CHAPTER V SUMMARY, RESULTS, CONCLUSION AND RECOMMENDATIONSshodhganga.inflibnet.ac.in/bitstream/10603/29501/10/10_chapter 5.pdf · SUMMARY, RESULTS, CONCLUSION AND RECOMMENDATIONS

CHAPTER V

SUMMARY, RESULTS, CONCLUSION AND RECOMMENDATIONS

5.1 SUMMARY

Motor learning is a process of acquiring, completing and using

motor information, knowledge, experience, and motor programmes

(Adams, 1976). It is possible to achieve optimal results in motor learning

as soon as the right hemisphere is activated in addition to the left one.

Spontaneity and intuitiveness make exercising more fun. If one enjoys

movement, one progresses much faster. Beginners make a big mistake

trying to control their movements by focusing on inner consciousness.

This way they activate their left i.e. analytical hemisphere, which triggers

a series of commands in the body, generally disrupting the overall

coordination of movement which is the primary function of the right

hemisphere. The overall comprehension of movement is the function of

the right hemisphere of the brain. Learning a movement is easier if it is

considered as a whole, not a jigsaw of many pieces.

General motor abilities entails one’s present performance level ‐ the

effeciency with which a person executes motor skills. General motor

capacity means an individual’s innate potentialities for performance in

motor skills, the limit to which an individual may be developed. The

capability of an individual to learn new skills is termed as general motor

educability.

The biological understanding of how two the two hemisphere of

our brain function has now reached general consensus. There is still

much work to do, particularly on the differences observed between

individuals and understanding all the brain processes involved on

cognition.

Hence, the present study which analyses the effect of brain

hemisphere dominance on motor educability of adolescent boys and girls

in relation to their intelligence, is another attempt in this direction.

Keeping these aims in mind investigator had decided to work

systematically and use the scientific approach to solve the research

hypotheses. Therefore, 50 boys and 50 girls from each age group i.e. 12,

13, 14 and 15 years respectively were selected from various schools of

Chhattisgarh. While selecting the sample, special emphasis was placed on

selection of left handed boys and girls. In this way, in all 400 adolescents

(200 boys and 200 girls) was selected.

The problem was to observe effect of brain hemisphere domination

and intelligence upon motor educability, it was decided to use Brain

Dominant Hemisphere Test (B.D.H.T.) i.e. tOÑmÐ§þ ªááèváoë Zárvmá qËäÖá¾á,

prepared by Agashe and Helode (2007) while Johnson’s test of motor

educability (1932) was used to assess motor learning / educability

capabilities of the selected subjects. To assess intelligence, Mehrotra’s

(1984) Mixed Type Group Test of Intelligence (MGTI) was used.

To solve the hypotheses stated in chapter I, it was decided that to

verify the hypotheses one by one with appropriate statistical technique.

To solve differential hypotheses One‐way ANOVA, Pearson correlation

and t‐test was used; to see the joint action effect, the suitable factorial

design ANOVA technique was used. On the basis of statistical analysis of

differential and interaction hypotheses, following results were found.

5.2 RESULTS

• The motor educability of subjects with integrated brain hemisphere

domination is found to be significantly higher than the motor

educability of subjects with left and right brain hemisphere

domination.

• A positive and significant relationship is observed between

intelligence and motor educability. It is observed that increase in

intelligence scores automatically have increase in motor educability

scores too.

• No significant difference is observed in verbal intelligence of

selected subjects on the basis of brain hemisphere dominance i.e.

left, right and integrated brain hemisphere dominance.

• No significant difference is observed in non‐verbal intelligence of

selected subjects on the basis of brain hemisphere dominance i.e.

left, right and integrated brain hemisphere dominance.

• No significant difference is observed in intelligence quotient of

selected subjects on the basis of their left or right brain hemisphere

dominance.

• No significant difference is observed in intelligence quotient of

selected subjects on the basis of their left or integrated brain

hemisphere dominance.

• Intelligence quotient of subjects possessing right brain hemisphere

dominance is found to be significantly higher than that of subjects

with integrated brain hemisphere dominance.

• Motor educability of rural subjects is found to be significantly

higher than the urban subjects.

• Rural subjects exhibited more magnitude of verbal intelligence as

compared to urban subjects.

• Rural subjects exhibited more magnitude of non verbal intelligence

as compared to urban subjects.

• Rural subjects exhibited more magnitude of intelligence quotient as

compared to urban subjects.

• No significant difference is observed on selected subject’s motor

educability on the basis of their caste.

• Verbal intelligence of subjects belonging to general caste is found to

be significantly higher than the subjects of other caste.

• No significant difference is observed on selected subject’s

intelligence quotient on the basis of their caste.

• An association between age and motor educability among selected

adolescent boys have been found but this association is not strong

enough statistically.

• No statistically significant association have been found between age

of the adolescent boys with their verbal intelligence.

• Statistically significant association have been found between age of

adolescent boys with their non‐verbal intelligence but this

association is not indicating towards positive or negative direction.

• No statistically significant association have been found between age

of adolescent boys with their intelligence quotient.

• A significant linear positive trend is visible between age and motor

educability of adolescent girls’ i.e. positive association between age

and motor educability of selected girls.

• Verbal intelligence of 15 year old adolescent girls is significantly

higher to that of verbal intelligence of 12 and 13 years old

adolescent girls.

• Non verbal intelligence of adolescent girls showed significant

difference on the basis of age. Non verbal intelligence of 14 year

old adolescent girls is found to be significantly higher to that of

verbal intelligence of 12, 13 and 15 years old adolescent girls.

• Intelligence quotient of 14 year old adolescent girls is found to be

significantly higher to that of intelligence quotient of 12, 13 and 15

years old adolescent girls.

• Boys scores over girls in terms of superior motor educability.

• Two factor interaction effect of brain hemisphere domination (left,

Right and Integrated brain dominance) and intelligence quotient

(High‐Low) upon motor educability of adolescent boys is found to

be statistically significant. Adolescent boys exhibiting high IQ and

integrated brain hemisphere dominance have more magnitude of

motor educability as compared to adolescent boys with left and

right brain hemisphere dominance and high ‐low IQ as well as

subjects with low IQ and integrated brain hemisphere domination.


Right and Integrated brain dominance) and intelligence quotient

(High‐Low) upon motor educability of adolescent girls is found to

be statistically insignificant.


Right and Integrated brain dominance) and gender (boys‐girls)

upon motor educability of adolescent subjects is found to be

statistically insignificant.

• Two factor interaction effects of brain hemisphere domination (left,

Right and Integrated brain dominance) and caste, together, is found

to be in a position to influence the motor educability of adolescent

boys. Motor educability of adolescent boys with integrated brain

dominance and comes from other caste is significantly higher than

the subjects of general caste with left, right and integrated brain

hemisphere dominance.

• Two factor interaction effects of brain hemisphere domination (left,

Right and Integrated brain dominance) and caste, together, is found

to be in a position to influence the motor educability of adolescent

girls. Motor educability of adolescent girls with integrated brain

dominance and comes from other caste is significantly higher than

the adolescent girls of general caste with left, right and integrated

brain hemisphere dominance.

• The two factor interaction effect of brain hemisphere dominance

and urban‐rural belongingness upon motor educability of

adolescent boys is found to be statistically insignificant.

• The two factor interaction effect of brain hemisphere dominance

and urban‐rural belongingness upon motor educability of

adolescent girls is found to be statistically insignificant.

After analysing the data and scanning through the results

following conclusions are drawn ‐

5.3 CONCLUSION :

On the basis of results and discussion it may be concluded that ‐

• Motor educability is dependent upon brain hemisphere dominance

of particular person i.e. motor educability varies according to left,

right and integrated brain hemisphere dominance.

• Brain hemisphere dominance has limited role in influencing the

cognitive aspect i.e. intelligence.

• Motor educability and intelligence of adolescent is influenced by

their urban‐rural belongingness.

• Caste has limited role in influencing the motor educability and

intelligence of adolescent boys and girls.

• Ageing and motor educability are inter‐dependent.

• Brain hemisphere dominance and intelligence emerged as two

important factors influencing the motor educability of adolescent

boys and girls.

Hence the results of the present study showing the importance of

hemisphericity and intelligence in influencing the motor learning in

adolescent boys.

5.4 SUGGESTIONS

‐ A study may be conducted in future to assess motor learning of

adolescent in the light of brain hemisphere dominance and

participation in sports.

‐ A study may be conducted in future to assess specific sports skill of

sportsperson in the light of brain hemisphere dominance.

‐ A study may be conducted in future to assess motor coordination

among school children in the light of brain hemisphere dominance.

‐ A cross cultural study may be conducted on motor learning among

adolescent boys and girls in the light of brain hemisphere

domination.

‐ A study may be conducted in future to assess hand eye

coordination of children with different brain hemisphere

dominance.

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