prusak
When students attend and participate in their physical education (PE) classes, there is the hope that they will learn the content and then be able to make application through their participation in class activities and games. Beca use of this, having a positive experience, for some students, will make or break their PE experience. The purpose of this study was to investigate what instructional practices made PE a positive experience for former K-12 students. Participants were surveyed in regard to their K-12 PE experiences and which instructional practices positively affected them. Generally, it was learned that the participants liked having a choice of activities, participating in competitive games, the PE teacher knowing the students, and the activities and games the students participated in. The results from this study can be beneficial to current K- 12 PE teachers and Physical Education Teacher Education (PETE) majors.
{"title":"Appropriate instructional practices’ positive effects on former PE students’ experiences in PE","authors":"D. Barney, K. Prusak","doi":"10.5771/2747-6073-2021-4-10","DOIUrl":"https://doi.org/10.5771/2747-6073-2021-4-10","url":null,"abstract":"When students attend and participate in their physical education (PE) classes, there is the hope that they will learn the content and then be able to make application through their participation in class activities and games. Beca use of this, having a positive experience, for some students, will make or break their PE experience. The purpose of this study was to investigate what instructional practices made PE a positive experience for former K-12 students. Participants were surveyed in regard to their K-12 PE experiences and which instructional practices positively affected them. Generally, it was learned that the participants liked having a choice of activities, participating in competitive games, the PE teacher knowing the students, and the activities and games the students participated in. The results from this study can be beneficial to current K- 12 PE teachers and Physical Education Teacher Education (PETE) majors.","PeriodicalId":22954,"journal":{"name":"THE SKY-International Journal of Physical Education and Sports Sciences (IJPESS)","volume":"59 5 Suppl 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77759290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.5771/2747-6073-2021-2-29
M. Adamakis
COVID-19 has already changed the world, not only because of the disease itself, but because of the long-term effects of the world’s reaction to the pandemic. Many countries worldwide have imposed large-scale or national closures of schools and sports facilities, and the practice of outdoor physical activity in public parks and playgrounds was not allowed, and these policy responses to reduce SARS-CoV-2 transmission have a direct impact on children and adolescents. Due to these measures, overall children’s physical activity has been reduced and sedentary behaviour has increased during the COVID-19 pandemic. This policy brief aims to discuss policy inconsistencies during lockdown and physical distancing measures imposed on children and adolescents [i.e., school closures, screen-based (in)activity, curricular Physical Education, hygiene measures, active school travel, sport facilities and physical activity], in relation to current recommendations for exercise during the pandemic, and Physical Education school re- entry considerations.
{"title":"Resurgence of physical education and physical activity in the COVID-19 era: Policy inconsistencies, implications and future considerations","authors":"M. Adamakis","doi":"10.5771/2747-6073-2021-2-29","DOIUrl":"https://doi.org/10.5771/2747-6073-2021-2-29","url":null,"abstract":"COVID-19 has already changed the world, not only because of the disease itself, but because of the long-term effects of the world’s reaction to the pandemic. Many countries worldwide have imposed large-scale or national closures of schools and sports facilities, and the practice of outdoor physical activity in public parks and playgrounds was not allowed, and these policy responses to reduce SARS-CoV-2 transmission have a direct impact on children and adolescents. Due to these measures, overall children’s physical activity has been reduced and sedentary behaviour has increased during the COVID-19 pandemic. This policy brief aims to discuss policy inconsistencies during lockdown and physical distancing measures imposed on children and adolescents [i.e., school closures, screen-based (in)activity, curricular Physical Education, hygiene measures, active school travel, sport facilities and physical activity], in relation to current recommendations for exercise during the pandemic, and Physical Education school re- entry considerations.","PeriodicalId":22954,"journal":{"name":"THE SKY-International Journal of Physical Education and Sports Sciences (IJPESS)","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74880380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.5771/2747-6073-2021-3-10
J. Gréhaigne, P. Godbout
This paper examines the theory of dynamic systems and its use in the domains of the study and analysis of team sports. The two teams involved in a match are looked at as two interacting systems in movement, where opposition is paramount. Several key elements for the observation of game play are studied. The notions of game-play configuration and elasticity are important but are not purely mechanical since players make decisions that may disturb the contraction / expansion of the attack / defense system. Sometimes, the match gets disturbed due to some unexpected situation, to an inadvertent decision that relates to the notion of urgency. Emergent phenomena are unpredictable, even unexplained phenomena that shape into regularities, relational structures or even original entities. These various concepts, along with elements of movement in play, are integrated in models intended to help players and observers grasp a systemic view of action play.
{"title":"Opposition and dynamics at the core of game-play analysis in soccer","authors":"J. Gréhaigne, P. Godbout","doi":"10.5771/2747-6073-2021-3-10","DOIUrl":"https://doi.org/10.5771/2747-6073-2021-3-10","url":null,"abstract":"This paper examines the theory of dynamic systems and its use in the domains of the study and analysis of team sports. The two teams involved in a match are looked at as two interacting systems in movement, where opposition is paramount. Several key elements for the observation of game play are studied. The notions of game-play configuration and elasticity are important but are not purely mechanical since players make decisions that may disturb the contraction / expansion of the attack / defense system. Sometimes, the match gets disturbed due to some unexpected situation, to an inadvertent decision that relates to the notion of urgency. Emergent phenomena are unpredictable, even unexplained phenomena that shape into regularities, relational structures or even original entities. These various concepts, along with elements of movement in play, are integrated in models intended to help players and observers grasp a systemic view of action play.","PeriodicalId":22954,"journal":{"name":"THE SKY-International Journal of Physical Education and Sports Sciences (IJPESS)","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90376671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.5771/2747-6073-2021-3-21
N. Gündüz, N. Yanar
The aim of this study is to examine the self-assessment practice in terms of the teacher and student views in activities that support individual development through which students participate in their decisions. The research group consists of 35 high school students in a private school. In the study, the application was applied over ten weeks. At the end of the application, 14 volunteer students' opinions were taken in a face-to-face interview. As a quantitative data collection tool, a self-evaluation form was used at the end of each course in order to support the quantitative result of the research. The qualitative data was gathered using an interview form prepared by an expert for students (eight questions) and teacher (four questions). Descriptive and content analysis techniques were used. As a result, themes were determined for students (four) and for teacher (two). In the analysis of quantitative data, the data obtained from the graded scoring key was converted by taking percentage equivalent of the scores to give students grades at each criterion level. At the end of the evaluation and taking seven criteria into account, positive feedback was obtained in 82% of the class performance evaluation. According to the qualitative results, the students have stated that their self-efficacy, motivation and ambitions increased, they set their targets, developed their skills and their thinking skills. They realized their capacities and evaluated themselves correctly and objectively. The teacher opinion has stated that the students' interest in and motivation for the course increased, they were active because they determined their course reviews themselves.
{"title":"Self assessment in physical education: Investigation of teacher and student opinions","authors":"N. Gündüz, N. Yanar","doi":"10.5771/2747-6073-2021-3-21","DOIUrl":"https://doi.org/10.5771/2747-6073-2021-3-21","url":null,"abstract":"The aim of this study is to examine the self-assessment practice in terms of the teacher and student views in activities that support individual development through which students participate in their decisions. The research group consists of 35 high school students in a private school. In the study, the application was applied over ten weeks. At the end of the application, 14 volunteer students' opinions were taken in a face-to-face interview. As a quantitative data collection tool, a self-evaluation form was used at the end of each course in order to support the quantitative result of the research. The qualitative data was gathered using an interview form prepared by an expert for students (eight questions) and teacher (four questions). Descriptive and content analysis techniques were used. As a result, themes were determined for students (four) and for teacher (two). In the analysis of quantitative data, the data obtained from the graded scoring key was converted by taking percentage equivalent of the scores to give students grades at each criterion level. At the end of the evaluation and taking seven criteria into account, positive feedback was obtained in 82% of the class performance evaluation. According to the qualitative results, the students have stated that their self-efficacy, motivation and ambitions increased, they set their targets, developed their skills and their thinking skills. They realized their capacities and evaluated themselves correctly and objectively. The teacher opinion has stated that the students' interest in and motivation for the course increased, they were active because they determined their course reviews themselves.","PeriodicalId":22954,"journal":{"name":"THE SKY-International Journal of Physical Education and Sports Sciences (IJPESS)","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75579251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.5771/2747-6073-2021-3-2
D. Barney, T. Leavitt
Many K-12 students are given homework; this can also apply in physical education (PE) classes. Homework in PE can be specific to what the student is doing in their PE class, or students might be given the option of doing an activity of their choice. Research has investigated parents and K-12 students’ opinions and perceptions of homework. This study sought to better understand Physical Education Teacher Education (PETE) majors’ perceptions and opinions of homework in PE. It was generally found from qualitative survey questions that PETE majors felt that homework in PE can be beneficial, but that it should be fun with no busy work. Results from this study suggest that PETE majors’ are not particularly sure if they will implement homework in their PE classes upon graduation.
{"title":"Physical education majors’ perceptions and attitudes towards homework in physical education class","authors":"D. Barney, T. Leavitt","doi":"10.5771/2747-6073-2021-3-2","DOIUrl":"https://doi.org/10.5771/2747-6073-2021-3-2","url":null,"abstract":"Many K-12 students are given homework; this can also apply in physical education (PE) classes. Homework in PE can be specific to what the student is doing in their PE class, or students might be given the option of doing an activity of their choice. Research has investigated parents and K-12 students’ opinions and perceptions of homework. This study sought to better understand Physical Education Teacher Education (PETE) majors’ perceptions and opinions of homework in PE. It was generally found from qualitative survey questions that PETE majors felt that homework in PE can be beneficial, but that it should be fun with no busy work. Results from this study suggest that PETE majors’ are not particularly sure if they will implement homework in their PE classes upon graduation.","PeriodicalId":22954,"journal":{"name":"THE SKY-International Journal of Physical Education and Sports Sciences (IJPESS)","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86041580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.51846/the-sky.v4i1.825
Aqsa Ahmed, Hafiza Sadeea, Saadia Mahmood ul Hassan
Sports and physical activity is not only important for normal children but it is equally essential for the children with physical disabilities. Effective sports participation of children with hearing deficits has physical, mental, intellectual as well as societal benefits. The aim of this study was to examine the impact of sports participation on academic achievement of hearing impaired children. For this purpose, a total of children were selected, divided into groups on the basis of comparative experimental design. Half of the sample was assigned to control group including those students who did not participate in sports whereas, other half was assigned to experimental group including those children who participated in sports activity including Badminton, Football and Volleyball. After pretest and post test data was collected with the help of Sports Participation Scale and Academic Performance rating scale. The overall reliability of the scale was found to be. Results indicated that there was a significant positive impact of sports participation on the academic achievement from to with betterment level of . According to these results we can conclude that sports participation creates a positive impact on academic achievement of Hearing-impaired students.
{"title":"The Relationship of Sports and Physical Activity to the Academic Achievement- A Case of Hearing-Impaired Children","authors":"Aqsa Ahmed, Hafiza Sadeea, Saadia Mahmood ul Hassan","doi":"10.51846/the-sky.v4i1.825","DOIUrl":"https://doi.org/10.51846/the-sky.v4i1.825","url":null,"abstract":"Sports and physical activity is not only important for normal children but it is equally essential for the children with physical disabilities. Effective sports participation of children with hearing deficits has physical, mental, intellectual as well as societal benefits. The aim of this study was to examine the impact of sports participation on academic achievement of hearing impaired children. For this purpose, a total of children were selected, divided into groups on the basis of comparative experimental design. Half of the sample was assigned to control group including those students who did not participate in sports whereas, other half was assigned to experimental group including those children who participated in sports activity including Badminton, Football and Volleyball. After pretest and post test data was collected with the help of Sports Participation Scale and Academic Performance rating scale. The overall reliability of the scale was found to be. Results indicated that there was a significant positive impact of sports participation on the academic achievement from to with betterment level of . According to these results we can conclude that sports participation creates a positive impact on academic achievement of Hearing-impaired students.","PeriodicalId":22954,"journal":{"name":"THE SKY-International Journal of Physical Education and Sports Sciences (IJPESS)","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85720547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.51846/the-sky.v4i1.816
Sumera Sattar, Shahzaman Khan, Sharin Iqbal
With reference to Pakistan, it has been observed that young female students are reluctant to take part in sports because of social pressures that affect their health in the long run. This research was conducted to examine the effect of self-esteem and body image on sports participation of female athletes mainly with two objectives i.e. to quantify the relationship between self-esteem and body image of sports participation of females and to quantify the impact of self-esteem and body image as motivators for sports participation of females. The purpose of selecting this topic was that both self-esteem and body image can play a major role to motivate females participate in sports. By applying the simple random sampling, a total of 200 female students were selected from four different universities to participate in the study. These female students belonged to the physical education department of different universities of Lahore, Pakistan. Adapted questionnaires of Rosenberg Self Esteem Scale (1965) and Offer Scale of Body-image (1972) were used to get the opinion of the participants. Results indicated a positively significant relationship between self-esteem and sports participation of female students as the values of the correlation were 0.317. In case of body image, positive significant relationship was observed between body image and sports participation as the value of correlation was 0.442. The research concluded that female students having high level of self-esteem and perfect body image, were more enthusiastic to participate in sports. The findings will help the physical trainers, instructors and teachers to find out the causes from the females who have low self-esteem.
{"title":"Impact of Self-Esteem and Body Image on Sports Participation of Female Athletes","authors":"Sumera Sattar, Shahzaman Khan, Sharin Iqbal","doi":"10.51846/the-sky.v4i1.816","DOIUrl":"https://doi.org/10.51846/the-sky.v4i1.816","url":null,"abstract":"With reference to Pakistan, it has been observed that young female students are reluctant to take part in sports because of social pressures that affect their health in the long run. This research was conducted to examine the effect of self-esteem and body image on sports participation of female athletes mainly with two objectives i.e. to quantify the relationship between self-esteem and body image of sports participation of females and to quantify the impact of self-esteem and body image as motivators for sports participation of females. The purpose of selecting this topic was that both self-esteem and body image can play a major role to motivate females participate in sports. By applying the simple random sampling, a total of 200 female students were selected from four different universities to participate in the study. These female students belonged to the physical education department of different universities of Lahore, Pakistan. Adapted questionnaires of Rosenberg Self Esteem Scale (1965) and Offer Scale of Body-image (1972) were used to get the opinion of the participants. Results indicated a positively significant relationship between self-esteem and sports participation of female students as the values of the correlation were 0.317. In case of body image, positive significant relationship was observed between body image and sports participation as the value of correlation was 0.442. The research concluded that female students having high level of self-esteem and perfect body image, were more enthusiastic to participate in sports. The findings will help the physical trainers, instructors and teachers to find out the causes from the females who have low self-esteem.","PeriodicalId":22954,"journal":{"name":"THE SKY-International Journal of Physical Education and Sports Sciences (IJPESS)","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82499395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.51846/the-sky.v4i1.820
Muhammad Safdar Ali, Pro.Dr. Mohibullaha Khan Marwat, Ghulam Shabbir Anjum
Aerobic capacity is dominant factor of every individual for attaining dominating performance in sports particularly to achieve optimum performance in the endurance sports. The aim of study was to assess the aerobic capacity of the players of Athletics and rowing team of Islamabad. Aerobic and anaerobic exercises can be beneficial for the fitness and depending on the intensity, duration and events. The mechanism of respiration and heart rate is differ in aerobic and anaerobic activities. Thirty athletes from middle and long distance events of track and field age group (23.9 ± 3.0) weight (64.13 ± 7.0) and thirty players of the rowing team age group (27.9 ± 4.1) weight (81.4 ± 8.7) from the Capital city Islamabad team were selected to investigate their aerobic capacity through the PACER (Progressive Aerobic Cardiovascular Endurance Run) test. The PACER test for both teams was conducted at the same time and in the same conditions. The data were recorded and tabulated in respect of both the teams. The SPSS version 21 was used to analyze the data by applying individual sample t- test. It is concluded that Peak values of VO2 max of athletics team (58.81% ± 3% l/min), were significantly higher (p<0,005) than rowing team players which had (55.29 % ± 3% l/min. Rowing players require higher degree of endurance for optimum achievements. The results indicated that peak values of VO2 max of athletics team is higher due to less body weight as compared to rowing team. Body weight has significant impact on aerobic capacity.
{"title":"Identification and Evaluation of the Aerobic Capacity of Athletic and Rowing Team Players of Islamabad City (The Capital of Pakistan)","authors":"Muhammad Safdar Ali, Pro.Dr. Mohibullaha Khan Marwat, Ghulam Shabbir Anjum","doi":"10.51846/the-sky.v4i1.820","DOIUrl":"https://doi.org/10.51846/the-sky.v4i1.820","url":null,"abstract":"Aerobic capacity is dominant factor of every individual for attaining dominating performance in sports particularly to achieve optimum performance in the endurance sports. The aim of study was to assess the aerobic capacity of the players of Athletics and rowing team of Islamabad. Aerobic and anaerobic exercises can be beneficial for the fitness and depending on the intensity, duration and events. The mechanism of respiration and heart rate is differ in aerobic and anaerobic activities. Thirty athletes from middle and long distance events of track and field age group (23.9 ± 3.0) weight (64.13 ± 7.0) and thirty players of the rowing team age group (27.9 ± 4.1) weight (81.4 ± 8.7) from the Capital city Islamabad team were selected to investigate their aerobic capacity through the PACER (Progressive Aerobic Cardiovascular Endurance Run) test. The PACER \u0000 \u0000 \u0000 test for both teams was conducted at the same time and in the same conditions. The data were recorded and tabulated in respect of both the teams. The SPSS version 21 was used to analyze the data by applying individual sample t- test. It is concluded that Peak values of VO2 max of athletics team (58.81% ± 3% l/min), were significantly higher (p<0,005) than rowing team players which had (55.29 % ± 3% l/min. Rowing players require higher degree of endurance for optimum achievements. The results indicated that peak values of VO2 max of athletics team is higher due to less body weight as compared to rowing team. Body weight has significant impact on aerobic capacity.","PeriodicalId":22954,"journal":{"name":"THE SKY-International Journal of Physical Education and Sports Sciences (IJPESS)","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87011438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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