Biannual Multilingual - Swarnim Gujarat Sports University · referring process and published on the recommendations of referees and ... Dr. Niraj Silavat ... Narayan M. Bhavsar and

Biannual Multilingual

International Journal of Physical Education and Sports Sciences

ISSN: 2349- 3992 Volume 2, No.2 December, 2015

Peer Reviewed and Referred Journal

Editor

Dr. Sudhir Kumar Sharma

Swarnim Gujarat

Sports University

Sports Performance

Sports Culture

Experts

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Training Program

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Vyayam

Setu

Vyayam Setu: International Journal of Physical Education and Sports Sciences

About University

The Gujarat Govt. has taken a praiseworthy initiative by establishing Swarnim Gujarat Sports

University (SGSU) in Gandhinagar for the bright future of the sporting world. A strong and

healthy atmosphere for sports has been created in Gujarat through events like Khel

Mahakumbh and new sports schools/academies. The establishment of Swarnim Gujarat Sports

University has opened up doors for a wide range of opportunities for students of Physical

education and sports sciences for making career in sports industry. The greatest advantage of

studying sports is that alongside studying students get many opportunities of becoming a sports

person. Sports persons nowadays get great amount of financial help as well as international

reputation due to the encouraging policies of the government. Many renowned players have

established their own training academies and have succeeded in the professional field as well.

At SGSU a number of career oriented courses will be offered. Until now, the activities of sports

and physical education were limited only to school and colleges due to which sports coaches

and teachers could avail limited job opportunities. In recent times, there are several

opportunities both in public and private sectors. In private sectors, many recreation clubs, five

star hotels, entertainment theme parks, corporate societies, modern townships and private

residential buildings with world class facilities have come into existence wherein facilities for

sporting activities is accorded prime importance. As a result, new opportunities have arisen for

building careers as sports coordinator, swimming pool attendant, gym coach, recreation

manager etc. Besides, today many private international and national day schools have been

established in which there are requirements of sports coordinators and physical educators.

There are some other fields which are still unfamiliar and untried by the students such as

Adventure Sports, Sports Management, Sports Event Management, Sports Tourism, Sports

Law, Sports Journalism, Sports Nutrition, Sports Physiotherapy, Sports Massage etc. Career in

these fields can earn name, fame and money. SGSU will commence new courses like “P.G.

Diploma in Sports Tourism” and “P.G. Diploma in Adventure Sports Administration” so as to

prepare experts who can organize national and international level adventure sports activities.

At present there is a lack of experts in the aforementioned fields, as a result of which,

programmes of international standards cannot be organized. In fitness industry as well fields

like Sports Physiotherapy, Sports Nutrition and Medicine, Sports Massage and Sports Exercise

therapy etc. lacks experts. SGSU will offer one year course “P.G. Diploma in Disability Sports”

to prepare experts in this field.

About the Journal

Vyayam Setu is a referred biannual and multilingual International Journal of Physical

Education and Sports Sciences. It promotes interdisciplinary perspective to significant national

and international issues related to sports and physical education. Its regular features include

research book editorial correspondence. All the research papers are subject to a double – blind

referring process and published on the recommendations of referees and the editors. As far as

the research papers are concerned, the views or statements expressed in the research papers are

solely of the author and the editors are not responsible for the same.


Editorial Board

Patron

Prof. Jatin Soni

Vice Chancellor,

Swarnim Gujarat Sports University,

Editor

Dr. Sudhir Kumar Sharma

Co-Editor’s

Dr. Om Prakash Mishra

Ms. Smiti Padhi

Advisory Board

Dr. C. B. Kagthara

Dr. K. J. Gohil

Dr. J. K. Savalia

Dr. Dilip T. Jaiswal

Dr. Inder Mohan Datta

Dr. Nagendra Sharma

Dr. Sushma Ghildyal

Dr. Niraj Silavat

Mr. Ravindra Singh Rajpurohit

Mr. Y. L. Jethwa

Referee’s Board

Prof. R. Thirumalaisamy (India)

Prof. M Chandra Kumar (India)

Prof. Dr. G. L. Khanna (India)

Dr.(Mrs.) A. Shenbagavalli(India)

Dr. Youd Vir Singh (India)

Dr. Oleksandr Krasilshchikov (Malaysia)

Dr. D. Maniazhagu (India)

Dr. Nagendra Sharma (India)

Dr. J. K. Thakur (India)

Dr. Alia Sultangalie

Dr. G D Ghai

Dr. Deepak Mehta

Dr. Thirumalaikumar Subramanian

Dr. Y. Kishore

All correspondence related to the Journal should be addressed to:-

Editor,

Vyayam Setu,

Swarnim Gujarat Sports University,

Sector 15, Gandhinagar, 382015

Ph: 079-23288364, Mob: 08733934430

Website: www.sgsu.gujarat.gov.in

Email: [email protected]


GUIDELINES FOR AUTHORS

VYAYAM SETU welcomes articles of interest representing original work, analytical

Papers and papers based on review of extensive literature on Physical Education and Sports

Sciences .All communications should be addressed to the Editor, Vyayam Setu, Swarnim

Gujarat Sports University, Sector 15, Gandhinagar, Gujarat 382015.

Declaration: Each article should be accompanied with a declaration by all the authors that

I/They am/are the authors of the article in the order in which listed and the article is original,

has not been published or submitted for publication elsewhere. It is the author’s responsibility

to obtain permission in writing for the use of all previously published material, and not of the

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in the text, both should be identical in spelling and year. 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,

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In this regard, the fees will be charged from the author.

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Rs.1,000/= per paper. The editorial board has the power to wave the fee.

d) Research Papers will be reviewed and will be published on the recommendations of the

members of the referee Board, the advisory board and experts of the subjects and the

discretion of the editor.


Editorial

The December 2015 issue of Vyayam Setu contains 10 research papers in all. The

papers were selected after ensuring that they contribute a new dimension to the already

established research work.

Diwakar Singh and Dr. Rajeev Choudhary write about the impact of different weight

categories on dynamic balance ability in weight lifting. The paper adds a new dimension to the

impact study of weightlifting sport.

Pankaj Pandey and Dr. Jogiswar Goswami write on the effect of selected explosive

exercise on the speed of bowlers. Their study is supported with relevant data and appropriate

literature, which shall broaden the reader’s perspective.

Dr. Yatendra K Singh does a comparative analysis of the effects of two different

training programmes on speed and strength of bowlers in cricket. The paper is both interesting

as well as in depth in nature.

Praveen Kumar Mishra in his research paper explains the Psychological factors of

Basketball and Volleyball Players in Sardar Patel University. Competitive anxiety as he says

is one of the most thoroughly examined topics in sport psychology literature and the paper is

based on the same idea.

Bindiya Rawat and Deepak Bangari conducted a comparative study of mental

toughness, aggression and self-confidence among male and female hockey players. The paper

examines the differences in demographic and psychographic traits of players on basis of their

sex.

DR. N. K. Datta and Dave Himanshu G talk elaborately on the basics to boost

personality of an individual. This paper is important for people from all walks of life.

Deo Narayan and Dr. Vivek Mishra write upon their study on differential status of

virtue possessed by sub-elite players of different games. On the basis of availability of games

and suitability of researcher, seven games were selected i.e. Kabaddi, Cricket, Handball,

Badminton, Archery, Athletics and Wrestling.

Ladhubhai. D. Mori talks about the effect of circuit training and interval training

programme on selected physical fitness variables of school male students.

Narayan M. Bhavsar and Dr. Harish Kumar M. Desai explain the effect of specific

cricket training on selected components of fitness & physiological variables on K.D.C.A. U-

19 cricketers.

The paper of Mohammad H Badi and Nita D. Vala talks about the Effect of Yoga

and Aerobic Exercise on Physical Fitness Components of Obese Students.

I hope that all the papers prove to be informative and interesting to the readers of

Vyayam Setu.

Editors


CONTENTS

Sr. No. Title Page No.

1.

Impact of Different Weight Categories on Dynamic Balance

Ability in Weightlifting

Diwakar Singh and Dr. Rajeev Choudhary

1-7

2. Effect of Selected Explosive Exercise on Speed of Bowlers

Pankaj Pandey and Dr. Jogiswar Goswami

8-11

3.

Comparative Effects of Two Different Training Programmes on

Speed and Strength of Bowlers in Cricket

Dr. Yatendra K Singh

12-18

4. Psychological factors of Basketball and Volleyball Players in

Sardar Patel University: A Comparative study

Praveen Kumar Mishra

19-22

5.

Comparative Study of Mental Toughness, Aggression and Self

Confidence among Male and Female Hockey Players

Bindiya Rawat and Deepak Bangari,

23-27

6. Basics to Boost Personality

Dr. N. K. Datta and Dave Himanshu G

28-32

7. A Study on Differential Status of Virtue Possessed By Sub-Elite

Players of Different Games

Deo Narayan and Dr. Vivek Mishra

33-38

8. Effect of Circuit Training and Interval Training Programme on

Selected Physical Fitness Variables of School Male Students

Ladhubhai. D. Mori

39-44

9. Effect of Specific Cricket Training on Selected Components of

Fitness and Physiological Variables on K.D.C.A. U-19 cricketers

Narayan M. Bhavsar and Dr. Harishkumar M. Desai

45-49

10.

મેદસ્વી વવદ્યાર્થીઓ પર યોગ અને એરોબિક કસરતોની શારીરરક યોગ્યતાના ઘટકો ઉપર ર્થતી અસરોનો અભ્યાસ

મોહંમદ હા. િાદી , નીતા દુ. વાળા

50-54

Volume: 2, Issue: I1, December 2015 ISSN –2349- 3992

Vyayam Setu: International Journal of Physical Education and Sports Sciences 1

Impact of Different Weight Categories on

Dynamic Balance Ability in Weightlifting

Diwakar Singh*

Dr. Rajeev Chaudhary**

Abstract

The study was conducted with an objective to characterize All India inter varsity level

weightlifters of different weight categories by dynamic balance ability. Another purpose was to

find out significant difference among the mean values of dynamic balance ability pertaining to

eight different weight categories of weightlifters. One hundred twenty weightlifters (N=120) who

participated in all India Intervarsity weightlifting championship were selected. Fifteen subjects

were selected from each category. Total eight weight categories approved by Association of Indian

Universities (AIU) for All India Inter University Weightlifting Championship were selected (56 kg,

62 kg, 69 kg, 77 kg, 85 kg, 94 kg, 105 kg and +105 kg). In this study dynamic balance ability was

selected as Independent Variable (IV) and different eight weight categories were selected as

Dependent Variable (DV). The study was conducted on the basis of “static group comparison

design”. Descriptive statistics, one way analysis of variance, Levene statistic & Tukey’s HSD test

were used for data analysis. In the present study significant difference was found among different

weight categories in relation to dynamic balance ability. Results of Tukey’s HSD post hoc test

revealed that, significant difference was found among six pairs only i.e. 56 kg and +105 kg weight

categories (sig. = .002), 62 kg and +105 kg weight categories (sig. = .009), 69 kg and 105 kg

weight categories (sig. = .029), 69 kg and +105 kg weight categories (sig. = .000), 77 kg and

+105 kg weight categories (sig. = .006), 85 kg and +105 kg weight categories (sig. = .000) out of

total 28 pairs.

Introduction

To produce and to train good athletes, attention is required on the development of different

motor abilities. Only few authors (Ricotti, 2011) advised to concentrate on improving balance

abilities. Weight lifting is the sport in which only two techniques are performed i.e. “snatch” and

“clean & jerk”. The question arises, whether the same level of dynamic balance is required in all

the weight categories of weightlifters. The results of this study are fructiferous to answer this

question. Balance is the ability which is not only required in the field of games and sports but this

ability is also useful in day today life activity. In conclusion, it can be said that balance is required

in each and every game and sport. Research studies reveals that vestibular system, visual system

and somato sensory systems contribute to the balance ability. And these systems are effected by

______________________

*Research Scholar, School of Studies in Physical Education, Pt. Ravi Shankar Shukla University,

Raipur (C.G.). **Professor, School of Studies in Physical Education, Pt. Ravi Shankar Shukla University, Raipur

(C.G.).



age and injury that lead to effect balance. Actually dynamic balance is related to the ability of the

individual in which stability is maintained in relation to centre of mass during movements (Kinzey

& Armstrong 1998).

Objectives of the study

The study was conducted with an objective to characterize All India Inter Varsity level

weightlifters of different weight categories by dynamic balance ability. Another purpose was to

find out significant difference among the mean values of dynamic balance ability pertaining to

eight different weight categories of weightlifters.

Methodology

Subjects:

One hundred twenty weightlifters (N=120) who participated in All India Inter University

Weightlifting Championship were selected. Fifteen subjects were selected from each category.

Selection of weight categories:

Total eight weight categories approved by Association of Indian Universities (AIU) for All

India Inter University Weightlifting Championship were selected (56 kg, 62 kg, 69 kg, 77 kg, 85

kg, 94 kg, 105 kg and +105 kg).

Variables:

In this study dynamic balance ability was selected as Independent Variable (IV) and

different eight weight categories were selected as Dependent Variable (DV).

Study design:

The study was conducted on the basis of “Static Group Comparison Design” (Clarke &

Clarke, 1984). All the subjects were taken from eight weight categories of weightlifting. The study

was conducted without any experimental treatment by the researchers.

Statistical Techniques Used

To characterize dynamic balance ability among the weightlifters of eight different weight

categories, descriptive statistics was used. To compare mean scores of dynamic balance ability

among the weightlifters of eight different weight categories, one way analysis of variance was

used at .05 level of significance (Verma, 2000). Levene statistic was also computed to test the

homogeneity of variance among eight weight categories in relation to dynamic balance ability. To

find out the significant difference among the paired means (among eight weight categories) in

dynamic balance ability, Tukey’s HSD test was applied (Field, 2009).



Findings

Table – 1: Testing of homogeneity of variance

Levene Statistic df 1 df 2 Sig.

.847 7 112 .551

Table- 1 reveals the results related to variance homogeneity. In testing homogeneity of

variance in different weight categories, levene value of .847 was found and the significance level

of levene value was found .551. This fulfils the required assumption of homogeneity of variance

among different weight categories in relation of dynamic balance ability. So, ANOVA was applied

to compare dynamic balance ability in different weight categories of weightlifters.

Table – 2: Mean, standard deviation and 95% confidence intervals for mean in relation to

dynamic balance of the weightlifters from different weight categories

Weight

categories Mean

Standard

Deviation

95% Confidence Interval for Mean

Lower Bound Upper Bound

56 kg 61.60 5.13 58.75 64.44

62 kg 60.33 9.43 55.10 65.56

69 kg 64.46 8.76 59.61 69.32

77 kg 60.66 9.27 55.53 65.80

85 kg 63.13 7.35 59.05 67.20

94 kg 57.26 8.55 52.52 62.00

105 kg 54.40 9.71 49.01 59.78

+105 kg 49.13 8.00 44.69 53.56

Table - 2 describes the different measures related to dynamic balance ability of the

weightlifters belonging to different categories. In the first weight category of 56 kg, 61.60 mean,

5.13 standard deviation, 58.75 lower bound of 95% confidence interval and 64.44 upper bound of

95% confidence interval were observed. In the second weight category of 62 kg, 60.33 mean, 9.43

standard deviation, 55.10 lower bound of 95% confidence interval and 65.56 upper bound of 95%

confidence interval were observed. In the third weight category of 69 kg, 64.46 mean, 8.76


confidence interval were observed. In the fourth weight category of 77 kg, 60.66 mean, 9.27




confidence interval were observed. In the fifth weight category of 85 kg, 63.13 mean, 7.35 standard

deviation, 59.05 lower bound of 95% confidence interval and 67.20 upper bound of 95%

confidence interval were observed. In the sixth weight category of 94 kg, 57.26 mean, 8.55


confidence interval were observed. In the seventh weight category of 105 kg, 54.40 mean, 9.71


confidence interval were observed. In the eighth weight category of +105 kg, 49.13 mean, 8.00


confidence interval were observed.

Table – 3: Table showing the results of ANOVA related to comparison of dynamic balance

ability among the weightlifters of different weight categories

Sum of Squares Df Mean Square F Sig.

Between Groups 2695.12 7 385.01

5.46 .00 Within Groups 7898.00 112 70.51

Total 10593.12 119

Table- 3 shows that significant difference was obtained in case of the dynamic balance of

the weightlifters of different weight categories, since obtained F- value of 5.46 was found

significant at .05 level of significance.

Table- 4 is related to the comparison of means of pairs shows that significant difference

was found between 56 kg and +105 kg weight categories (sig.= .002), 62 kg and +105 kg weight

categories (sig. = .009), 69 kg and 105 kg weight categories (sig. = .02), 69 kg and +105 kg weight

categories (sig. = .00), 77 kg and +105 kg weight categories (sig. = .006), 85 kg and +105 kg

weight categories (sig. = .00) at .05 level. In case of 56 kg and 62 kg weight categories (sig. =

1.00), 56 kg and 69 weight categories (sig. = .98), 56 kg and 77 kg weight categories (sig. = 1.00),

56 kg and 85 kg weight categories (sig. = 1.00), 56 kg and 94 kg weight categories (sig. = .84), 56

kg and 105 kg weight categories (sig. = .27), 62 kg and 69 kg weight categories (sig. = .87), 62 kg

and 77 kg weight categories (sig. = 1.00), 62 kg and 85 kg weight categories (sig. = .98), 62 kg

and 94 kg weight categories (sig. = .97), 62 kg and 105 kg weight categories (sig. = .53), 69 kg

and 77 kg weight categories (sig. = .91), 69 kg and 85 kg weight categories (sig. = 1.00), 69 kg

and 94 kg weight categories (sig. = .27), 77 kg and 85 kg weight categories (sig. = .99), 77 kg and

94 kg weight categories (sig. = .95), 77 kg and 105 kg weight categories (sig. = .45), 85 kg and 94

kg weight categories (sig. = .54), 85 kg and 105 kg weight categories (sig. = .09), 94 kg and 105

kg weight categories (sig. = .98), 94 kg and +105 kg weight categories (sig. = .14), 105 kg and

+105 kg weight categories (sig. = .67) no significant difference was found at .05 level.



Table – 4: Tukey’s HSD post hoc test to compare means belonging to weightlifters of

different weight categories is relation to dynamic balance ability

(I)

Weight

category

(J)

Weight

category

Mean Difference

(I-J)

Standard

Error Sig.

95% Confidence Interval


56 kg 62 kg 1.26 3.06 1.00 -8.20 10.73

69 kg -2.86 3.06 .98 -12.33 6.60

77 kg .93 3.06 1.00 -8.53 10.40

85 kg -1.53 3.06 1.00 -11.00 7.93

94 kg 4.33 3.06 .84 -5.13 13.80

105 kg 7.20 3.06 .27 -2.27 16.67

+105 kg 12.46 3.06 .002 2.99 21.93

62 kg 69 kg -4.13 3.06 .87 -13.60 5.33

77 kg -.33 3.06 1.00 -9.80 9.13

85 kg -2.80 3.06 .98 -12.27 6.67

94 kg 3.06 3.06 .97 -6.40 12.53

105 kg 5.93 3.06 .53 -3.53 15.40

+105 kg 11.20 3.06 .009 1.72 20.67

69 kg 77 kg 3.80 3.06 .91 -5.67 13.27

85 kg 1.33 3.06 1.00 -8.13 10.80

94 kg 7.20 3.06 .27 -2.27 16.67

105 kg 10.06 3.06 .02 .59 19.53

+105 kg 15.33 3.06 .00 5.86 24.80

77 kg 85 kg -2.46 3.06 .99 -11.93 7.00

94 kg 3.40 3.06 .95 -6.07 12.87

105 kg 6.26 3.06 .45 -3.20 15.73

+105 kg 11.53 3.06 .006 2.06 21.00

85 kg 94 kg 5.86 3.06 .54 -3.60 15.33

105 kg 8.73 3.06 .09 -.73 18.20

+105 kg 14.00 3.06 .00 4.52 23.47

94 kg 105 kg 2.86 3.06 .98 -6.60 12.33

+105 kg 8.13 3.06 .14 -1.33 17.60

105 kg +105 kg 5.26 3.06 .67 -4.20 14.73

*. The mean difference is significant at the 0.05 level.



Figure 1: Dynamic balance ability possessed by the weight lifters of different weight categories

Discussion of Findings

In the present study, significant difference was found among different weight categories in

relation to dynamic balance ability. If the balance ability of weightlifters among different weight

categories is seen in an order on the basis of performance, the observed ascending order is +105

kg weight category < 105 kg weight category < 94 kg weight category < 62 kg weight category <

77 kg weight category < 56 kg weight category < 85 kg weight category < 69 kg weight category.

But if the results of Tukey’s HSD post hoc test is seen for the comparison of paired means of

different weight categories, significant difference was found among six pairs only i.e. 56 kg and

+105 kg weight categories (sig. = .002), 62 kg and +105 kg weight categories (sig. = .009), 69 kg

and 105 kg weight categories (sig. = .029), 69 kg and +105 kg weight categories (sig. = .000), 77

kg and +105 kg weight categories (sig. = .006), 85 kg and +105 kg weight categories (sig. = .000)

out of total 28 pairs. (Butler, et. al., 2012) conducted a study to differentiate dynamic balance

ability on the basis of different levels of play in soccer. Selected levels were high school, collegiate

and professional soccer players. Results of the study showed that different level of balance ability

was found at different levels of play. This proves that performance of dynamic balance ability

varied according to competition level. In the present study, differential level of dynamic balance

ability among different levels of play might be due to the reason that different weight categories

of weightlifters possess different level of performance in balance ability.

0 10 20 30 40 50 60 70

56 kg

62 kg

69 kg

77 kg

85 kg

94 kg

105 kg

+105 kg

Dynamic Balance Ability (in points)

Wei

gh

t C

ate

go

ries



References

Butler, R. J. et.al. (2012). Differences in soccer players dynamic balance across levels of

competition. Journal of Athletic Training, 47(6), 616-620.

Clarke, D. H., and Clarke, H. H. (1984). Research processes in physical education. Prentice-hall,

Inc., New Jersey, 245-283.

Field, A. (2009). Discovering statistics using SPSS. Singapore, SAGE Publications Ltd, 347-383.

Kinzey, S. J., and Armstrong, C. W. (1998). The reliability of the star-excursion test in assessing

dynamic balance. Journal of Orthopaedic & Sports Physical Therapy. 27(5), 356-360.

Ricotti, L. (2011). Static and dynamic balance in young athletes. Journal of Human Sport and

Exercise. 6(4), 616-628.

Verma, J. P. (2000). A text book on sports statistics. Gwalior, Venus Publication, 246-283.



Effect of Selected Explosive Exercise on Speed of Bowlers

Pankaj Pandey *

Dr. Jogiswar Goswami **

Abstract

Explosive exercise can be defined as movements in which the rate of force development is

maximum or near maximum for a given type of muscle action. The prevalent objectives of the study

were to find out the effect of selected explosive exercise training programme on speed of bowlers

in cricket. 30 bowlers from Delhi/ NCR were selected as the subjects for this study whose age were

ranging between 18-24 yrs. Random group design was adopted for distributing the subjects into

two equal groups. The control and the experimental assignment were done randomly to both the

group. A systematic explosive training programme for 6 weeks (3Days per week) was given to the

experimental group. The control group received no treatment. Pre-test and post-test data were

collected on bowling speed for both the groups. The data were further analysed by using paired t-

test to find out the training effects if any on the subjects. The result of the study showed that there

was significant improvement on bowling speed of the experimental group. It was concluded that

the specific explosive training programme was useful in improving the bowling speed in cricket.

Key Words: Explosive Exercise, Bowling Speed, Speed Gun, Bowler.

Introduction

It is well known fact that speed is the outcome of explosive strength training. Unstable

activity preparing schedules are one approach to expand power yield. The objective of explosive

activity preparing is to at last move overwhelming weights rapidly with no danger of damage.

Explosive activities are regularly utilized by players who need to produce a speedy burst of

maximal exertion. The sorts of activities used to construct the brisk development that requires a

most extreme force yield from the athlete in a short measure of time. The cricket is a game, which

demands a very high level of fitness (Baake, 1974). In cricket action of bowling requires highly

skilled movements, which is acquired over years of fine training. The bowling action is a complex

activity and for the good performance high level of intra and inter muscular coordination is

required. The medium fast bowler’s speed range between 70 mph to 79 mph. fast bowlers require

high run-up speeds, generates high ground reaction forces, and produce high joint torques

(Ferdinands. 2004). To attain high ball release speed, the bowler's trunk must flex, extend, laterally

flex, and rotate within a short period and the body must absorb ground reaction forces as high as

six times body weight (Bartlett et al. 1996). Simply looking at the bowling action may lead you to

* Research Scholar, Amity School of Physical Education and Sports Sciences, Amity University,

Noida, U.P.

** Assistant Director, Amity School of Physical Education and Sports Sciences, Amity University,

Noida, U.P.



believe that bowling is an upper body strength activity. But the underlining fact is that the lower

body has more relevance. Research by Phillips et. al. (2010) showed significant contributions by

the lower extremities in the way in which bowling speeds were generated. A study in 2006

(Zatsiorsky et. al.) also highlighted the fact that the higher velocity bowlers had greater lower body

strength levels. This training targeted the power and explosive strength development and also

indirectly affects the related fitness components related to sports performance. In the present study

also researcher has prepared a selected explosive exercise programme to find out its benefits on

the bowling speed of the bowlers.

Methodology

To achieve the purpose of the study 30 bowlers were selected from Delhi/NCR cricket

academies. Ages of the selected subjects were ranged between 18-24 years. They were divided in

to two equal groups of 15 – 15 each. The experimental group was exposed to 6 weeks (3Days per

week) of selected explosive training programme whereas control group was not exposed to any

experimental treatment. The selected explosive training exercises incorporated in the training

programme were given below:

Explosive Exercises Training Program

Sr. No. Name of the exercise

I. Forward Fall

II. Dynamic Tuck Jump

III. Back Arch Star Jump

IV. Travel Push Up

V. Functional Leg Thrust

VI. Trolley Hand Walk and Jump

Pre-test and post-test data were collected from the control and experimental groups. Speed

Gun was used to assess bowling speed of the subjects. The collected data were analyzed using

paired t- test.

Result

To find out the effects of the selected explosive training on the subjects the means of the

pre-test and the post-test data were analysed as follows.



Table-1: Comparison between Pre-Test and Post- Test Means of Experimental and Control

Group in Relation to speed of bowlers

Tabulated t Value = t05 (39) =2.02

Table 1 shows that there is a significant difference in the pre-test and post-test means of

bowling speed of the experimental group, as the obtained t- value of 7.30 is higher than the

tabulated t-value of 2.02 at 0.05 level of significance. It is also evident from the table that the

difference between the calculated t-value for the pre-test and post-test means of control group is

not significant since the calculated value of 1.14 is less than the tabulated value of 2.02. The

graphical representation of the values of table 1 is depicted at Fig: 1.

Figure 1: Comparison between Pre-Test and Post- Test Means of Experimental and Control Group in

Relation to speed of bowlers

Discussion

From the findings it is clear that the treatment in the form of selected explosive exercise

training is the only major factor which is not common between both the groups. So it is evident

that the changes which occurred in the experimental group in the form of increase in the bowling

speed are due to the effect of the training programme which was not shown in the control group.

During selected explosive exercise training we have focused on the abdominal muscles, Trapezius,

latissimus muscles, semitendinosus, biceps femoris, pectoralis muscles and oblique, vastus

112.5

113

113.5

114

114.5

115

115.5

116

116.5

control group Experimental Group

114.66

114.02

115.007

116.37

Pre-test Post-Test

Groups Pre Test

(Mean)

Post Test

(Mean) N DM SD df T

Control 114.66 115.007 20 0.35 1.08 39 1.14

Experimental 114.02 116.37 20 2.35 1.44 39 7.30



lateralis, vastus medialis, vastus intermedius, and the rectus femoris. These muscles are involved

in all types of bowling delivery movements because they serve as the bridge between the upper

and the lower extremities. This might be the important reason due to which selected explosive

exercise training have shown significant improvement on bowling speed in cricket.

Conclusion

Within the limitations of this study and on the basis of the findings, the following

conclusions were drawn:

1. The six weeks selected explosive exercise training programme was sufficient in improving

the speed of the bowling of the bowlers.

2. The selected explosive exercise training programme can be used as a training module for the

bowlers.

References

Barrow, H. M. and McGee, R. M. (1979). A Practical Approach to Measurement in Physical

Education, Philadelphia: Lea and Febiger, p. 1.

Bompa, Tudor O. (1999). Periodization: Theory and Methodology of Training, (4th ed.),

Champaign, Illinois: Human Kinetics Publishers, p. 24.

Elliot Bruce, Foster Daryl and Blanksby B. (2001) The Science of Fast Bowling, Mumbai: The

Marine Sports.

Faigenbaum, Avery D. (2007), Effects of a Short-Term Plyometric and Resistance Training

Program on Fitness Performance in Boys Age 12 to 15 Years. Journal of Sports Science

and Medicine, p. 519-525

Garhammer, J. (1981) Free Weight Equipment for the Development of Athletic Strength and

Power. Nat Strength Cond Assoc J, 3: p 24 – 26.

Hardyal Singh (1991), Science of Sports Training, New Delhi: D.V.S. Publication, p.85.

Kansal D.K. (1996) Test and Measurement in Sports and Physical Education, New Delhi: D.V.S.

Publication,

Pretz R, Tan K. and Kaminski T. W. (2004) The Effects of High-volume, Upper-extremity

Plyometric Training on Isokinetic Force Production of the Shoulder Rotators in a Group of

Collegiate Baseball Players. Journal of Orthopaedic & Sports Physical Therapy, p 34:A63.



Comparative Effects of Two Different Training Programmes on Speed and

Strength of Bowlers in Cricket

Dr. Yatendra K Singh*

Abstract

The purpose of the study was to ascertain the effect of two different training programmes

on speed and strength of male medium pace bowlers in Cricket. The subjects for the study were 30

young medium pace bowlers who were regularly training at Cricketer’s Academy, Gurgaon, and

Haryana. The age of the subjects ranged from 16-20 years. They were randomly divided into two

experimental groups (A and B) and a control group (C) each comprising ten subjects. In the light

of scholar’s own knowledge of the field of study, experts’ opinion, administrative feasibility and

availability of instruments/equipment 50 m. & 30 . sprint for speed and Shuttle run and Standing

Broad Jump for Strength. for the study were 30 male medium pace bowlers in cricket who were

regularly training at Cricketer’s Academy, Gurgaon, Haryana and were randomly divided into

three groups namely Experimental Group A (N=10), Experimental Group B (N=10) and Control

Group C (N=10). The analysis of data reveals that the 4-week training programme was effective

in improving speed performance of the subjects in 50 m sprint and strength of abdominal muscles

tested using sit-ups (bent knee). The training programme using speed and strength training means

was not effective in enhancing performance in 30 m sprint and standing broad jump. The training

programme of the young cricket players was effective in bringing about a significant improvement

in 50 m sprint (Speed) performance. A significant improvement was observed in respect of strength

(Sit-ups).

Key Words: Speed, Strength, Cricket, Bowlers

Introduction

Cricket is the most popular sport in India and in view of India’s excellent performance in

different versions of World Cup Championships its popularity has increased tremendously. The

youth of the country are getting attracted in large numbers towards this sport. Its popularity has

even increased among girls. Over the years even in rural areas children have developed interest in

this sport. In order to excel in this sport, an individual should either be a good batsman or a good

bowler. Among bowlers spinners also play an important role but pace bowlers are the backbone of

this sport. A team may not perform well if it did not have pace or medium pace bowlers of high

quality. Spin bowling has been the forte of Indian team, however, in the recent past India has

produced pace and medium pace bowlers of high quality.

Fast bowlers need to develop their ability in all the three conditional abilities namely

strength, speed and endurance. Even though fast bowlers need to develop all the three conditional

* Asstt. Prof., Amity School of Physical Education and Sports Sciences, Amity University, Noida, U.P.



abilities yet strength and speed developments dominate in their training programmes. Fast bowlers

work very systematically for development of explosive strength and speed.

Strength alone does not assure success in any sport. It is usable strength that is the key, the

strength which can be applied to the body to make it faster, change speed, change the direction of

body movement, put a greater speed into a cricket bat and ball or a tennis racket head, or make the

pull on and faster and longer. Hence, while strength is a dominant factor one must also call upon

skill, mobility and speed. A cricket player will not be able to hold the bat as instructed if he does

not have sufficient strength. A pace bowler will fail to put enough speed into the ball if he does

not have enough explosive strength. How can a pupil learn to pole vault if he cannot hold his own

weight? Moreover, lack of sufficient strength results in rapid muscular fatigue, which limits the

amount of practice time available for learning skills.

Speed is more a product heredity then environment. A person is born with the dominance

of muscle fibers capable of working at speed. Those persons who are born with dominance of fast

twitch muscle fibers are meant for speed dominating activities. For faster movement the muscles

need supply of energy at a quicker rate. This will be possible only if the phosphate’s (ATP and

CP) are stored in the body at adequate amount.

Methodology

The subjects for the study were 30 young medium pace bowlers who were regularly trained

at Cricketer’s Academy, Gurgaon, Haryana. The age of the subjects ranged from 16-20 years. They

were randomly divided into two experimental groups (A and B) and a control group (C) each

comprising ten subjects. Experimental Group A trained thrice a week with plyometric exercises

for development of explosive strength. Experimental Group B underwent speed training

programme with a frequency of three times per week. Both the experimental groups were trained

on every Monday, Wednesday and Friday for 4 weeks.. They were tested in selected motor fitness

components before the starting of the training programme and the same tests were again repeated

after the completion of training programme of four weeks. In the light of scholar’s own knowledge

of the field of study, experts’ opinion, administrative feasibility and availability of

instruments/equipment, the following variables were selected for the purpose of the study.

Table 1: List of Variables, Tests Used and their unit of Measurements

S. No. Variable Test Used Unit of Measurement

1 Speed 50m Sprint Second

30m Sprint Second

2 Strength Sit-ups Number

Standing Broad Jump Meter

Before the administration of tests for collection of data, the scholar had a meeting with the

subjects in order to make them familiar with the project and explained to them the effort required

on their part. He also explained them in plain and simple words the significance of the research

work being undertaken by him. The procedure of test was also explained to them in detail so as to



remove any sort of doubt or ambiguity regarding the effort and hard work they had to put in for

the successful completion of this study. The subjects were fully convinced and assured the scholar

for their sincere and whole-hearted cooperation. Even though no motivational technique was

employed in the project, yet the subjects were urged to put in their maximum effort at the time of

collection of data.

The subjects were tested in all the selected test items following the appropriate testing

procedures. The scholar took help of his own classmates for collection of data and prior to testing;

all the helpers were made familiar with the correct way of testing.

In order to ensure uniform conditions for all the subjects, the tests were administered only

in the afternoon sessions. Duration of the tests were adjusted in such a way, that fatigue might not

set in. Sufficient time was provided in between the tests to enable the subjects to put in their best

efforts. All the subjects performed on each test with a considerable degree of zeal and enthusiasm

and in the true sporting spirit. The subjects took all the tests in their proper sports kit. In order to

ascertain the effect of 4-week Block Training Programme, the data collected on selected motor

components were statistically analysed by computing means, standard deviations and t- ratio. In

order to test the significance of difference between the initial and final means in respect of selected

tests, the level of significance chosen was 0.05.

Results

Table 2: Significance of Means of Experimental Group in 30 M Sprints after Undergoing

Strength Training

Test Mean Mean Diff. SD SE t-ratio

Initial 5.20 0.03

0.31 0.18 0.16*

Final 5.17 0.49

*Not significant at 0.05 level t0.05 (18) =2.10

The analysis of data in Table 2 shows that the difference of 0.03 in the means of medium

pace bowlers as a result of strength training is statistically not significant. The t-value of 0.16 is

less than the table value of 2.10 with 18 degrees of freedom.

Table 3: Significance of Means of Experimental Group in 30 M Sprints after Undergoing

Strength Training


Initial 5.23 0.17

0.32 0.15 1.13*

Final 5.06 0.35


The analysis of data in Table 3 reveals that the difference of 0.17 in the means of medium

pace bowlers as a result of speed training is statistically not significant. The t-value of 1.13 is less

than the table value of 2.10 with 18 degrees of freedom.



Table 4: Significance of Means of Control Group in 30 M Sprints


Initial 5.24 0.04

0.29 0.13 0.30*

Final 5.28 0.30

*Not significant at 0.05 level t0.05(18)=2.10


pace bowlers in the case of control group is statistically not significant. The t-value of 0.30 is less


Table 5: Significance of Means of Experimental Group in 50m Sprint after Undergoing

Strength Training


Initial 7.12 0.35

0.3 0.11 3.07*

Final 6.77 0.2

*Significant at 0.05 level t0.05 (18) =2.10


pace bowlers as a result of strength training is statistically significant. The t-value of 3.07 is higher


Table 6: Significance of Means of Experimental Group B in 50 M Sprints after Undergoing

Speed Training


Initial 7.24 0.26

0.27 0.11 2.36*

Final 6.98 0.20



pace bowlers as a result of speed training is statistically significant. The t-value of 2.36 is higher


Table 7: Significance of Means of Control Group in 50 M Sprints


Initial 7.21 0.00

0.23 0.13 0.00*

Final 7.21 0.23







Table 8: Significance of Means of Experimental Group in Standing Broad Jump after

Undergoing Strength Training


Initial 2.00 0.20

0.14 0.05 4.0*

Final 2.20 0.11





Table 9: Significance of Means of Experimental Group B in Standing Broad Jump after

Undergoing Speed Training


Initial 2.04 0.06

0.158 0.064 0.94*

Final 2.10 0.134



pace bowlers as a result of speed training is statistically not significant. The t-value of 0.94 is less


Table 10: Significance of Means of Control Group in Standing Broad Jump


Initial 2.12 0.00 0.14 0.064 0.00*

Final 2.12 0.15





Table 11: Significance of Means of Experimental Group A in Sit-Ups after Undergoing

Strength Training


Initial 35.5 4.8 2.67 1.12 4.2*

Final 40.3 2.35







Table 12: Significance of Means of Experimental Group B in Sit-Ups after Undergoing

Speed Training


Initial 33.2 4.9 2.25 0.92 5.32*

Final 38.10 1.19



pace bowlers as a result of speed training is statistically significant. The t-value of 5.32 is higher


Table 13: Significance of Means of Control Group in Sit-Ups


Initial 34.1 0.9 2.25 1.16 0.77*

Final 33.2 2.94





The analysis of data reveals that strength training has significantly improved performance

50m sprint, standing broad jump and sit ups. Speed training was effective in enhancing

performance in 50m sprint and sit ups. No significant improvement was observed as a result of

strength in 30m sprint and standing broad jump. The control group did not show improvement in

any of the selected variables.

From the physiological point of view, in order bring about significant improvement the

process of systematic training should be continued for at least six months but in the present study

the training was regularly given only for duration of one month. This could be one of the reasons

that in respect of some variables significant improvement has been noticed where as in some of

the variables a trend of improvement has been observed but improvement is not significant. No

improvement in standing broad jump as a result of speed training could be because of the reason

that this test requires more of explosive strength. Speed training could have brought about

performance improvement in case the test was of running broad jump. No significant improvement

in the case of control group in any of the selected variables may be attributed to inactivity.

The hypothesis stated earlier that is the two training programmes employed in the study

would bring about significant improvement in strength and speed of male medium pace bowlers

in Cricket has been accepted with regards to 50m sprint, sit-ups and standing broad jump (only

strength training). With respect to 30m sprint and standing broad jump (only speed training) the

hypothesis has been rejected.



Study was further concluded that, the training programme of the young cricket players was

effective in bringing about a significant improvement in 50m sprint (Speed) performance. A

significant improvement was observed in respect of strength (Sit-ups), which reveals that the

strength training programme was effective in enhancing strength of the abdominal muscles. Speed

and strength training programmes employed in the study were ineffective for enhancing

performance in 30m sprint and standing broad jump and No significant improvement in the case

of control group in respect of speed and strength could be attributed to non-participation of subjects

in the training programme i.e. inactivity.

References

Cochrance, Darryl J., Legg, Stephen J. and Hooker, Michael J. (2004). The Short Time Effect of

Whole Body Vibration Training on Vertical Jump, Sprint and Agility Performance. Journal

of Strength and Conditioning Research 18 (4), p 828-832.

Dey, R. N. et al (1982), Effect of Four Week Intensive Training in Hockey on Selected Physical

and Physiological Variables. Research Reports, p 23-28.

James, Andrew M and Carter, Helen (2000). Effect of Endurance Training on Parameter of

Aerobic Fitness. Sports Medicine, 29 (6): p 373-386.

Nobuo, Takeshima et. al. (2004). Effect of Concurrent Aerobic Resistance Circuit Exercise

Training on Fitness of Older Adults. European Journal of Applied Physiology, (1-2), p 93

Rajender Singh and Uppal, A. K (1983). Effect of 8- Week Participation in Physical Education

and Conditioning Programmes on Flexibility of Women Students. Research Reports, 2 (1),

p 9.

Renfro, G. J. and Antigo, W (1999). Summer Plyometric Training for Football and its Effect on

Speed and Agility. Strength and Conditioning Journal, 15 (3), p 315-319.

Uppal, A. K. and Datta, Uma (2006). Effect of a Meso Cycle of Specific Soccer Training and

Conditioning on Selected Motor Fitness Components. Bangladesh Journal of Sports

Science, 2(6).

Uppal, A. K. et al (1982). Effect of Eight- Week Participation in Physical Education and

Conditioning Programmes on Flexibility. Research Reports, 1 (2), p 1-5.

Uppal, A. K. et al (1982). Effect of Four-Week Intensive Training in Badminton on Selected

Physical Fitness Components of Women Players. Research Reports, p 18-22.

Vincent, K. R. et al. (2002) Resistance Exercise and Physical Performance in Adults Aged 60-83.

Journal of the American Geriatrics Society. 50 (6),



Psychological Factors of Basketball and Volleyball Players in Sardar Patel

University: A Comparative study

Praveen Kumar Mishra*

Abstract

The study is to determine the Psychological factors of Basketball and Volleyball Players.

The subjects of the study were in the age group between 20 to 28 years, 50 Female Basketball

players and 50 Volleyball players of Sardar Patel University, Anand, Gujarat, players were

taken into consideration. The researcher has collected the data separately for Basketball and

Volleyball players. The subjects were tested two categories of psychological factors i.e.

motivation and anxiety. Sinha scale was adopted for opinionnaire which consists of 30 (thirty)

statements used to measure motivation. Sport Competition Anxiety Test (SCAT) that was

developed by Martens, Vealey, and Burton in 1990 which is consists of 15 questions. To

compare Female Basketball and Volleyball on their Psychological factors T-Test was

employed. DATA were analysed by using S.P.S.S (Statistical Package of Social Sciences). The

mean, t-value and significance between Basketball Players and Volleyball Players in relation

to their Motivation. The mean value of Basketball Players was 30.84, and the mean value of

Volleyball Players was 26.69. The obtained t-ratio was 4.26, which was found to be significant

at 0.01 level. The mean t-value and significance between Basketball Players and Volleyball

Players in relation to their Anxiety. The mean value of Basketball Players was 16.78, and the

mean value of Volleyball Players was 17.64 and. The obtained t-ratio was 3.18, which was

found to be significant at 0.05 level.

Keywords: Basketball, Volleyball, Motivation and Anxiety.

Introduction

Competitive anxiety is one of the most thoroughly examined topics in sport psychology

literature. This is mainly due to the perceived detrimental effects anxiety has on performance,

creating the negative view most individuals hold of this concept. Anxiety is defined as

feelings of nervousness and tension caused by the environment or surrounding expectation

that is related to ‘arousal’. These demands are usually stressful, indicating to the athletes a

perception of imbalance between the demand given and their abilities to fulfill the demand

(Gould, 2002).Dealing with competitive state anxiety is a main task for coaches because

players and sport teams could not perform when they are under stress. Players could not

perform at their best like they usually could because of anxiety. Consequently, their

performance is affected during the competition and they seldom achieve victory (Patsiaouras,

2008).

______________________

*Head, Department of Physical Education, Swaminarayan Vidyapith, Anand (Gujarat)



Methodology

Objective of the Study:

The study is to determine the Psychological factors of Basketball and Volleyball Players.

Subjects:

The subjects of the study were in the age group between 20 to 28 years, 50 Female

Basketball players and 50 Volleyball players of Sardar Patel University, Anand, Gujarat players

were taken into consideration. The researcher has collected the data separately for Basketball and

Volleyball players.

Questionnaire Used:

The subjects were tested two categories of psychological factors i.e. motivation and

anxiety. Sinha scale was adopted for opinionnaire which consists of 30 (thirty) statements used to

measure motivation. Sport Competition Anxiety Test (SCAT) that was developed by Martens,

Vealey, and Burton in 1990 which is consists of 15 questions.

Statistical Technique:

To compare Female Basketball and Volleyball on their Psychological factors T-Test was

employed. Data were analyzed by using S.P.S.S (Statistical Package of Social Sciences).

Results and Discussion

The results pertaining to the study are present in the following

Table-1-Comparision Mean Score of Basketball and Volleyball Players of Sardar Patel

University, Anand in Relation to their Motivation

Table-1- Clearly indicates that motivation shows the mean, t-value and significance

between Basketball Players and Volleyball Players in relation to their Motivation. The mean value

of Basketball Players was 30.84, and the mean value of Volleyball Players was 26.69. The obtained

t-ratio was 4.26, which was found to be significant at 0.01 level.

Means t-Ratio

Basketball Player Volleyball Player 4.26

30.84 27.68



Fig-1-Comparision Mean Score of Basketball and Volleyball Players of Sardar Patel

University, Anand in Relation to their Motivation

Table-2-Comparision Mean Score of Basketball and Volleyball Players of Sardar Patel

University, Anand in Relation to their Anxiety

Table-2- Clearly indicates that Anxiety shows the mean, t-value and significance between

Basketball Players and Volleyball Players in relation to their Anxiety. The mean value of

Basketball Players was 16.78, and the mean value of Volleyball Players was 17.64 and. The

obtained t-ratio was 3.18, which was found to be significant at 0.05 level

Fig-2- Comparison Mean Score of Basketball and Volleyball Players of Sardar Patel

University, Anand in Relation to their Anxiety

26

27

28

29

30

31

32

Basketball Player Volleyball Player

Sco

res

Team

16.216.416.616.8

1717.217.417.617.8


Sco

res

Team

MEANS T-RATIO


3.18 16.78 17.64



Conclusion

The mean, t-value and significance between Basketball Players and Volleyball Players in

relation to their Motivation. The mean value of Basketball Players was 30.84, and the mean value

of Volleyball players was 26.69. The obtained t-ratio was 4.26, which was found to be significant

at 0.01 level. The mean, t-value and significance between Basketball Players and Volleyball

Players in relation to their Anxiety. The mean value of Basketball Players was 16.78, and the mean

value of Volleyball Players was 17.64 and. The obtained t-ratio was 3.18, which was found to be

significant at 0.05 level. Hence, it is finally concluded that the major role of the sport psychologist

is to provide information and help student athletes cope with the effects of sport by offering

techniques and strategies to increase concentration, confidence, consistency, control and

motivation. Sport psychologists can help student athletes to cope with the pressures of sport by

helping individual athletes to learn different coping skills and stress management skills. Cook

(1990) also commented on the important role that sports psychologists have in helping athletes to

overcome mood swings and assist recovery from injury. The sport psychologists begun to be

recognized for the valuable contributions they make in assisting athletes and their coaches in

improving performance during competitive situations, as well as understanding how physical

exercise may contribute to the psychological well-being of non-athletes. Many can benefit from

sport psychologists: athletes who are trying to improve their performance, injured athletes who are

looking for motivation, individuals looking to overcome the pressure of competitions, and young

children involved in youth sports as well as their parents. An athlete's performance can be

negatively affected when they are overcome by nervousness during competition or lack discipline

during training sessions and competition. Some student athletes experience pre-competition

anxiety. This may negatively affect their ability to performance well consequently; they experience

depression and disappointment that they have the team down.

References

Gould, D., Greenleaf, C. and Krane, V. (2002) Araousal-anxiety and Sport Behavior. In T.S.

Horn (Ed.), “Advances in Sport Psychology” (2nd ed.) Champaign, IL: Human

Kinetics. :p. 207-280.

Kinikema, K. and Harris, J. (1992) Sport and the Mass Media, Exercise and Sport Science

Reviews 20,127-159.

McEvoy, A. and Erikson, E. (1981) Heroes and Villains: A Conceptual Strategy for Assessing

their Influence. Sociological factors, 14, p 111-122 Sinha’s Comprehensive Anxiety Test (SCAT), Sprints, Middle and Long Distance Running,

athletics., National Psychological Corporation.1971 Wikipaedia.



Comparative Study of Mental Toughness, Aggression and Self Confidence

among Male and Female Hockey Players

Bindiya Rawat*,

Deepak Bangari**

Abstract

Background: The purpose of the study was to compare Male and Female Hockey Players

of Lovely Professional University, Phagwara on Mental Toughness, Aggression and Self

Confidence. Method: A total of forty (40) students, comprising of 20 female and 20 male players

from LPU, Phagwara were randomly selected for the study and were shortlisted through purposive

sampling. The age of the subjects ranged between 18 to 28 years. To analyse Mental Toughness,

Aggression and Self Confidence of the subjects we used questionnaire developed by Dr. Alan

Goldsberg, Kumar and Shukla, Agnihotri respectively. To compare Male and Female Hockey

Players on above said psychological parameters t test was applied with level of significance fixed

at 0.05. Result: The analysis of data using t test for finding the significance difference between

Male and Female Hockey Players on Mental Toughness showed significant difference but in case

of Aggression and Self Confidence findings showed insignificant difference. Therefore, the

hypotheses that there will be a significant difference between Male and Female Hockey players on

the parameter Mental Toughness has been accepted and in case of Aggression and Self Confidence

the hypothesis is rejected. Conclusion: Findings revealed that Male and Female Hockey Players

are significantly different on parameter Mental Toughness but in case of Aggression and Self

Confidence they are not significantly different.

Key words: Mental Toughness, Aggression and Self Confidence

Introduction

In sports there is an increasing awareness of how important psychological factors are within athletic performance and it is now being recognized that physical talent is not the only component which leads to success (Gucciardi, Gordon & Dimmock, 2008). Competing against other athletes, or even against your personal best, can be a stressful process. When it’s time to compete and prove your physical and sports ability to yourself and to others with an audience present, stress and anxiety can often get in the way. If you miss a basket or swing the bat and miss, you might feel like you have failed or that you are not good enough. With others watching, these feelings can become magnified. An individual with mental toughness can be quite well mannered, ethical, friendly, helpful, affable and warm.

The quality of mental toughness means that an individual has the ability to master the naturally unmanageable desires of the body and mind and bring them under a discipline to achieve and sustain demanding goals and performance under pressure. Mental toughness is something championship athletes possess. "Insecure people often seek control over others. Because we all

________________________

*Asstt. Prof., Department of Physical Education, Lovely Professional University, Jalandhar, Punjab

**Asstt. Prof., Department of Physical Education, Lovely Professional University, Jalandhar, Punjab



feel insecure at time, we often sympathize with someone who expresses his insecurity, especially

if he seems weak, passive, or frightened. When we encounter someone who is aggressive and

controlling, we don't always recognize him as being insecure because he does not fit the profile;

he isn't what we expect." So to know the status of these three parameters between the gender

scholars is very curious about to know the difference exists or not even if they were having same

sports, rules or moreover demands of the game.

Objective of the Study

The objective of the study was to compare Mental Toughness, Aggression and Self

Confidence among Male and Female Hockey Players.

Procedure and Methodology

A total of forty (40) Hockey Players, comprising of 20 Female and 20 Male players from

LPU, Phagwara were randomly selected for the study. The age of the subjects ranged between 18

to 28 years. The variable selected for the purpose of this study was Mental Toughness, Aggression

and Self Confidence.

The scores on Mental Toughness, Aggression and Self Confidence were obtained by using

questionnaire prepared by Dr. Alan Goldberg’s, Kumar and Shukla, Agnihotri respectively. To

compare above said psychological parameters among Hockey Male and Female players t- test was

applied at the significance level of 0.05.

Results and Discussions of the Findings

To compare the two groups namely 20 Male and 20 Female Hockey players from LPU on

the Mental Toughness, Aggression and Self Confidence Mean, Standard Deviation and t test was

computed. The findings are presented below:

Table-1: Mean and Significance of difference between Male and Female Hockey Players on

the Mental Toughness

Variable M/F Mean S.D df t value

Mental

Toughness

Male 19.1 2.0749

38

5.2443 Female 14.45 3.3791

Table No. 1 indicate that Hockey Male is significantly different from Hockey Female, t

(38) = -5.2443, p < .05. We are 95% confident that the mean difference lies between 2.1115 and

7.1885.



Fig.-1: Means of Hockey Male and Female players on the Mental Toughness


the Aggression


Aggression

Male 11.7 2.9037

38

0.3668 Female 12 2.2243

Table No. 2 indicate that Hockey Male is not significantly different from Hockey Female,

t (38) = 0.3668, p > .05.

Fig.-2: Means of Hockey Male and Female players on the Aggression

0

5

10

15

20

25

Male HockeyPlayers

Female HockeyPlayers

Mental Toughness

Mental Toughness

11.5

11.6

11.7

11.8

11.9

12

12.1

Male Hockey Players Female Hockey Players

Aggression

Aggression




the Self Confidence


Self

Confidence

Male 26.4 6.3445

38

1.0883

Female 24.6 3.803

Table No. 3 indicates that Hockey Male is not significantly different from Hockey Female,

t(38) = -1.0883, p > .05.

Fig.-3: Means of Hockey Male and Female players on the Self Confidence


Findings on the basis of analysis of data revealed that significant difference exists between

Male and Female Hockey players in the variable Mental Toughness it indicated that Male Hockey

players are more Mental Toughness than Female Hockey players as far as competition is concern

As the Male Hockey players had greater mean which indicated that they are more mentally tough

in competitive or playing situation than Female Hockey players.

The reason for significant difference between male and female players in Hockey is maybe

because Females play more defensive then Male to make them safe they avoid tough situations

and try to ignore that situation which makes them injured or harm and as far as Aggression and

Self Confidence is concern findings shows insignificant results thus in these two parameters they

are not so different just because of the same nature and demand of the game.

23.5

24

24.5

25

25.5

26

26.5

27

Male Hockey Players Female Hockey Players

Self Confidence

Self Confidence



Conclusion

On the basis of analysis of data, the conclusion may be drawn:

Significant difference exists between Male and Female Hockey players in the variable

Mental Toughness and as far as Aggression and Self Confidence are concern findings

shows insignificant results.

References

Gould, D. et. al. (1987). Psychological Foundations of Coaching: Similarities and Differences

among Intercollegiate Wrestling Coaches. The Sport Psychologist, 1, p 293-308.

Gould, D., Dieffenbach, K. and Moffett, A. (2002). Psychological Characteristics and their

Development in Olympic Champions. Journal of Applied Sport Psychology, 14, p 172-

204.

Jones, G., Hanton, S. and Connaughton, D. (2002). What is this Thing Called Mental Toughness?

An Investigation of Elite Sport Performers. Journal of Applied Sport Psychology, 14,205-

218.

Loehr, J. (1982). Mental Toughness Training for Sports. New York: The Stephen Greene Press.

Potkey, Charies and Allen, Ben P. (1986). Personality Theory, Research and Application.

California: Brooks publishing Company.

Tutko, Lyon T. (1974) “The Athletic Motivational Inventory”, (California: The Institute of for

the Study of Athletic Motivation, 1969), Cited by Alderman, Richard B., Psychological

Behavior in Sport, United States of America: Saunders Company.

Williams, M. H. (1998). The Ergonomics Edge: Pushing the Limits of Sports Performance.

Champaign, IL: Human Kinetics.

http://www.sportspsychologycoaching.com/articles/MentalToughness.html

http://shodh.inflibnet.ac.in:8080/jspui/bitstream/123456789/801/3/03_literature%20revie

w.pdf.

http://www.life-with-confidence.com/confidence-with-aggressive-people.html.

http://www.futurevisions.org/s_e_aggression.htm.

http://believeperform.com/coaching/a- review-of-mental-toughness

http://shodh.inflibnet.ac.in:8080/jspui/bitstream/123456789/801/3/03_literature%20revie%09w.pdf

http://shodh.inflibnet.ac.in:8080/jspui/bitstream/123456789/801/3/03_literature%20revie%09w.pdf

http://believeperform.com/coaching/a-%20review-of-mental-toughness



Basics to Boost Personality

Dr. N. K. Datta*

Dave Himanshu G**†

Abstract

Personality is organized patterns of behavior that make up each person's unique

personality emerge over time. Many factors go into influencing personality, including genetics,

environment, parenting, and societal variables. Perhaps most importantly, it is the ongoing

interaction of all of these influences that continues to shape personality over time. There are some

things in us as an individual that we need to curb down and some to improve. This is possible only

through personality development.

In my paper here, I have tried to describe various steps and stages that occur on the road of

personality development and tried to ponder about various aspects that influence personality as

well as how personality influences our behaviors.

My paper also focuses on various aspects of personality development such as - How does

personality develop? How exactly do we become who we are today? What factors play the most

important role in the formation of personality? what factors influence our personality? Can we

change our personalities, or do our overall traits remain constant throughout life?

Key words : Personality, Emotional Tone, Hereditary, Assertiveness, Subconscious, Visualization

Introduction

Personality is what which makes a person different from others and a unique person. An

individual’s personality is the complex of mental characteristics that makes him unique from other

people. It include all of the patterns of thoughts and emotions that cause us to do and say things in

particular ways as per the need and the requirement of the situation of given time. Personality

colors our values, beliefs and expectations. On a basic level personality is expressed through our

temperament or emotional tone. A simple pat on a back for any achievement in life goes a long

way to build up confidence. Personality relates to our senses. Proper nourishment and growth of

physical faculties is necessary by the way of balanced diet, recreation, music and care and concern

from near and dear ones. In psychology, personality is a total of emotion, thought and behavior

patterns. There are many theoretical perspectives on personality in psychology, which involves

different ideas about the relationship between personality and other psychological aspects, as well

as different theories about the way personality develops. Persons have certain characteristics which

partly determine their behavior. Personality traits are important aspects of personality that are

exhibited in a wide range of important social and personal contexts.

*Ph. D. Guide, Swarnim Gujarat Sports University, Gandhinagar, (Professor, National Institute

of Technology, Surat)

**Research Scholar, Swarnim Gujarat Sports University Gandhinagar



Any one of us can achieve any heights in our career provided: We know what we want,

decide our target, collect information as how to achieve our target. Make ourselves academically

and professionally competent; develop an impressive personality which not only includes our

physical appearance but also our depth of general knowledge and knowledge of a particular field

we have chosen as our career. Only we are responsible for our career growth because it is your

career and the question of your ambitions, emotions and aspirations. No one else knows about

what are our dreams and our personal goals. We only know what is challenging, satisfying and

intellectually (mentally) rewarding for us. Actually knowing our self-determines where we stand

and how we develop our self to achieve our determine goals. This process also includes being

aware of the opportunities, the means available, the hurdles and the challenges involved. There is

contrast between thinkers and feelers. Thinking person make their decision on the basis of

thinking-reasoning, logic, step-by-step problem solving. This works very well for physical

problems, but can leave something to be desired when dealing with something as complex as men.

Feeling people make their decision based on their feelings. Feelings are a kind of intuition that

works very well when dealing with men.

There are so many potential factors that are involved in shaping a personality. These factors

are usually seen as coming from heredity and the environment. Research in the field of psychology

increasingly pointed to hereditary factors being more important, especially for basic personality

traits. Many hereditary factors that contribute to personality development do so as a result of

interactions with the particular social environment in which men live. If we have poor motor skills

that prevent us from throwing a ball straight and if we regularly get bad grades in school, we will

very likely to labelled by our teachers, friends and relatives as someone who is inadequate to some

degree. Our health and physical appearance are likely to be very important in our personality

development. There are many potential environmental influences that help to shape personality.

Children are often allowed to act somewhat like equal to their parents. Boys and girls are socialized

differently to some extent in all countries. They receive different messages from their parents and

other adults as to what is appropriate for them to build a correct personality and what to do in life

for being a good human. Boys are more often allowed freedom to experiment and to participate in

risky jobs where as girls are encouraged to learn most of the domestic works. There are always

specific situations and events that help us to shape our personality traits. Such as having alcoholic

parents or being raped can leave mental scars that make us fearful and less trusting.

If we are an only child, we do not have to learn how to compromise as much as children

who have several siblings. Chance, meetings and actions may have an important impact on the rest

of our lives and affect our personalities. It is sad that most of the people go through their lives only

partially aware of the full range of their abilities. For self-renewing men and women the

development of their own personalities and the process of self-discovery never ending. The

development of abilities is at least in part a dialogue between individuals and their environment.

The young child with excellent athletic skills is likely to discover that ability fairly early.

Exploration of the full range of our own personalities is not something that we can safely leave to



the chances of life. And by the potentialities mean not just skills, but the full range capacities for

sensing, wondering, learning, understanding, loving and aspiring. For people who are normal

otherwise and seriously determined to overcome their self-defeating attitude, the following

suggestions may help:

A thought which are mixed with any of the feelings of emotional constitute a “magnetic” force

which attracts other similar or related thoughts.

1. Learn to appreciate yourself: Take a fresh look at yourself today to know what makes you

truly unique in this world. In how many ways you are contributing to the success, comfort

and happiness of others. You are making valuable contribution and adding value to

someone’s life somewhere, this realization is important.

2. Deal with your fear and sense of insecurity: Fear and anxiety are habitual responses to

which you normally succumb whenever you sense some trouble. And these are the worms

that interfere with your ability to think clearly and take rational decisions. If you look at

yourself, you will realize that most of your fears are imaginary and exaggerated. Face your

irrational fears with reason. Test them against present day reality. Challenge them with facts

and overcome the fear. There is no guarantee that you may be able to do it easily, for that

you examine yourself and that compares the situation in a present time and then overcome

it with correct mind frame and attitude.

3. Examine your thoughts and actions to know what motivates you: You have become

extra sensitive to others opinion about you and what others might be thinking about you. It

is possible that you might be gnawed by the feeling that you are constantly being watched

and talked about in your absence. It is time to examine your irrational thinking and make a

sincere effort to take control of your life. Start doing things which you like most and take

independent decisions which in your opinion are appropriate and in your interest. You

should learn to be yourself and take decisions that are appropriate to your situations. Most

of the time in the journey of life you will have to confront demotivating opinions about your

deeds especially when you are doing something rare. But mind well if you pay attention to

those opinions you might lose your confidence. Dare to be yourself. Believing yourself is

the most powerful factor to gain confidence.

4. Forgive yourself unconditionally: The only way you can forgive yourself truly is by loving

yourself unconditionally. Love yourself the way you would love your child. If you love

yourself, accept yourself wholeheartedly, and if you stop judging yourself than you will no

more feel uncomfortable with yourself. You should stop looking at yourself negatively, here

you will accept yourself and become comfortable with your past and present.

5. Do the things you fear: Make a list of the things you have been procrastinating for fear of

failure or rejection. Start with the thing you fear most and reason why you can’t do it.

Develop an imaginary action plan for your fear and act accordingly to overcome that fear.



There is no reason why you should not take risks to implement any action that leads to your

success and happiness. Make a list of things which lead to your success and happiness and

take up each as a challenge to test your limits.

6. Keep good health of yourself: Take a good care of your health and body. If you are in a

good shape it will definitely help you to feel good about yourself. It is rightly said that sound

mind lies in a sound body. When we are in the process of accomplishing something we

rarely succeed in first attempt. Failure is the reminder of the fact that as a human being we

cannot achieve true success unless we are willing to learn. We need to accept failure in order

to embrace success. Accept failure as a learning tool, probably a statement against your

methods and approach, not against yourself or your abilities and limits.

7. Practice assertiveness: Learn to stand for your thoughts, beliefs, actions and yourself.

Without being rude and aggressive you can assert your rights and defend your values and

interests. The world finds it truly difficult to deal with an assertive mind that is sure of its

purpose and easier to deal with an aggressive person. Use assertiveness to protect yourself

from self-centered attitude of others.

8. Accept criticism with an open mind: Accept what others say or criticize and think about

you as an opportunity to know about yourself because your own opinions about you are far

more reliable than those of others. You are not fully aware of yourself, because a lot of you

are hidden in your subconscious mind, unknown to your own conscious mind. You are

rather mystery to yourself, use all the information you can have about yourself from other

sources and others opinions as an important tool to expand your awareness, understanding

and for over all personality development.

9. Compare yourself but with a positive frame of mind: Use comparison to know where

you stand in the race, but not to run yourself down. If others are doing better it doesn’t mean

you are not capable to do something good. It only means that you need to work harder to

catch up with them. Find out where the problem is lies and workout a suitable solution

accordingly. If required take advice from those who are doing better than you. Make them

your knowledge partners in your progress.

10. Practice visualization: Use imagination and power of your sub conscious mind to change

yourself and the process of your thinking, attitude and behavior. Imagine the situations

which make you feel uncomfortable and imagine how you would deal with them in real life

situations. If you practice visualization successfully, you will find it easier to deal with

similar situation in real life and by doing that you may helpful to others also.

11. Do what you like most: Follow your dreams. Review your goals time to time to see whether

they are influenced by your fears and lack of confidence. Your self-esteem will increase

tremendously if you choose a path that brings out the best in you and offers you the best

satisfaction. With determination we always surmount any obstacle and accomplish our



goals. It is indeed nearly impossible to completely erase our past recordings from our

consciousness. We may not be able to solve every problem in our lives to our complete

satisfaction. But we can learn to live with them, understand them and deal with them

positively to cope with our limitations. We can use the power of affirmations to overcome

certain undesirable traits and negative thought patterns in our mind or deal with some

weakness in our personality affirmatively.

References

Donnellan, M. B. & Robins, R. W. (2009). The development of personality across the lifespan. In P. J.

Corr& G. Matthews (Eds.), The Cambridge handbook of personality psychology (pp. 191-204).

New York, NY: Cambridge University Press.

Fraley, R. C.; Roberts, B. W. (2005). "Patterns of continuity: A dynamic model of conceptualizing the

stability of individual differences in psychological constructs across the life course". Psychological

Review. 112 (1): 60–74.

Roberts, B.W.; Mroczek, D. (2008). "Personality trait change in adulthood". Current Directions in

Psychological Science. 17 (1): 31–35.

South, S. C.; Krueger, R. F. (2008). "An interactionist perspective on genetic and environmental

contributions to personality". Social and Personality Psychology Compass. 2 (2): 929–948.

Weiner, B. (1994). Integrating social and personal theories of achievement striving. Review of Educational

Research, 64(4).

A Study on Differential Status of Virtue Possessed By Sub-Elite Players of

Different Games

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2743415



Deo Narayan*

Dr. Vivek Mishra**

Abstract

First objective was to quantify virtue possessed by the players of seven different games

(Kabaddi, Cricket, Handball, Badminton, Archery, Athletics and Wrestling). Second objective was

to compare virtues among the players of seven different selected games. The study was conducted

by taking unequal sample size related to seven different games. Ninety-nine subjects were selected

from seven games. 25 subjects were selected from Kabaddi, 28 subjects were selected from Cricket,

15 subjects were selected from handball, 8 subjects were selected from Badminton, 9 subjects were

selected from Archery, 6 subjects were selected from athletics and 8 subjects were selected from

wrestling. The study was conducted by taking virtue as an Independent Variable (I.V.) and by

taking seven different games as Dependent Variable (D.V.). On the basis of the objectives of the

study, descriptive statistics, one way analysis of variance and Hochberg GT2 post hoc test were

used. Results revealed that paired means of Kabaddi & Cricket (sig. = .008), Kabaddi &

Badminton (sig. = .013), Kabaddi & Archery (sig. = .029), Cricket & Wrestling (sig. = .002),

Badminton & Wrestling (sig. = .001), Archery & Wrestling (sig. = .003) were found significant at

.05 level.

Introduction

The term virtue has been familiar in field of sports and games for the last few decades.

Before that, no attention was given by the physical educators and sports scientists towards this

term. Actually, virtue is related to the habit of an individual to perform better, specialty morally

better. Ancient philosopher, Plato also gave his attention towards the word virtue. According to

him there are two preceptors for any moral action. One is the law and another is virtue. Law works

from outside. On the other hand a virtue is the inner voice that leads to direct individual to works

on the basis of moral. If we compare the contribution of both i.e., laws and virtue, virtue are

considered best in comparison of laws. The important part is, virtue enables us to differentiate that

what is good and what is bad in laws? Since all the games are played on the basis of rules and

laws, it is essential for the field of physical education and sports to have an idea about the

contribution of virtue. All the games may not have same impact on virtue. So, this study is an effort

to differentiate the impact of different sports and games on virtue. (Milan, 2007).

_________________________

*Research Scholar, School of Studies in Physical Education, Pt. Ravi Shankar Shukla University

Raipur (C.G.)

**Principal, Netaji Subhash College, Abhanpur (C.G.).




Two objectives were formulated to conduct the study. First objective was to quantify virtue

possessed by the players of seven different games (Kabaddi, Cricket, Handball, Badminton,

Archery, Athletics and Wrestling).Second objective was to compare virtue among the players of

seven different selected games.

Methodology

Selection of Subjects: The study was conducted by taking unequal sample size related to

seven different games. Ninety-nine subjects were selected from seven games. 25 subjects were

selected from Kabaddi, 28 subjects were selected from Cricket, 15 subjects were selected from

handball, 8 subjects were selected from Badminton, 9 subjects were selected from Archery, 6

subjects were selected from athletics and 8 subjects were selected from wrestling.

Figure 1: Graphical representation of virtue among the players of different games

Selection of Games: On the basis of availability of games and suitability of researcher, seven

games were selected i.e. Kabaddi, Cricket, Handball, Badminton, Archery, Athletics and

Wrestling.

Selection of Variables: The study was conducted by taking virtue an Independent Variable (I.V.)

and by taking seven different games as Dependent Variable (D.V.).

Design of the Study: “Static group comparison design” (Clarke & Clarke, 1984) was used to

conduct this study, since study comprising of seven groups belonging to seven different games and

no manipulation was given to subjects.

Statistical Analysis: On the basis of the objectives of the study, descriptive statistics, one way

analysis of variance and Hochberg GT2 post hoc test were used. Descriptive statistics was used to

get an idea about the level of virtue possessed by the players of different games. One way ANOVA

(Garrett & Woodworth, 1981) was used to compare virtue among the players of seven different

0

5

10

15

20

25

30

Vir

tue

Different Games



games. Hochberg GT2 post hoc test (Field, 2009) was used to compare paired means among the

seven groups of games in virtue.

Table-1: Descriptive Statistics of the Players of Different Games in Virtue

Different

Games N Mean

Standard

Deviation

95% Confidence Interval for Mean


Kabaddi 25 27.96 3.44 26.53 29.38

Cricket 28 25.00 2.21 24.14 25.85

Handball 15 26.26 2.63 24.80 27.72

Badminton 8 23.75 4.06 20.35 27.14

Archery 9 24.22 2.72 22.12 26.31

Athletics 6 28.00 3.46 24.36 31.63

Wrestling 8 29.87 2.35 27.90 31.84

Table-I shows the descriptive statistics belonging to the players of different games.

In case of Kabaddi players (N=25), observed mean, standard deviation, lower bound of

95% confidence interval and upper bound of 95% confidence interval are 27.96, 3.44,26.53 and

29.38 respectively.

In case of cricket players (N=28), observed mean, standard deviation lower bound of 95%

confidence interval and upper bound of 95% confidence interval are 25.00, 2.21, 24.14 and 25.85

respectively.

In case of Handball players (N=15), observed mean, standard deviation lower bound of

95% confidence interval and upper bound of 95% confidence interval are 26.26, 2.63, 24.80 and

27.72 respectively.

In case of Badminton players (N=08), observed mean, standard deviation lower bound of

95% confidence interval and upper bound of 95% confidence interval are 23.75, 4.06, 20.35 and

27.14 respectively.

In case of Archers (N=09), observed mean, standard deviation lower bound of 95%

confidence interval and upper bound of 95% confidence interval are24.22, 2.72, 22.12 and 26.31

respectively.

In case of Athletes (N=06), observed mean, standard deviation lower bound of 95%


respectively.

In case of Wrestlers (N=08), observed mean, standard deviation lower bound of 95%


respectively.



Table-II: Levene statistics to test the homogeneity of variance

Levene Statistic df1 df2 Sig.

1.36 6 92 .239

Table-II Shows the Levene Statistic of 1.36 which is insignificant at .05 level of

Significance (sig. = .239).This proves that all the seven groups of different games possess the same

level of variance. Since, homogeneity of variance was found among the groups and this assumption

is fulfilled, ANOVA is applied, as well as the results of ANOVA may be generalized.

Table – III: Analysis of variance (ANOVA) table for the comparison of virtue among the

players of different games

Sum of Squares df Mean Square F Sig.

Between Groups 326.49 6 54.41

6.35 .000 Within Groups 787.82 92 8.56

Total 1114.32 98

It is evident from the table- III that significant (F=6.35) difference was found among the

players of different games in relation to virtue, since the F value was found more than the required

value of 2.10 (critical difference) at 6, 92 degree of freedom.

It is evident from Table- IV that paired means of Kabaddi & Cricket (sig.=.008), Kabaddi

& Badminton(sig. = .013), Kabaddi & Archery (sig. = .029), Cricket & Wrestling (sig. = .002),

Badminton &Wrestling (sig. = .001), Archery & Wrestling (sig. = .003)were found significant at

.05 level.

On the other hand paired means of Kabaddi & Handball (sig. = .805), Kabaddi & Athletics

(sig. = 1.00), Kabaddi & Wrestling (sig.=.899), Cricket & Handball (sig. = .979), Cricket &

Badminton (sig. = .999), Cricket & Archery (sig. = 1.00), Cricket & Athletics (sig. = .398),

Handball & Badminton (sig. = .656), Handball & Archery (sig. = .876), Handball & Athletics

(sig.= .993), Handball & Wrestling (sig. = .115), Badminton & Archery (sig. = 1.00), Badminton

& Athletics (sig. = .160), Archery & Athletics (sig. = .281), Athletics &Wrestling (sig. = .995)

were found insignificant at .05 level.



Table-IV: Hochberg GT2 test to compare paired mean of the players of different games in

virtue

(I) Games (J) Games

Mean

Difference

(I-J)

Standard

Error Sig.

95% Confidence

Interval

Lower

Bound

Upper

Bound

Kabaddi Cricket 2.96* .805 .008 .45 5.46

Handball 1.69 .955 .805 -1.28 4.66

Badminton 4.21* 1.18 .013 .511 7.90

Archery 3.73* 1.13 .029 .198 7.27

Athletics -.04 1.33 1.00 -4.17 4.09

Wrestling -1.91 1.18 .899 -5.61 1.78

Cricket Handball -1.26 .936 .979 -4.18 1.64

Badminton 1.25 1.17 .999 -2.40 4.90

Archery .77 1.12 1.00 -2.71 4.26

Athletics -3.00 1.31 .398 -7.09 1.09

Wrestling -4.87* 1.17 .002 -8.52 -1.22

Handball Badminton 2.51 1.28 .656 -1.46 6.50

Archery 2.04 1.23 .876 -1.79 5.88

Athletics -1.73 1.41 .993 -6.13 2.66

Wrestling -3.60 1.28 .115 -7.59 .37

Badminton Archery -.47 1.42 1.00 -4.89 3.95

Athletics -4.25 1.58 .160 -9.16 .667

Wrestling -6.12* 1.46 .001 -10.67 -1.57

Archery Athletics -3.77 1.54 .281 -8.57 1.02

Wrestling -5.65* 1.42 .003 -10.07 -1.22

Athletics Wrestling -1.87 1.58 .995 -6.79 3.04

*. The mean difference is significant at the 0.05 level.


Results of the study showed significant difference among different games (total seven

games) in relation to virtue. After application of Hochberg GT2 test (used to compare paired means

of different games in virtue), results showed that significant difference exists between the total six

pairs (Kabaddi & Cricket, sig. = .008; Kabaddi & Badminton, sig. = .013; Kabaddi & archery, sig.

= .029; Cricket & Wrestling, sig. = .002; Badminton & Wrestling, sing. = .001; Archery &



Wrestling, sig. = .003) out of total twenty-one pairs. Results of the study justify that different level

of virtue is required in different games. Results also justifies that some games require same level

of virtue. Differential level of virtue among the players of different games might be due to the

differential impact of different games participation on virtue. Hosta, M., (2007) wrote an article

on “The role of cardinal virtue in sport” in the edited book written by Milan Hosta. Article

describes that virtue in a habits of an individual to perform in any event may be a game. In the

present study, another reason of the difference among different games is virtue may be attributed

to fact that acquisition of good habits by sports persons in different games may be different.

References

Clarke, D. H., & Clarke, H. H. (1984). Research Processes in Physical Education.

Prentice-hall, Inc., New Jersey, p 245-283.

Field, A. (2009). Discovering Statistics Using SPSS. Singapore: Sage Publications Ltd. P 347-

383.

Garrett, H. E., and Woodworth, R. S. (1981). Statistics in Psychology and Education.

Bombay: Vakils, Feffer and Simons Ltd, p 276-308.

Hosta, M. (2007). Philosophical Reflections in Sport; a Collection of Essays. Ljubljana, p

6-8.



Effect of Circuit Training and Interval Training Programme on Selected

Physical Fitness Variables of School Male Students

Ladhubhai. D. Mori*‡

Abstract

The purpose of the study was to investigate the effect of Circuit Training and Interval

Training program on selected physical fitness of School male students. To achieve the purpose 60

male students were selected as subjects at random from Sheth J.H. Sonawala high school

Mahemdabad Dist: Kheda, Gujarat and their ages ranged from 16 to 19 years. It was hypothesized

that there would be significant improvement in the effect of Circuit training and Interval training

on selected physical fitness of school male students. The study was formulated as a random groups

design. They were divided in three equal groups, Group-A: Circuit training group, Group B:

Interval training group and Group C: Control group. The Group-A: underwent Circuit training

and Group B: underwent Interval training for a period of 12 weeks while the Control group

(Group: C) did not involve in any Physical activities during the 12 week training period. While all

the groups were permitted to do their routine scheduled. The following variables are selected for

the Physical fitness tested (1) Leg explosive power (2) Speed. The subjects had tested on selected

variables at the before (pre – test) and at the end of the Experimental training (post – test) was

taken after a 12 weeks. The obtained data’s were analysed by ANCOVA. Based on the result of the

study it was concluded that both Circuit training and Interval training program produced a

significant development on the Selected physical fitness variables.

Key words: Circuit Training, Interval Training, Physical Fitness, Leg Explosive Power, Speed.

Introduction

Every nation should take proper steps to develop the physical fitness of its citizens. A

person who is physically fit can perform his routine works easily and at the same time he can use

his inner additional abilities for the welfare of the society and the nation. Physically fit boys and

girls become an ideal for other youths to become conscious of their health. For the development

of the physical fitness the nation should implement physical fitness and health awareness program.

It is globally accepted that success in various sports activities are depends on the physical

fitness. Physical fitness has play vital role in improving sports and games performance. Leg

explosive power and speed both are play important role in all types of sports and games and it are

basic need to play in sports and games activities.

Leg explosive power is the capacity of individual to release maximum force in shortest

period of time. It is such a part of muscles with which a player achieves highest physical condition

from the lowest in which the organs are get done the activities as per the principles of launching.

Thus muscle power is an important factor affecting the results of jumping. Speed is the quickness

with which one is able to move his/her body from one point to another. It has special value in the

factors of physical strength. Speed can be explained in simple words as “speed is the rate of

motion.” If any athlete runs for specific distance in a specific time, then it can be called the speed

*Ph.D. Research Scholar, Swarnim Gujarat Sports University, Gandhinagar



of that athlete in that event. In modern age of science, the importance of speed is increased more

than earlier. It is the important jewel of a sportsman because without it he cannot achieve his

objectives

Circuit training program that moves an athlete from one exercise station to another through

a circuit is called circuit training. This type of program consists of a number of “stations”

where a given exercise is performed, usually within a specified time. Once the exercise is

completed at one station, performing another exercise also within a prescribed time period.

the circuit is completed once the exercise sat all station are performed.

Interval training is defined as a series of repetitions of work with a recovery period

following each repetition. Speed the capacity of moving a limb or part of the body’s lower system

or the whole body with the greatest possible velocity. Interval training, as the name implies, is a

series of repeated bouts of exercise alternated with periods of relief. Light or mild exercise usually

constitutes this relief period.


The objective of this research is to study “Effects of Circuit training and Interval training

program on selected Physical Fitness Variables of School Male students”

Hypotheses: It was hypnotized that there would be a positive effect of Circuit training and Interval

training program on selected Physical Fitness Variables of School Male student.

Methodology

Subjects: Sixty School male students from Sheath J. H. Sonavala High School, Mahemdabad,

were selected as subjects at random for this study. The age ranged of the subjects from 16 to 19

years. The subjects were randomly assign in three equal groups i.e. Group – A circuit training

group, Group – B Interval training group and Group – C Control group.

Experimental Design: Pre test – post test randomized group design. The subjects were randomly

assigned in to three groups. Each group consisted of 20 subjects.

Variables: Leg explosive power and Speed were selected as a variable.

Criterion Measure: Leg explosive power was measured with standing broad jump and distance

recorded to the nearest centimetres. Speed was measured with 50 yard dash run and time recorded

to the nearest l/100th of a second.

Collection of Data: The data were collected by administering the pre- test and post- test, pre-test

were taken before commencement of the training and post-test were taken after completion of

twelve week training.

Administration of Training: The experimental group met three times in a week for the period of

12 weeks. Each experimental session was of 60-70 minutes duration. Group - A underwent the

Circuit training, Group - B underwent the Interval training. The control Group–C was not allowed

to participate in any of the training program, except their routine work.

Statistical Technique: In order to find out the effects of Circuit training and Interval training on

selected Physical fitness variables of School male students, analysis of covariance was used, the

proposed hypothesis was tested at 0.05 level of confidence. When the adjusted post -test was

significant, Least Significant Difference (LSD) post hoc test is applied for pair wise comparison.



Analysis of the Data and Results of the Study

The results pertaining to selected physical fitness variables, which are analyzed by using

analysis of co-variance, are presented below.

Leg Explosive Power

Mean and Analysis of covariance of Leg explosive power for Circuit training group,

Interval training group and Control group have been presented in Table -1:

Table -1: Mean and Analysis of Covariance of Leg Explosive Power for Circuit Training Group,

Interval Training Group and Control Group (Scores in Centimeters)

Means

Group means Source of

Variance

Sum

of Squares df

Mean Sum

of Squares F Circuit

Training

Interval

Training

Control

Group

Pre test

Means 176.90 177.25 176.35

Among

Within

8.233

19560.100

2

57

4.117

343.160 0.012

Post test

Means 196.15 196.05 176.45

Among

Within

5148.400

19034.450

2

57

2574.200

333.938 7.709*

Adjusted

Means 196.10 195.60 176.90

Among

Within

4786.812

648.578

2

56

2393.406

11.582 206.653*

* Significant at 0.05 level

Table-1 shows that the pre-test mean values of Circuit training, Interval training and control

group on Leg explosive power are 176.90, 177.25 and 176.35 respectively. The F value (0.12) is

not significant for pre-test means. Since, the obtained F ratio for pre-test means is less than the

table value 3.16 on 2,57df. This shows that there was no significant difference between the mean

of the groups at the initial stage and the random assignment of the groups is successful. The

adjusted post-test mean of Circuit training, Interval training and control group on Leg explosive

power are 196.10, 195.60 and 176.90 respectively. The F value (206.653) is significant for

adjusted pre-test means. Since, the obtained F ratio is higher than the table value 3.16 on 2, 56df.

This shows that there is a significant difference among adjusted post-test means of Circuit training,

Interval training and control group on Leg explosive power.

Since, the F value is significant; Least Significant Difference (LSD) post hoc test is applied

for pair wise comparison and presented in Table -2

Table - 2: Least Significant Difference (LSD) Post Hoc Test of Leg Explosive Power for Circuit

Training Group, Interval Training Group and Control Group (Scores in Centimetres)

Mean Mean

Difference Std. Error Significant

95% Confidence Interval for

Difference Circuit

Training

Interval

Training

Control

Group Lower Bound Upper Bound

196.10 195.60 - 0.439 1.076 0.685 -1.717 2.595

196.10 - 176.90 19.167* 1.076 0.000 17.011 21.323

- 195.60 176.90 18.727* 1.076 0.000 16.571 20.884

* Significant at .05 level



The LSD Table-2 shows that the significant difference is found between Circuit training

and control group, Interval training and control group in relation to Leg explosive power. Since,

the significance value is 0.000 and 0.000 respectively on the other hand insignificant difference

was found between Circuit training group and Interval training group in relation to Leg explosive

power. Since, the significance value is 0.685.

Graph-1: The Pre-test, Post-test and Adjusted Post-test mean Values of Circuit Training Group,

Interval Training Group and Control Group on Leg Explosive Power are Graphically Presented

Speed

Mean and Analysis of covariance of Speed for Circuit training group, Interval training

group and Control group have been presented in Table -3:

Table -3: Mean and Analysis of Covariance of Speed for Circuit Training Group, Interval

Training Group and Control Group (Scores in Seconds)

Means

Group means Source of

Variance

Sum

of Squares df

Mean Sum

of Squares F Circuit

Training

Interval

Training

Control

Group

Pre test

Means 9.2335 9.2220 9.2590

Among

Within

0.015

19.083

2

57

0.007

0.335 0.022

Post test

Means 8.4625 8.4835 9.2495

Among

Within

8.044

10.575

2

57

4.022

0.186 21.678*

Adjusted

Means 8.467 8.494 9.235

Among

Within

7.594

1.775

2

56

3.797

0.032 119.831*

* Significant at 0.05 level

Table-3 shows that the pre-test mean values of Circuit training, Interval training and control

group on Speed are 9.2335, 9.2220 and 9.2590 respectively. The F value (0.022) is not significant

for pre-test means. Since, the obtained F ratio for pre-test means is less than the table value 3.16

on 2,57df. This shows that there was no significant difference between the mean of the groups at

the initial stage and the random assignment of the groups is successful. The adjusted post-test mean

of Circuit training, Interval training and control group on Speed are 8.467, 8.494 and 9.235

respectively. The F value (119.831) is significant for adjusted pre-test means. Since, the obtained

176.9 177.25 176.35

19

6.1

5

19

6.0

5

17

6.4

5

196.1 195.6

176.9

165

175

185

195

205

Circuit Training Interval Training Control group

Pre testMeanPost testMeanAdjustedmean

Cen

tim

eter

es



F ratio is higher than the table value 3.16 on 2, 56 df. This shows that there is a significant

difference among adjusted post-test means of Circuit training, Interval training and control group

on Speed.

Since, the F value is significant; Least Significant Difference (LSD) post hoc test is

applied for pair wise comparison and presented in Table -4.

Table -4: Least Significant Difference (LSD) Post-hoc Test of Speed for Circuit Training Group,

Interval Training Group and Control Group (Scores in Seconds)

Mean Mean

Difference Std. Error Significant

95% Confidence Interval for

Difference Circuit

Training

Interval

Training

Control

Group Lower Bound Upper Bound

8.467 8.494 - -0.027 0.056 0.628 -0.140 0.085

8.467 - 9.235 -0.768* 0.056 0.000 -0.881 -0.656

- 8.494 9.235 -0.741* 0.056 0.000 -0.854 -0.628

* Significant at .05 level

The LSD Table-4 shows that the significant difference is found between Circuit training

and control group, Interval training and control group in relation to Speed. Since, the significance

value is 0.000 and 0.000 respectively on the other hand insignificant difference was found between

Circuit training group and Interval training group in relation to Speed. Since, the Significance

value is 0.628.

Graph-2: The Pre-test, Post-test and Adjusted Post-test mean Values of Circuit Training

Group, Interval Training Group and Control Group on Speed are Graphically Presented

Discussion

It was hypnotized that there would be a positive effect of Circuit training and Interval

training program on selected Physical fitness variables of School male student. The finding of the

study showed that there was significant difference in selected physical fitness variable such as Leg

explosive power and Speed of school male students due to Circuit training and Interval training.

Hence the hypothesis was accepted.

9.2315 9.222 9.259

8.4

62

5

8.4

83

5 9.2

49

5

8.467 8.494

9.235

7

7.5

8

8.5

9

9.5

10

Circuit Training Interval Training Control group

Pre testMean

Post testMean

Adjustedmean

Seco

nd

s



Conclusions

Based on the above finding, the following conclusions were made:

1. The Leg explosive power had increased significantly for circuit training group when compared

with the control group.

2. The Speed had increased significantly for circuit training group when compared with the

control group.

References

Bucher, Charles A.( 1978), “Administration of School Health and Physical Education Program”,

2nd edition, (Saint Louis: The Mosby Company,)

Foss, Fox Bowers (1989) “The Physiological Basis of Physical Education and Athletics”, 4th

edition (Lowa U.S.A., WCB publication,)

Hardayal Singh, (1984), Sports Training General Theory and Methods, Patiala: N. I. S.

Publication.

Kamlesh, M. L, (1994) Methodology of Research in Physical Education and Sports, Delhi:

Metropolitan Book Co.

Kansal, Devindar, (1997), Test and Measurement, New Delhi: D.V.S. Publication.

Kanvar, R. C, (2000), Mechanical Analysis of Motor Movement, Nagpur: Amit Brother’s

Prakashan.

Uppal, A.K, (1992), Physical Fitness: How to Develop, Delhi: Friend Publication.



Effect of Specific Cricket Training on Selected Components of Fitness &

Physiological Variables on K.D.C.A. U-19 Cricketers

Narayan M. Bhavsar*§

Dr. Harishkumar M. Desai**

Abstract

Background: The Objective of the study was to determine the effect of specific cricket

training on selected components of fitness and physiological variables of cricket players. Method:

Twenty eight male players from K.D.C.A., Nadiad, were selected as subjects for the study. The

age of the subjects ranged from 17-19 years.3 run, Sit & reach (1 min) & push-up (1min) were

used for speed, flexibility shoulder strength pre-test post-test randomized group design which

consists of one experimental group was used for the study. The data was collected two times one

at the start of the training & other at the end eight weeks of specific cricket training in order to

find out the effect of Specific cricket training on selected components of physical fitness &

physiological variables of cricket players. Descriptive statics and analysis of “t” test was used.

The level of significance was set at 0.05.

Result: The result reveals that there was Significant (p<0.05) effect of specific cricket training

on physical fitness and physiological variables of cricket players. Conclusion: It is concluded

that training of specific cricket training helped to improve physical fitness & Physiological

Verbal of cricket Players.

Key words; Physical Fitness, Physiological Variables, Speed, Shoulder Strength, Sit & Reach,

Systolic Blood Pressure, Diastolic Blood Pressure, Heart Beat.

Introduction

Apparently, the entire world is completely sports dominated and its tremendous influence

is observed on lifestyle of human. Besides, sports develop psychomotor, affective and cognitive

domain of human. In addition, sports activities are referred as stress busters and medium of

pleasure and feeling of satisfaction. A sport is a natural instinct for living being from childhood

to old age. A healthy chid after the hunger satisfaction does any activity is one type of sports

which gives much pleasure. Talking about sports scenario in India, sports league has gathered

momentum especially IPL in 2008. The formula not only creates well managed sports game with

the very best talent but also encourages quality sports. Furthermore, to join more and more player

in physical and sports activities and to plan them systematically, All India Council for Sports was

established in 1954 in December at Kolkata. In India, cricket is a commonly played and the most

*Ph.D. Scholar, Swarnim Gujarat Sports University, Gandhinagar

** Asstt. Prof. Department of Physical Education, Gujarat University, Ahmedabad



watched sport. Besides, it is worshipped as one of the gods and people are completely crazy for

this sport. In cricket, physical fitness plays the important role to many activities by the players.

Batsmen, bowlers, wicket keepers or fielders area also helped act properly with natural

strength. Similarly, speed is important to get a single run and flexibility is useful to the player to

stop the ball while crossing the boundary line. In the similar context, endurance is helpful to

bowler for long period of time for the fast ball and the strength of shoulder is needed to throw ball

fast. Hence, to train the players and keep them physically fit, training is imparted. Different

experts opine that regular training helps cricketers develop physical and physiological capabilities.


The objective of the study was to determine the effect of specific cricket training on speed

shoulder strength, flexibility, Systolic blood pressure and Heart beat.

Methodology

Subjects: Twenty eight male cricket players from K.D.C.A., Nadiad were selected as subjects for

this study. The age of the subjects ranged from 17-19 years.

Variables: Speed, Shoulder strength, Sit & reach Systolic blood pressure, Diastolic blood pressure

and Heart beat, as a dependent variables and specific cricket training was considered as

Independent Variables.

Criterion Measure: 3 a run in (sec) Sit & reach (1min) Push-ups (1min) Blood Pressure MMHG

heart beat (bpm).

Collection of Data: The data was collected two times one at the start of the training and another

at the end of the eight week specific cricket training.

Administration of Training: The specific cricket training for group met six times a week for the

period of the eight weeks. Each training session was of 120 minute duration.

Experimental Design: pre-test –post-test randomized group design which consists of one

experimental group was used for the study. 28 numbers of subjects were assigned randomly in the

one experience group. Specific cricket training group O1 T O2 O1= pre-test, O2=post-test ,T=

Treatment

Statistical Analysis: In order to find out the effect of specific cricket training on speed, Shoulder

strength , Sit & reach Systolic blood pressure, Diastolic blood pressure and Heart beat of cricket

players descriptive statics t test was used. The level of Significant was set at 0.05.

Statistical Analysis: In order to find out the effect of specific cricket training on selected physical

fitness and physiological variables of cricket players, descriptive t test was used.



Findings

The findings of the study is given bellow.

Table-1: Analysis of t Test of the Means of Group in Relation to Speed.

Test X d Sd ‘t’ test

Pre Test 10.17 1.53 0.08 7.00

Post Test 8.64

Table-2: Analysis of the Means of Group in Relation to Shoulder Strength.


Pre Test 32.53 2.79 1.38 10.43

Post Test 35.32

Table-3: Analysis of the Means of Group in Relation to Flexibility.


Pre Test 4.71 0.16 0.24 7.54

Post Test 4.87

Table-4: Analysis of the Means of Group in Relation to Systolic Blood Pressure.


Pre Test 4.71 0.16 0.24 7.54

Post Test 4.87

Table-5: Analysis of the Means of Group in Relation to Diastolic Blood Pressure.


Pre Test 70.39 1.5 1.74 4.48

Post Test 68.89

Table-6: Analysis of the Means of Group in Relation to Heart Beat.


Pre Test 88.10 5.71 5.55 5.38

Post Test 82.39

As shown in table No. 1 mean of cricket players form 3 Run test pre training is 10.17 while

post training is 8.64, difference is 1.53, degree of freedom is 27, and standard deviation is 0.08.

The computed value of t test (7.00) at 5 % significance level is greater than the critical value (3.84).



Hence, null hypothesis is rejected. It means there is a significant difference between mean score

of 3 a run test of pre training and that of post training of experimental group.

As shown in table No. 2 mean of cricket players from Push up test pre training is 32.53,

post training is 35.32 and the difference is 2.79, degree of freedom is 27,standard deviation is

1.38. The computed value of t test (10.43) at 5 % significance level is greater than the critical value

(2.05). Hence, null hypothesis is rejected. It means there is as shown in table No. 1 mean of cricket

players form 3 Run test pre training is 10.17 while post training is 8.64, difference is 1.53, degree

of freedom is 27, and standard deviation is 0.08. The computed value of t test (7.00) at 5 %

significance level is greater than the critical value (3.84). Hence, null hypothesis is rejected. It

means there is a significant difference between mean score of 3 a run test of pre training and that

of post training of experimental group. As shown in table No. 2 mean of cricket players from Push

up test pre training is 32.53, post training is 35.32 and the difference is 2.79, degree of freedom is

27,standard deviation is 1.38. The computed value of t test (10.43) at 5 % significance level is

greater than the critical value (2.05). Hence, null hypothesis is rejected. It means a significant

difference between mean score of push up test of pre training and that of post training of

experimental group. As shown in table No. 3 mean of cricket players from Sit and Reach test pre

training is 4.71, post training is 4.87 and the difference is 0.16, degree of freedom is 27, standard

deviation is 0.24. The computed value of t test (7.54) at 5 % significance level is greater than the

critical value (2.05). Hence, null hypothesis is rejected. It means there is a significant difference

between mean score of sit & reach test of pre training and that of post training of experimental

group. As shown in table No. 4 mean of cricket players from systolic blood pressure test pre

training is 106.46, post training is 104.92 and the difference is 1.54, degree of freedom is 27,

standard deviation is 2.44. The computed value of t test (3.26) at 5 % significance level is greater

than the critical value (2.05). Hence, null hypothesis is rejected. It means there is a significant

difference between mean score of systolic blood pressure test of pre training and that of post

training of experimental group. As indicated in table No. 5 mean of cricket players from diastolic

blood pressure test pre training is 70.39, post training is 68.89 and difference is 1.5, degree of

freedom is 27, standard deviation is 1.74. The computed value of t test (4.48) at 5 % significance

level is greater than the critical value (2.05). Hence, null hypothesis is rejected. It means there is a

significant difference between mean score of Diastolic blood pressure test of pre training and that

of post training of experimental group. As indicated in table No. 6 mean of cricket players from

heart beat test pre training is 88.10, post training is 82.39 and difference of mean is 5.71, degree

of freedom is 27, standard deviation is 5.55. The computed value of t test (5.38) at 5 % significance

level is greater than the critical value (2.05). Hence, null hypothesis is rejected. It means there is a

significant difference between mean score of heart beat test of pre training and that of post training

of experimental group.



Discussion

The Statistical analysis of the present study clearly indicates that significant difference

was found in Speed, Shoulder Strength , Sit & Reach, Systolic Blood Pressure, Diastolic Blood

Pressure and Heart Beat of cricket players. This may be attributed to the fact that the specific

cricket training had played the considerable amount of time that developed their Speed, Shoulder

Strength, Sit & Reach, Systolic Blood Pressure, Diastolic Blood Pressure and Heart Beat after

eight weeks of cricket training.

Conclusion

Based on result it is concluded that specific cricket training helped to improve Speed,

Shoulder Strength , Sit & Reach Systolic Blood Pressure, Diastolic Blood Pressure and Heart Beat

of cricket players.

References

Anderson, James L. (1979) A comparison of the Effects of Physical Education Classes in Boxing

and Gymnastics on the Self-concept of College Freshmen, Completed Research in Health,

Physical Education and Recreation 21: 125.

Calvin, Sidney (1978), Effects of progressive Resistive Exercises on the Motor Coordination of

Boys. Research Quarterly International 30 (1959): 387, 38 (March 1978): 5331 – A.

Carol, Ann Hughes (1974) “A Comparison of Effects of Four Teaching Techniques of Body

conditioning Upon Physical fitness and Self-concept,’’ Dissertation Abstracts

International 30: 3957 – A.

Davis Roberts, (1992) Physical Exercise and Self-concept of Gay Men with HIV related

disease.’’ Dissertation Abstracts International 53: 1841-A.

Elsayed, Mohamod (1977), The Effect of a Long Term Physical Fitness Programme on Selected

Physiological, Intellectual and Personality Variables in Adult Men, Dissertation Abstracts

International 37: 6343-A.

Johnson, Joseph Benjamin (1971). A Comparison of Physical Fitness and Self-concept

between Junior High School Negro and White Male Students,’’ Dissertation Abstracts

International 31: 5180-A.

Landiss, Carl W.(1955), Influences of Physical Education Activities on Motor Ability and

Physical Fitness of Male Freshmen, Research Quarterly 26 p 295

Lawrence D. Bruya, (1977) Effect of Selected Movement Skills on Positive Self-concept,

Perceptual and Motor Skills 45: 252-54.

Mac, McCrory, (1981) The Effects of an Exercise Programme on Self-concept and Physical

Fitness of Oklahoma State University Commissioned Police Officers, Completed Research

in Health. Physical Education and Recreation 23: 182.

Mall N.N., Mall T. & Paul, V. P. (1978) Comparative Analysis of Physical Fitness with Some

Physical and Socio-psychological Variables of School Boys (13–15 years) Possessing

High Academic Achievements, ” SNIPES Journal 2 : 35

Sonstroem, Robert J. (1969) Physical Fitness, Self-esteem and Attitudes towards Physical

Activity, Abstracts of Research Papers : 26.



મેદસ્વી વવદ્યાર્થીઓ પર યોગ અને એરોબિક કસરતોની શારીરરક યોગ્યતાના ઘટકો ઉપર ર્થતી અસરોનો અભ્યાસ

મોહંમદ હા. િાદી*

નીતા દુ. વાળા****

ટંુકસાર:

આ સશંોધન અભ્યાસનો હતે ુયોગ જુથ અને એરોબિક જુથ પર શારીરરક યોગ્યતાના ઘટકો પર

થતી અસરો ચકાસવાનો હતો .આ સશંોધન અભ્યાસ માટે બ્રહ્માનદં વવદ્યામરંદર ચાપરડાના યોગ જુથના 15 વવદ્યાથીઓ, એરોબિક જૂથના 15 વવદ્યાથીઓ અને વનયવંિત જૂથના 15 વવદ્યાથીઓને વવષયપાિો તરીકે પસદં કરી આહપડ ૅ કસોટીને માપનના ધોરણ તરીકે પસદં કરી આંકડાઓનુ ંએકિીકરણ કરી િણેય જૂથોના પ્રાપતાકંો પર ‘F’ ટેસ્ટ લાગ ુપાડી 0.05 કક્ષાએ સાથથકતા ચકાસતા યોગ જુથ અન ેએરોબિક જુથ નમનીયતા અને સ્નાય ુસહન શક્તતમા ંવનયવંિત જુથ કરતા વધ ુસાથથક સાબિત

થયુ ંહત ુ.ં

પ્રસ્તાવના દરેક વ્યક્તત સસુ્વાસ્થ માટેનુ ં રહસ્ય જાણ ે તે સ્ત્રી કે પરુુષ િનંે જાવતની કોઈપણ ઉંમરની

વ્યક્તતઓને યોગ્યરીતે લાગપુડે છે કે જેઓ જીવતં છે. સસુ્વાસ્્યનો મદુ્દો કોઈપણ ઉંમરની વ્યક્તતન ેલાગ ુ

કરી શકાય છે.

દરેક વ્યક્તત કે જે ચસુ્ત, તદુંરસ્ત અને કાયથક્ષમ રહવેા માગં ેછે, તેન ેકસરતની જરૂર છે. દરરોજન ુ

રોજજિંદુ કે વ્યાવસાવયક કાયથ એ શારીરરક ક્ષમતા માટે પરૂત ુ ંનથી. સવાાંગી કસરતો શારીરરક યોગ્યતાની કક્ષા જાળવવામા ંઅન ેવવકસાવવામા ંમદદ કરે છે. આજના રદવસોમા ંવાહનોએ માનવીને ચાલવાનુ ંિધં

કરાવ્ય ુછે. માણસો આળસ ુિનીગયા છે. અને તેન ેરોજજિંદા વ્યવસાયથી તેન ેએક માઈલ ચાલ્યાનો પણ

અનભુવ થતો નથી. શારીરરક યોગ્યતા એ સપંણૂથ માનવીય માળખાના અંગોની અસરકારક કાયથક્ષમતા છે કે દરેક

વ્યક્તતની કાયથ કરવાની ક્ષમતા, ફુરસદના સમયનો આનદં, સ્વસ્થ રહવે ુ,ં ઓછી પ્રવવૃિ જેવા રોગોનો પ્રવતકાર કરવો વગેરે સાથે જોડાયેલ છે. શારીરરક યોગ્યતાનો વવકાસ એ ઘણીિધી િાિતો પરરણામે હોય

છે વધારાની શારીરરક યોગ્યતા રોજજિંદી કસરતો વવના શક્ય નથી.

*રરસચથ સ્કોલર, સ્વબણિમ ગજુરાત સ્પોટથસ યવુનવવસિટી, ગાધંીનગર

**એમ.પી.એડ્., એમ.પી.એડ્. ભવન સૌરાષ્ટ્ર યવુનવવસિટી, રાજકોટ.



અમકુ માણસો ખેલકદૂ અન ેરમતોમા ંજોડાઈને શારીરરક યોગ્યતા મેળવતા હોય છે. પ્રવવૃિઓમા ંભાગલઈન ે તે મહદ્અંશે શારીરરક યોગ્યતા પ્રાપત કરે છે. ઐવતહાવસક રીત ેશારીરરક યોગ્યતા હમંેશા ંકૌશલ્ય અને રમતોની ઓળખાણ વખત ેઅપ્રસ્તતુ કરાયેલી છે. પણ અન્ય સમયે શારીરરક યોગ્યતાના ભાગોમાથંી અમકુજ ભાગ વણથવાય છે. દા.ત. અગાઉના દશકાઓમા ં પરુુષો માટે શારીરરક યોગ્યતા સ્નાયશુક્તતસાથે જોડાયેલ હતી તેના પરુાવાઓ ‘ચાલ્સથ એટલસ ડાઈનેવમક ટેન્શન’ જેવા મેગેઝીન અને હાસ્યબકુો લોકવપ્રયતાથી મળે છે. ઈ.સ.1960 અને 1970મા ં એરોબિક કસરતો અને જોબગિંગના અન્ય

સ્વરૂપોની લોકવપ્રયતા સાથે શારીરરક યોગ્યતાને ઘણા લોકો સાકંળતા હતા. વતથમાન સશંોધન અને વવખ્યાત સારહત્ય દશાથવ ેછે કે નમનીયતા એ શારીરરક યોગ્યતાનુ ંમહત્વનુ ંઘટક છે. શારીરરક યોગ્યતાના દરેક વનવિત ઘટકની સમીક્ષા, શારીરરક યોગ્યતાની કક્ષા વવકસાવવા, અને ઉચ્ચ યોગ્યતા પ્રાપત કરવા માટે કરાઈ છે.

યોગ એ અન્ય કસરતો કરતા ંસપંણૂથપણ ે બભન્ન છે. પ્રથમ તો તેની સરખામણી શક્ય જ નથી. યોગનો ઉપયોગ, યોગની તાલીમ દ્વારા પોતાની જાત ને ઓળખવી અને નમનીયતામા ંવધારો કરવાની દ્રષ્ટ્ટીએ થઈ શકે છે. તે મગજની મજબતૂાઈ અને વનયિંણને પે્રરે છે.

તેનો હતે ુ ફતત સ્નાયઓુ િનાવવા પરુતો જ નરહ પણ સ્નાયઓુની આંતરરક ગઠીતતા વવકસાવવાનો છે. યોગમા ંસ્નાયઓુ લિંાઈમા ંખેંચાય છે. ચરિી કોષની આજુિાજુ પ્રસરી જાય છે. અને યોગ શ્વાસોશ્વાસ સાથે સલંગ્નતા કેળવે છે. યોગ રતતપરીભ્રમણમા ંસધુારો કરે છે.

યોગ ચયાપચયને વનયવંિત કરે છે, કે વજનમા ંવધારા ઘટાડાને વનયવંિત કરે છે. જેમ આપણે

વદૃ્ધ થતા જઈએ છીએ તેમ ચયાપચય ધીમુ ંથતુ ંજાય છે. યોગની સતત તાલીમથી ચયાપચયનો દર

ક્સ્થર જળવાઈ રહ ેછે તેથી વજન પણ વનયિંણમા ંરહ ેછે.

ભતૂકાળમા ંઅને વતથમાનમા ંપણ કદાચ કુદરતી ઉજાથ સ્નાયઓુની કસરતો અન ેતેના કાયથ સાથ ે

સકંળાયેલ છે પણ વધ ુ મહત્વની અસરો શરીરના અન્ય તિંો પર થાય છે, એ કહવેામા ં જરાપણ

અવતશયોક્તત નથી કે શારીરરક તાલીમ અંગેની ભલૂભરેલી માન્યતાઓને લીધે વૈજ્ઞાવનક વસદ્ધાતંોન ે

આધારે વવકાસ સાધવામા ંમોડુ ંથયુ ંછે. આથી ઉજાથ કે જે કાયથ કરવા માટે જરૂરી છે, તે સ્નાયઓુમા ંજાત ેજ

વવકસે છે. ચેતાતિં સ્નાયઓુની રિયાને વનયવંિત કરે છે. અહીં શ્વસનતિં િળતણ પરંુૂ પાડે છે.

રતતપરરભ્રમણને પે્રરે છે. સ્નાયઓુ અન ેપ્રાણવાય ુવચ્ચે ઉજાથની ફેરિદલી થાય છે. ફરી એક વખત

રતતપરરભ્રમણ તિં નાકમા ંપદાથોન ેલઇ જાય છે. અને ઉત્સગથ તિં સધુી પહોંચાડે છે. ત્યારિાદ હૃદય

ના ધિકારાનો દર, અને રતતનો જ્થો વધે છે. રતતના દિાણમા ંઘટાડો થાય છે.

અભ્યાસના હતેઓુ

1. યોગ તાલીમ અને એરોબિક તાલીમ દ્વારા નમનીયતા પર થતી અસર ચકાસવાનો હતે.ુ

2. યોગ તાલીમ અને એરોબિક તાલીમ દ્વારા સ્નાય ુસહન શક્તત પર થતી અસર ચકાસવાનો હતે.ુ



માપનના ધોરણો ઉત્કલ્પનાની ચકાસણી માટે પસદં કરાયેલા માપનના ધોરણો નીચ ેમજુિ છે.

સારણી-1

િમ કસોટી માપનનુ ંધોરણ

1 નમનીયતા િેઠક પહોંચ

2 સ્નાય ુસહન શક્તત શયનોત્થાન

અભ્યાસની યોજના:

કુલ 45 વવષયપાિોને યાદચ્ચ્છક પદ્ધવતથી એક જુથમા ં15 વવષયપાિો પસદં કરવામા ંઆવ્યા હતા. કુલ િણ જૂથો િનાવવામા ંઆવ્યા હતા. જેમા ંએક પ્રાયોબગક જૂથ ને યોગ તાલીમ અને િીજા

પ્રાયોબગક જૂથ ને એરોબિક તાલીમની માવજત આપવામા ંઆવી હતી જયારે વનયવંિત જૂથ ને પ્રાયોબગક

માવજતથી મતુત રાખવામા ંઆવ્યુ ંહત ુ.ં

4 અઠવાડીયાના તાલીમ કાયથિમની શરૂઆત કરતા પેહલા પવૂથ કસોટી અને તાલીમ કાયથિમ પણૂથ થયા પછી અંવતમ કસોટી દ્વારા આંકડાઓનુ ંએકવિકરણ કરવામા ંઆવ્યુ ંહત ુ.ં

આંકડાકીય પ્રરિયા : યોગ અને એરોબિક તાલીમની વવષય પાિોના શારીરરક યોગ્યતાના ઘટકો પર થતી અસરો

ચકાસવા વવચરણ સહવવચરણ પ ૃ્ થકરણ (ANCOVA) લાગ ુપડી 0.05 કક્ષાએ સાથથકતા ચકાસતા નીચ ે

મજુિના પરરણામો પ્રાપત થયા હતા.

સારણી-2 િેઠક પહોંચ કસોટી દેખાવના િે પ્રાયોબગક અને એક વનયવંિત જૂર્થનુ ંવવચરણ સહ વવચરણ પથૃ્ર્થકરણ.

કસોટી (Test)

જૂથ ANCOVA TABLE

યોગ જુથ એરોબિક

જુથ

વનયવંિત

જુથ

વગોનો સરવાળો

સ્વતિં

માિા મધ્યક

વવચરણ ‘F’

(SS) (df) (MSS)

પવૂથ કસોટી મધ્યક 13.066 14.133 13.533

8.577 2 4.288 1.794

(Pre Test Mean) 100.4 42 2.390

અંવતમ કસોટી મધ્યક 15.333 17 13.733

80.044 2 40.022 19.947*

(Post Test Mean) 84.266 42 2.006

સધુારેલ મધ્યક 15.678 16.624 13.763

62.986 2 31.493 33.554*

(Adjusted Mean) 38.481 41 0.938



*સાર્થથકતનુ ંધોરણ 0.05 કક્ષાએ ‘F’ = 0.05 (2,57) & (2.56) = 3.150

સારણી-2 મા ંપવૂથકસોટીનો ‘F’ રેવશયો 1.794 જોવા મળેલ હતો. જે 0.05 કક્ષાએ અસાથથક જોવા મળેલ

હતો જયારે િણેય જુથનો અંવતમ કસોટીનો ‘F’ રેવશયો 19.947 જોવા મળેલ હતો. જે 0.05 કક્ષાએ સાથથક

જોવા મળેલ હતો અને સધુારેલ મધ્યકનો ‘F’ રેવશયો 33.554 જોવા મળેલ હતો. જે 0.05 કક્ષાએ સાથથક

જોવા મળ્યો હતો.

સારણી – 3 િેઠક પહોંચ કસોટી દેખાવના િે પ્રાયોબગક અને એક વનયવંિત જૂર્થની LSD કસોટી

મધ્યક (Mean) મધ્યક તફાવત (MD) સધુારેલ મધ્યકનો િાવંતક તફાવત (CD)

યોગ જુથ એરોબિક જુથ વનયવંિત જુથ

15.678 16.624 0.946* 0.713

15.678 13.763 1.915* 0.713

16.624 13.763 2.861* 0.713

*સાર્થથકતનુ ંધોરણ 0.05 કક્ષાએ

સારણી-3 મજુિ LSD કસોટી લાગ ુપડતા એરોબિક જુથમા ંસાથથક (2.861) કક્ષાએ સધુારો જોવા મળેલ

હતો. ત્યારિાદ યોબગક જૂથ (1.915) કક્ષાએ સધુારો દશાથવે છે. વનયિંીતજૂથની તલુનામા ંયોગજુથ અન ે

એરોબિક જુથની પ્રાયોબગક માવજત વધ ુઅસર કારક જોવા મળેલ હતી.

સારણી-4 શયનોત્ર્થાન કસોટી દેખાવના િે પ્રાયોબગક અને એક વનયવંિત જૂર્થનુ ં વવચરણ સહ વવચરણ

પથૃ્ર્થકરણ.

કસોટી જૂથ ANCOVA TABLE

(Test) યોગ

જુથ

એરોબિક

જુથ

વનયવંિત

જુથ

વગોનો સરવાળો

સ્વતિં

માિા મધ્યક

વવચરણ ‘F’

(SS) (df) (MSS)

પવૂથ કસોટી મધ્યક 10.933 11.333 10.4

6.577 2 3.288 1.016

(Pree Test Mean) 135.866 42 3.234

અંવતમ કસોટી મધ્યક 13.133 14.266 10.733

97.644 2 48.822 15.348*

(Post Test Mean) 133.6 42 3.180

સધુારેલ મધ્યક 13.097 13.908 11.126

58.629 2 29.314 26.409*

(Adjusted Mean) 45.510 41 1.110



*સાર્થથકતનુ ંધોરણ 0.05 કક્ષાએ ‘F’ = 0.05 (2,57) & (2.56) = 3.150

સારણી-4 મા ંપવૂથકસોટીનો ‘F’ રેવશયો 1.016 જોવા મળેલ હતો. જે 0.05 કક્ષાએ અસાથથક જોવા મળેલ હતો જયારે િણેય જુથનો અંવતમ કસોટીનો ‘F’ રેવશયો 15.348 જોવા મળેલ હતો. જે 0.05 કક્ષાએ સાથથક જોવા મળેલ

હતો અન ેસધુારેલ મધ્યકનો ‘F’ રેવશયો 26.409 જોવા મળેલ હતો. જે 0.05 કક્ષાએ સાથથક જોવા મળ્યો હતો. સારણી – 5 શયનોત્ર્થાન કસોટી દેખાવના િે પ્રાયોબગક અને એક વનયવંિત જૂર્થની LSD કસોટી મધ્યક (Mean)

મધ્યક તફાવત (MD) સધુારેલ મધ્યકનો િાવંતક તફાવત (CD) યોગ જુથ એરોબિક જુથ વનયવંિત જૂથ

13.097 13.908 0.811* 0.776

13.097 11.126 1.970* 0.776

13.908 11.126 2.781* 0.776

*સાર્થથકતનુ ંધોરણ 0.05 કક્ષાએ

સારણી-5 મજુિ LSD કસોટી લાગ ુપડતા એરોબિક જૂથમા ંખિુજ સાથથક (2.781) કક્ષાએ સધુારો જોવા મળેલ હતો. ત્યારિાદ યોબગક જુથ (1.970) કક્ષાએ સધુારો દશાથવ ેછે. વનયવંિત જુથની તલુનામા ંયોગ જુથ અને એરોબિક જૂથની પ્રાયોબગક માવજત વધ ુઅસર કારક જોવા મળેલ હતી.

સારાશં

યોગ જુથ અને એરોબિક જૂથની નમનીયતા વનયિંીત જૂથ કરતા વધ ુસાથથક જોવા મળે છે .

યોગ જુથ અને એરોબિક જૂથની સ્નાય ુસહન શક્તત વનયિંીત જૂથ કરતા વધ ુસાથથક જોવા મળે

છે .

સદંર્થ ગ્રરં્થ

કોિીન ,ચાલથસ િી .એન્ડ રૂથ બલન્ડસે ,)1988 ( કન્સેપ્ટ ઓફ ફીજીકલ રફટનેશ વીર્થ લેિોરેટરીઝ ,વસકસ્થ

અડીશન ) ડયિેુક આયોવા :ડિલ્ય.ુએમ.સી.બ્રાઉન પબ્લીશસથ. હસરાની, એસ.એસ .)1992 ( એ હલે્ધી લાઇફ સ્ટાઈલ , નેશનલ સેવમનાર ઓન રફઝીકલ એજ્યકેુશન ,

કોઇમ્િતરુ ઓગસ્ટ.

ગેલોવ ે,ર.ડિલ્યુ . )1999 ( એનોટોમી એન્ડ રફજીયોલોજીકલ ,સ્પોટથસ ટે્રવનિંગ ,રદલ્હી : સ્પોટથસ પબ્બ્લકેશન. લાલવાણી ,વવમલા )1996 ,( ક્લાવસક યોગા ,લડંન : હામ્લીન એન ઇનવપ્રન્ટ ઓફ રીડ કન્ઝયમુર

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