Joapey vol 3 no 2 december 2013 full by Vivekananda University, Coimbatore Campus

JOURNAL OF ADAPTED PHYSICAL EDUCATION AND YOGA Peer Reviewed Volume 3

Bi-Annual

ISSN : 2229-4821

Issue 2

EDITORIAL BOARD CHIEF PATRON Swami Atmapriyananda Vice-chancellor, Ramakrishna Mission Vivekananda University

PATRONS Swami Abhiramananda Administrative Head, RKMVU Brahmachari Paramarthachaitanya Asst. Administrative Head, RKMVU, Coimbatore ADVISOR Dr. Asis Goswami Dean, Faculty of GAPEY, RKMVU, Coimbatore, Chairholder UNESCO

CHIEF EDITOR Dr. S. Alagesan Professor and Head, Faculty of GAPEY, RKMVU, Coimbatore

EDITOR Dr. P.J. Sebastian Professor, Faculty of GAPEY, RKMVU, Coimbatore

ASSOCIATE EDITORS Dr. M. Srinivasan Asst. Professor, Faculty of GAPEY, RKMVU, Coimbatore

Sri R. Giridharan Asst. Professor, Faculty of GAPEY, RKMVU, Coimbatore

December 2013

PANEL OF REFEREES Dr. G. Raveendran

Dr. M.S. Nagarajan

Professor & Head, Dept. of Phy. Edn & Sports Sciences, Annamalai University, Chidambaram

Senior Sports Manager, Special Olympics Asia Pacific

Dr. M.L. Kamlesh

Dr. N. Govindarajulu

Former Principal,

Former Professor in Physical Education

LNCPE, Trivandrum

Pondicherry University, Puducherry

Dr. Mrs. K. Madhavi

Dr. Arun Banik

Principal, College of Physiotherapy

Reader & Head,

Sri Venkateswara Institute of Medical Science University

National Institute for the

Tirupathi.

Hearing Handicapped, Mumbai

Dr. V. Gopinath

Dr. VST. Saikumar

Professor, Department of Physical Education and

Principal,

Sports Sciences,

Maruthi College of Physical Education,

Annamalai University, Chidambaram

Coimbatore.

Dr. K. Murugavel Professor and Director, Bharathiar University, Coimbatore.

From the Desk of Chief Editor Dear Readers,

Journal of Adapted Physical Education and Yoga, a peer reviewed journal is unique in the area of physical education for the persons with disabilities. The current issue of the journal has been published with research articles contributed by various experts from the field of physical education. It had been observed that the need of the present scenario is to conduct research on the development of adapted physical activities and yoga, adapted recreational gadgets, adapted sports equipments and adapted sports and games for persons with disabilities. The objectives of the journal is to encourage the educationists, sports scientists and physical education professionals to work on these lines and contribute for the development of adapted physical education and yoga. Keeping this in mind, I would like to appeal to the researchers to contribute research articles which are significant to the persons with disabilities. A total of eight papers have been selected for publication based on the suggestions offered by the review committee experts. I congratulate all those who are actively involved in bringing out this journal in a comprehensive manner.

Dr. S. Alagesan Chief Editor, JOAPEY

JOURNAL OF ADAPTED PHYSICAL EDUCATION AND YOGA Journal of Adapted Physical Education and Yoga (JOAPEY) is a peer-reviewed bi-annual publication of the Ramakrishna Mission Vivekananda Univeristy (RKMVU), Coimbatore. The journal contains original articles in the area of Adapted physical education and Yoga. It includes research articles, book reviews, success stories of sports persons with disabilities, news about conferences, letters to the editors and forthcoming events. The purpose is to promote research in the field of Adapted physical education and yoga. The subscription rates are given below: One year membership : ` 300/-

Two years membership : ` 500/-

Mode of payment: Payment may be made by cheque or Demand Draft drawn in favour of “Ramakrishna Mission Vivekananda University” payable at Coimbatore. FORM: IV Statement about ownership and other particulars about the Journal of Adapted Physical Education and Yoga 1. Place of Publication : Coimbatore 2. Periodicity of Publication

: Bi-annual

3. Printer’s Name : Vidyalaya Printing Press Nationality : Indian Address : Ramakrishna Vidyalaya Printing Press, SRKV Post, Periyanaickenpalayam, Coimbatore 641 020 4. Chief Editor’s and Publisher’s Name

: Dr. S. Alagesan

: Indian

Nationality

Address Ramakrishna Mission Vivekananda University, Faculty of General & Adapted Physical Education and Yoga, SRKV Post, Periyanaickenpalayam, Coimbatore - 641 020 Tel: 0422 2692667, Mobile: 94434 20801 5. Name and addresses of Individuals & : Ramakrishna Mission Vivekananda University, shareholders holding morethan 1% of Faculty of General & Adapted Physical the total capital. Education and Yoga, SRKV Post, Periyanaickenpalayam, Coimbatore 641 020 Tel: 0422 2692667. e-mail: joapey2007@gmail.com I, Dr. S. Alagesan, hereby declare that the particulars given above are true to the best of my knowledge and belief.

JOURNAL OF ADAPTED PHYSICAL EDUCATION AND YOGA

Peer Reviewed

Bi-Annual

Volume 3

ISSN : 2229-4821

Issue 2

December, 2013

CONTENTS Effects of Motor Activity Training Program on Performance of Soft Ball Throw in

Children with Down Syndrome : Dr. Kavitha J, Dr. S. Alagesan & Dr. M.S. Nagarajan

1-12

Effect of Selected Medicine Ball Exercises on Skill Performance of University

Men Volleyball Players : Dr. M. Rajkumar

13-17

Effect of Asana with Pranayama Practices on Selected Physiological Variables of

Children with Intellectually Challenged : Dr S Sivasankar & Dibakar Debnath

18-23

Effect of Yoga Exercise on Thoracic Wall Expansion and Lung Volume in

Grade I Male Obese Collegiates : C. Dennis Robinson, Dr. R. Elangovan & Dr. P. Nitthiyan 24-36

Critical Analysis of Selected Coordinative Abilities Among Different Sports and

Levels of Performance : Dr. P. J. Sebastian & Dr. M. Srinivasan

37-46

Effect of Guide Assisted Running Techniques on Cardiorespiratory Fitness and

Leg Explosive Power of Students with Visual Impairment : R. Giridharan

47-54

Individualized and Combined Effects of Yoga and Aerobic Dance Training on Selected

Physiological Variables Among Physical Education Teacher Trainees

Dr. A. Needhiraja & Dr. R. Kalidasan

55-64

Comparative Study on Selected Physical Fitness Components and Cardio Vascular

Risk Factors Between Women Athletes and Non Athletes : B. Sangeetha

Instruction to Authors

65-67 68

Vol. 3 - Issue 2 December 2013

Journal of Adapted Physical Education and Yoga ISSN: 2229-4821

EFFECTS OF MOTOR ACTIVITY TRAINING PROGRAM ON PERFORMANCE OF SOFT BALL THROW IN CHILDREN WITH DOWN SYNDROME Dr. Kavitha J*, Dr. S. Alagesan**, Dr. M.S. Nagarajan*** ABSTRACT The Motor Activity Training Program (MATP) is designed to train and facilitate the participation of athletes with severe or profound intellectual disability. The purpose of the study was to determine the effects of MATP on the performance of Soft Ball throw of children with Down syndrome. Twenty children with Down syndrome were selected and randomly assigned to control group (n=10) and experimental group (n=10). Soft ball power throw for distance test was used to measure the subjectâ&#x20AC;&#x2122;s performance on Soft ball throw. Pretest was administered for all the subjects before training. The control group was not exposed to any intervention. A self-designed MATP kit was used to train the subjects in the experimental group. Subjects in the experimental group underwent MATP for 12 weeks. Mid test was performed after the completion of 6 weeks and post test was performed after completion of 12 weeks. The study revealed that experimental group showed significant improvement in Soft ball throw performance than the control group in children with Down syndrome.

Keywords: Intellectual disability, Special Olympics, Motor Activity Training Program, Down syndrome, Soft ball power throw. INTRODUCTION Researchers in the medical field all over the world are working to find out solution for Down Syndrome and to treat the inability of a Down Syndrome child to develop, learn and live a normal life. In the year 1866 Dr. John Langdon Haydon Down identified a group of children with common physical symptoms and mental retardation called Down Syndrome (Down, 1866). It is a congenital genetic disorder present at birth. The estimated average birth rate of Down Syndrome children is around 1 in 600 to 1 in 800 (Devlin and Morrison, 2004). Overall prevalence of Down Syndrome in the world is 10 per 10000 live births (Kaur, 2011). Incidence of Down Syndrome in Indian population is 1.5 to 1.7% from 1993 to 1998 (Lai et al., 2002). Recent reports suggest that more than 30,000 babies are born with Down Syndrome every year (Kaur, 2011). Child born with Down Syndrome is identified with some form of mental retardation, needs physical activity in order to maintain health and physical fitness (Fernhall et al., 1989; Pitetti et al., 1991). A range of physical, behavioral and cognitive problems in an individual with Down Syndrome may affect the motor skills. Therefore, various professionals indulged in Down Syndrome population *

Senior Physiotherapist, Jeyam Physio Occupational Therapy Centre, 18, BKR Nagar, Coimbatore.

** Professor and Head, Faculty of General and Adapted Physical Education and Yoga, Ramakrishna Mission Vivekananda University, Coimbatore. *** Senior Sports Manager, Special Olympics - Asia Pacific.

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013

namely physiotherapists, occupational therapists, special educators and physical educators in Special Olympics should be trained and educated with proper exercise guidelines directed towards facilitation of motor skills needed to accomplish functional tasks (Jobling, 1994). MOTOR ACTIVITY TRAINING PROGRAM: The Special Olympics Motor Activity Training Program (MATP) is designed to train and facilitate the participation of athletes with severe or profound intellectual disability who are unable to participate in Official Special Olympics sport competitions due to impaired physical, intellectual and functional skills. (www.specialolympics.org). MATP utilizes goals, short term objectives, task analyzed activities, assessments and teaching suggestions for individualizing motor activity instructions so that persons with severe handicaps can participate in appropriate recreation activities geared to their ability levels (Block, 1992; Paciorek and Block, 1992). The program provides a comprehensive motor activity and recreation training curriculum for the participants that can be administered by a variety of trainers (e.g., physical educators, recreators and therapist). These activities can be conducted in schools and large residential facilities, as well as in community-based settings. Special Olympics MATP athletes are benefited by increased physical activity that leads to improvement in motor skills, physical fitness and functional ability. MATP participation develops a positive attitude for athletes towards sport activities through skill achievement (Wall 1990). The important principles in planning MATP are non-competition, age appropriateness, functional activities, community based interaction, partial participation, and fun. There are no competitive events with strict rules in MATP and only activities such as fun competitions are included in which rules and equipment are modified to accommodate each participant’s unique abilities. (Czikszentmihalyi,1990). Skills and equipments are geared to the participant’s chronological age, rather than mental age or functional abilities which help them to be more accepted by their peer group and their community.. The advantage of Motor activity training program is that training sessions can be conducted indoors or outdoors and also at places where the athletes reside. IMPORTANCE OF MOTOR ACTIVITY TRAINING PROGRAM ON SOFT BALL THROW PERFORMANCE OF CHILDREN WITH DOWN SYNDROME: The Complex motor skills namely throwing, catching and kicking are poorly developed in children because of impaired strength, agility, postural stability, speed, coordination and reaction time . The performance in a particular sport activity can be improved if the complex skill is split into simple skills and practiced repeatedly (Burns and Gunn , 1987 ; Block, 1991). Children with Down Syndrome need good static and dynamic balance, awareness about the surrounding environment, movement timing sense and sensory awareness to perform a sport activity (Cheseldine and Jeffree 1981; Buckley and Sacks 1987) . If the physical education programs are designed to meet the above said needs and complex sports skills could be perfomed easily by the individuals with Down Syndrome (Barham, 1993; Sherborne, 1990) which may enable an individual with Down Syndrome to participte in Special Olympics.

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013 3

SKILL PERFORMANCE TEST: Skill performance test is the skill assessment test which should be submitted to the competition organizing committee and that follows the official Special Olympic rules. Each event in Special Olympics consists of individual and Team skills Assessment tests. Power throw is one of the individual Soft Ball Skill Assessment Tests. METHODOLOGY SELECTION OF SUBJECTS: Twenty children with Down syndrome between the age group of 10 to 12 years were selected as the subjects for this study from Kalanilayam special school, Ramakrishna mission, Periyanayakanpalayam, Coimbatore and Shri Prasanthi Academy Special School, NGGO Colony, Coimbatore. The participants were randomly assigned to Control and Experimental groups and each group consisting of 10 subjects. SELECTION OF VARIABLES: Performance in soft ball throw was selected as a variable .Power throw for distance is a standardized individual skill assessment test in Special Olympics which was used in this study to assess the subjects soft ball throw Performance. EXPERIMENTAL DESIGN: Random Group design was used Group I: Control group Group II: Motor Activity Training Programe (Experimental group) TREATMENT: Pretest was administered for all the subjects before training. The control group was not exposed to any intervention. Subjects in the experimental group were treated with Motor Activity Training Programe kit designed by the researcher for 12 weeks. After the completion of 6 weeks training program, a mid test was administered to all the subjects. After the completion of 12 weeks training program, a post test was administered to all the subjects. TESTING PROCEDURE: The subject was made to stand on the starting line in a corridor from a distance of 20 meters. The subject was given 2 Soft balls and asked to throw one by one. The subject was asked to throw the ball along the throwing line and the distance between the starting line and the point where the ball landed in the corridor was measured. Two chances were given for each subject. STAGING: Volunteer ‘A’ gave a team soft ball to the subject, volunteer ‘B’ demonstrated the test to the subject, volunteer ‘C’ identified the value of each attempt and volunteer ‘D’ recorded the subjects score.

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013

SCORING: The net throwing was measured by subtracting the error distance from the throwing distance. Throwing distance is measured at a point on the throwing line straight across from (perpendicular to) the spot where the ball actually landed. The error distance is the number of meters the ball landed off target, away from the throwing line. The better of the two scores was taken as the individual score. MATERIALS USED FOR MOTOR ACTIVITY TRAINING PROGRAM: The following materials were used for Motor activity training program 1. Floor mat for relaxation exercise. 2. chair, table,bowls,sand, plastic tray, chapatti dough, colour water , plastic bowls, plastic snow bowling pegs, toy , soft ball and volley ball net. 3. A 2 meter high, one meter broad wooden ladder with one feet spaced three horizontal bars . 4. Color lights for visual stimulation, whistles for auditory stimulation ,inch tape to measure the distance of ball throw and color markers. 5. A square net with bells at the bottom and a toy hanging vertically downwards and are shown in figures 1 and 2. FIGURE 1 MOTOR ACTIVITY TRAINING PROGRAM KIT

TRAINING DETAILS: Duration - 12 Weeks Session

3 days / week one session / day

Duration of 1 session

45 minutes.

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013 5

MOTOR ACTIVITY TRAINING PROGRAM: 30 MINUTES: a. Warm up

5 minutes

b. Strength and conditioning

15 minutes

c. Sensory Motor awareness

2 minutes

d. Motor activity

Mobility activities

5 minutes

Dexterity activities

3 minutes

e. Skill training stations for Soft Ball throw

15minutes

TABLE I TRAINING SCHEDULE MOTOR ACTIVITY TRAINING PROGRAM

Type of training

Session Duration

Motor activity training program a.Warm up activities 1. Breathing exercise Total (1st to 12th week) 5 times. 45minutes 2. Arm lifts and leg lifts in lying 5 minutes positions (1st to 4th week). 3. Arm lifts in standing positions (5th to 12th week ). Strengthening exercise: Progression: Intensity- minimal resistance with yellow(5lbs) for first two weeks and green theraband(10 lbs) for 3 rd and 4th week. Medium resistance with red band(12 lbs) from5th to 8th week and maximal resistance with blue theraband (15 lbs) from 9th to 12th week. Hand grip exercise: Small size sponge 2 inch length , 4 inch breath and 3inch height that absorbs 100 ml water was used from 1st to 4th week. Medium size sponge 4inch length, 4 inch breath and 3inch height that absorbs 200 ml water was used from 5th to 8th week. Large size sponge 6inch length, 4 inch breath and 3inch height that absorbs 400 ml water was used from 8th to 12th week

Repetitions

No. of sessions per week

8 times (1 to 4th week)

1session per day 3 sessions per week

10 times 1session per day (5th to 8th week). 3 sessions per week 12 times (9th to 12th week )

8 times (1st to 4th week) 15 minutes

10 times 1session per day (5th to 8th week). 3 sessions per week 12 times (9th to 12th week )

Total Duration

12 weeks

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013

Type of training b. sensory motor awareness 1. Visual awareness- tracking color ball and lights in all directions. 2. Auditory awareness-hearing bell sounds and loud commands. 3. Tactile awareness â&#x20AC;&#x201C; given using soft brush and soft ball. d. Motor activities: 1. Mobility activities Rolling from prone to supine and body roll. 2. Dexterity activities: Grasping and holding ball. (1st to 4th week) Grasping, holding and pushing the ball. (5th to 8th week). Grasping, holding and throwing the ball . (9th to 12th week )

e. Skill stations Station 1: Water filling in bowls by squeezing sponge dipped in color water. (1st to 4th week) Sand filling in bowl (5th to 8th week). Making shapes with chapatti dough (9th to 12th week ) .

Station II: Striking bowling pegs arranged in ladder with Soft Ball. The height of the ladder and the distance between the subject and ladder was increased every 4 weeks.

Session Duration

Repetitions

No. of sessions per week

Total Duration

3times (1st to 4th week) 2 minutes

1session per day 5 times 3 sessions per week 12 weeks (5th to 8th week). 8times (9th to 12th week )

5 minutes

3times (1st to 4th week) 1session per day 5 times (5th to 8th 12 weeks 3 sessions per week week).

3 minutes 8times (9th to 12th week ) 1session per day 12 weeks 3 sessions per week

15 minutes

8 times (1st to 4th week)

3 minutes

1session per day 12 weeks 10 times 3 sessions per week (5th to 8th week). 12 times (9th to 12th week )

8 times (1st to 4th week) 10 times 1session per day 12 weeks (5th to 8th week). 3 sessions per week 12 times (9th to 12th week )

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013 7

Session Duration

Type of training Station III: Striking toy hanging in a net with Soft Ball. The height of the net was increased every 4 weeks.

Station IV: Throwing Soft Ball to the coach from distance across a net. The distance was increased every week. Station V: Throwing Soft Ball in the Special Olympic stadium .Distance was measured every week and the children were encouraged by offering gifts for their performance.

3 minutes

Repetitions

No. of sessions per week

Total Duration

8 times (1st to 4th week) 1session per day 10 times 3 sessions per week 12 weeks (5th to 8th week). 12 times (9th to 12th week ) 8 times (1st to 4th week) 10 times (5th to 8th week). 1session per day 12 weeks 12 times 3 sessions per week (9th to 12th week )

8 times (1st to 4th week) 1 session per day 10 times 12 weeks 3 sessions per week. (5th to 8th week). 12 times (9th to 12th week )

FIGURE 2 MOTOR ACTIVITY TRAINING PROGRAM

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Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013 9

STATISTICAL ANALYSIS The data collected from the subjects were analyzed using appropriate statistical techniques. To find out the significant difference among the pre test , mid test and post test scores for each group repeated measures Analysis of variance was used and Newman Kuels post hoc test was used in case of significant difference that exists among the pre test, mid test and post test scores. The mean and standard deviation on pre test, mid test and post test scores of Soft Ball power throw test for the control group were analyzed and are presented in Table II. TABLE II REPEATED MEASURES ANOVA RESULTS OF PRE TEST MID TEST SCORES OF SOFTBALL POWER THROW FOR CONTROL GROUP AND MOTOR ACTIVITY TRAINING PROGRAM GROUP

Control group Test

Experimental group Mean ± S.D. (N=10)

Pre-test

2.7230 ± 0.7191

3.2270 ± 1.2384

Mid-test

2.7370 ± 0.7339

3.7450 ± 1.2277

Post-test

2.6820 ± 0.7391

4.4450 ± 1.2971

2.690

43.989

Significance

The one way repeated measure analysis of variance on pre test, mid test and post test scores of Soft ball power throw for Control group and Experimental group at different durations were analyzed are presented in the above Table. One way repeated measures ANOVA results show that the calculated F-ratio value is 2.690 and is lesser than the table value of 3.555 at 5% level of significance. Since the calculated value is lesser than the table value, it is inferred that there is no significant difference among the pre test, mid test and post test scores of soft ball throw performance of Control group. In the Experimental group the calculated F-ratio value is 43.989 and is greater than the table value of 3.555 at 5% level of significance. Since the calculated value is greater than the table value, it is inferred that there is a significant difference. Results revealed that the experimental group had showed statistically significant improvement on Soft ball throw performance and there was no significant improvement in Soft ball throw performance of control group in children with Down syndrome. The Newman - Keuls’ post hoc test was performed to find out whether the mean scores of Soft ball power throw for Experimental group vary between any two durations. The mean differences were calculated and compared with the range critical value and are presented in the Table III.

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TABLE III NEWMAN - KEULSâ&#x20AC;&#x2122; POST HOC TEST FOR THE MOTOR ACTIVITY TRAINING PROGRAM GROUP

Ordered Mean

Mean Difference

Range

Critical Value

----

0.52

0.164

----

4.445

1.22

0.199

3.745

4.445

0.70

0.164

Pre Test

Mid Test

Post Test

3.227

3.745

3.227 ----

Table values for (2, 18) and (3, 18) are 2.973, 3.611 respectively. The above table shows that the obtained mean differences between pre test and mid test is 0.52 and is greater than the range critical value of 0.164. The mean difference between pre test and post test is 1.22 and is greater than the range critical value of 0.199. The mean difference between the post test and mid test is 0.70 and is greater than range critical value of 0.164. Hence, it can be inferred that there is a significant difference between pre test and mid test scores, mid and post test scores, pre test and post test scores of the experimental group at 5% level. FIGURE 3 GRAPHICAL REPRESENTATION OF PRE TEST MID TEST AND POST TEST MEAN SCORES OF SOFT BALL POWER THROW TEST OF CONTROL GROUP AND MOTOR ACTIVITY TRAINING PROGRAM GROUP

RESULTS The mean and standard deviation on pre test, mid test and post test scores of Soft ball power throw test for Motor Activity Training Program Group have been analyzed and presented in Table

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DISCUSSION ON FINDINGS The results of the study reveal that the experimental group had significantly improved in Soft ball throw performance whereas the control group did not show significant improvement on Soft Ball throw performance. The results of the study also reveal that the experimental group showed better improvement in Soft ball throw performance than the control group. The repeated practice provided in the skill stations in the MATP improved the movement timing, reaction time, sequencing of movements and throwing performance. The effects of MATP improved the soft ball throw performance in the experimental group whereas the control group were not provided any training. The results of this study are in conformity with the previous studies done by various reported studies which used other activities to test. Auxter et al., (2005) reported that children with severe disabilities, who participated in the Special Olympics Motor Activities Training Program, were able to perform better in individually targeted motor activities with more independence and with assistance from student partners than the control group. Studies done by Kanode et al., (1989) on 23 children with Down syndrome proved a significant difference in skilled performance of bean bag hitting a target on wall between 3 groups after 100 trials of practice. Riggen (1992) reported that both the individuals with mental retardation in Special Olympics training group and the new unified Special Olympics sports program did not show significant increases in self perception of social, physical and general self worth but showed significant increase in basket ball skilled performance after Special Olympics training. Young (1991) reported the same effect in his study that compared the effects of adapted physical education training and functional motor skills training and proved significant improvement in functional motor skill in adapted physical education group. The previous studies were done in the effects of task practice and MATP on performance of volley ball and basket ball skills of differently-abled persons including Down Syndrome. The present study was done in which MATP was provided to enhance the performance of softball power throw. CONCLUSION Based on the results of the present study, it is concluded that MATP had showed a statistically significant improvement on Soft ball throw performance of children with Down syndrome. It is recommended that future research can be designed to investigate the effects of Motor Activity Training Program for young athletes and adults with Down Syndrome on other sport activities like hand ball throw, etc. Also the effects of MATP on children with other disabilities like cerebral palsy, etc can also be performed. REFERENCES Auxter, D., Pyfer, J.; & Huetting , C. (2005). Principles and methods of adapted physical education and recreation. St. Louis : Mosby Barham, P. (1993). Development of skills throughout adolescence and early adult life. In Y. Burns & P. Gunn (Eds.) Down Syndrome: Moving Through Life. London: Chapman & Hall. Block, M. E. (1991). Motor development in children with Down syndrome. A review of literature. Adapted Physical Activity Quarterly, 8, pp. 179 â&#x20AC;&#x201C; 209.

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Block, M. E. (1992). Creating sports opportunities for persons with profound disabilities: Special Olympics Motor Activities Training Program. Palaestra, 8(1), pp. 43-49 Buckley, S., and Sacks, B. (1987). The adolescent with Down’s syndrome. Portsmouth, UK: Portsmouth Polytechnic. Burns .Y., & Gunn . P. (1987).Down Syndrome: Moving Through Life. London: Chapman & Hall. Cheseldine, S. E., & Jeffree, D. M. (1981). Mentally handicapped adolescents: Their use of leisure. Journal of Mental Deficiency Research, 25, pp. 49-59. Czikszentmihalyi, M. (1990). What’s good about sports? Keynote address: The Common Wealth & International Conference of physical education, sport, health, dance, recreation and leisure. Auckland. New Zealand. Devlin, L., & Morrison, P. J. (2004). Accuracy of the clinical diagnosis of Down Syndrome. The Ulster Medical Journal, 73(1), pp. 4-12. Down, J. L. H. (1866). Observations on an ethnic classification of idiots. London Hospital Clinical Lecture Reports, 3, pp. 259-262. Fernhall, B., Tymeson, G., Millar, L., & Burkett, L. (1989). Cardiovascular fitness testing & fitness levels of adolescents & adults with mental retardation including Down syndrome. Education and Training in Mental Retardation, 24(2), pp. 133-137. Jobling, A. (1994). Physical education for the person with Down syndrome: More than playing games? Down Syndrome Research & Practice, 2(1). pp. 31-35. Kanode, J.O., & Payne, V.G. (1989). Effects of variable practice on retention & motor scheme development of Down Syndrome Subjects. Article on Perceptual Motor Skills, 69(1), pp. 211218. Kaur, G. (2011). Test early for genetic disorders. The Tribune Chandigarh OPED-Health, pp. 14. Paciorek, M., & Block, M. E. (1992). Special Olympics athletes with severe disabilities. Palaestra, 8(2), pp. 53-56. Pitetti, K., H., & Tan, D., M. (1991). Effects of a minimally supervised exercise program for mentally retarded adults. Medicine and Science in Sports and Exercise, 23(5), pp. 594-601. Riggen, K. J. (1992). Sports program effects on participants with mental retardation. Retrieved from Microform publications, (PSY 1677). Sherborne, V. (1990). Development and Movement for Children. Cambridge: University Press. Wall, A. E. (1990). Skill acquisition research with persons with developmental disabilities: Research design considerations. In G. Reid (Ed.) Problems in movement control. Amsterdam: Elsevier. Young, M. J. (1991). Functional motor skills and the developmentally disabled. Retrieved from Microform publications.

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Journal of Adapted Physical Education and Yoga ISSN: 2229-4821

EFFECT OF SELECTED MEDICINE BALL EXERCISES ON SKILL PERFORMANCE OF UNIVERSITY MEN VOLLEYBALL PLAYERS Dr. M. Rajkumar* ABSTRACT The purpose of the study was to findout the effect of selected medicine ball exercises on the skill performance of the university men volleyball players. To achieve the purpose of the study 15 university men volleyball players were selected randomly from Maruthi college of Physical Education, Coimbatore, Tamil Nadu and Faculty of GAPEY, Ramakrishna Mission Vivekananda University, Coimbatore, Tamil Nadu. The age of the subjects ranged from 18-28 years. The following variables were chosen for this study namely underarm pass and overhead pass. The selected university men volleyball players underwent six weeks of medicine ball exercises; weekly three days except on Saturdays and Sundays. Under arm pass and over head pass measured by Brady wall volley test. The collected data were analyzed statistically by using dependent ‘t’ test to determine the differences. It was found that there is a significant improvement in the underarm pass and overhead pass due to the effect of selected medicine ball exercises among the university men volleyball players.

Key words: Medicine ball, under arm pass, over head pass INTRODUCTION Medicine ball refers to a weighted ball that can be used for doing a wide range of exercises to improve fitness, strength and coordination as well as to help sports persons to recover from injuries. Medicine balls are commonly used by sports persons to improve their core strength, especially in the chest, arms and legs. Athletes who have sustained injuries also perform medicine ball training to recover from their previous strength and fitness status. Medicine balls are effective exercise equipment for professional boxers, who use them to build strength in the abdominal muscles. A medicine ball is dropped onto a boxer’s abdomen from a certain height to simulate a punch from an opponent. Certain schools use medicine balls as fitness aids for students, who are required to perform a wide range of exercises to stretch their muscles and improve strength. The ability to generate strength and power is a very important component for success in many sports, particularly in those involving explosive movements. Medicine ball training, in conjunction with a program of weight training and circuit training, can be used to develop strength and power. Certain medicine ball exercises can also be used as part of a plyometric training program to develop explosive movements. Medicine ball training is appropriate to all levels of ability, age and sport. To be most effective. the program should contain exercises that match the pattern of movements of the competitive sport activity. * Assistant Professor, Maruthi College of Physical Education, Coimbatore, Tamil nadu.

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Medicine balls are useful for balance or tossing exercises with a partner, friend or trainer. Nearly all exercises that can be performed using dumbbells can also be done with medicine balls. They provide a good training option for rehab purposes, if gripping cable handles or dumbbells cause any elbow or finger tendon strain. Try working with an open-palm grip with medicine balls and see the arms feel better. Medicine balls are a great way to exercise any area of the body, whether upper, lower or core. There are different sized exercise balls and are even up to 15 Kgs. That can be used for numerous different exercises. Medicine ball training is suitable for all age, fitness levels and gender. There are many advantages with medicine balls training. They allow for improved range of motion, core strength, coordination, flexibility, joint integrity, upper and lower body strength. The great thing is that sportsperson can involve a partner or simply use a solid and sturdy wall. (www.wikipedia.com, 2014) METHODOLOGY The purpose of the study was to findout the effect of selected medicine ball exercises on skill performance of university men volleyball players. To achieve the purpose, 15 university men volleyball players were randomly selected from Maruthi college of Physical Education, Coimbatore, Tamilnadu and Faculty of GAPEY, Ramakrishna Mission Vivekananda University, Coimbatore, Tamilnadu. The age of the subjects ranged from 18 to 28 years. The following variables were chosen for this study namely underarm pass and overhead pass. The selected university men volleyball players underwent six weeks medicine ball exercises, weekly three days except on Saturdays and Sundays. The collected data were analyzed statistically by using dependent ‘t’ test to determine the differences. SELECTION OF VARIABLES AND TEST ITEMS The investigator reviewed the available scientific literature from books, Journals, periodicals, research papers and magazines and also after taking into consideration the feasibility criteria of the availability of instrument, the following variables and standardized tests were used to collect the relevant data and are presented in table I. TABLE – I SELECTED VARIABLES AND TEST ITEMS

S.No

VARIABLES

TEST ITEMS/ INSTRUMENTS

UNIT OF MEASUREMENT

Under Arm Pass

Brady Wall Volley Test

Numbers

Over Head Pass

Brady Wall Volley Test

Numbers

MEDICINE BALL EXERCISES PROGRAM The selected medicine ball exercises were given to subjects after taking an initial test. After the initial test, the selected medicine ball exercises program was scheduled for one session in the morning between 6.30 AM to 7.30 AM for 3 days (Monday, Wednesday and Friday) in a week and the same was continued for 6 weeks.

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10 Minutes – Warming up and stretching 40 Minutes – Medicine Ball Exercises 10 Minutes - Relaxation RESULTS The data pertaining to the variables in this study were examined by using dependent ‘t’ test to find out the significant improvement in each variable separately, in order to determine the difference and tested for 0.05 level of significance. The dependent ‘t’ test on data obtained for under arm pass and over head pass of the pretest and posttest means of the university men volleyball players were analyzed and are presented in table II TABLE II ‘T’ TEST FOR PRE AND POST TESTS FOR UNDER ARM PASS AND OVER HEAD PASS OF UNIVERSITY MEN VOLLEYBALL PLAYERS

VariableS

Under Arm Pass

Tests

Mean

Standard Deviation

Pre Test

24.83

1.89

Mean Difference

8.41 Post Test

33.25

2.92

Pre Test

25.25

2.26

34.08

Table Value

8.451* 14

8.83 Post Test

t’ Ratio

2.14 12.524*

2.93

‘t’ value 2.14 significant at 0.05 level of confidence From table II, it is seen that the dependent ‘t’ test values between the pre and posttest means of the university men volleyball players are 24.83,33.25,25.25 and 34.08 respectively. Since the obtained ‘t’ test value of 8.451 and 12.524 are greater than the table value of 2.14 at 0.05 level of confidence, it is concluded that the university men volleyball players showed significant improvement in both the under arm and over head passes respectively. DISCUSSION ON FINDINGS The results agree with the studies done by (Szymanski DJ, et al., (2007), Vant Den Tillaar R and Marques MC (2013), Harris C et al.,(2011), Ikeda Y, et al., (2007), Earp, et al.,(2010). The findings of the study are on par with the literature that relatively effective medicine ball exercises are required to improve the selected skill performance variables namely under arm pass and over head pass of volleyball players. The pre and posttests mean values of the university men volleyball players in under arm pass and over head pass are graphically represented in figure1.

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FIGURE 1 PRE AND POST TEST MEAN VALUES OF UNIVERSITY MEN VOLLEYBALL PLAYERS ON UNDER ARM PASS AND OVER HEAD PASS

CONCLUSIONS Within the limitation of the present study, the following conclusions are drawn. 1. On the basis of the results obtained by statistically analyzing the data, it is concluded that there is a significant improvement found between the pre and posttests of the selected university men volleyball players in the under arm pass due to the influence of medicine ball exercises. 2. On the basis of results obtained by statistically analyzing the data, it is concluded that there is a significant improvement found between the pre and post tests of selected university men volleyball players in the over head pass due to the influence of medicine ball exercises.

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REFERENCES Bompa, O.Tudor. (1996). Periodization of Strength, Veritus Publishing, copywell, P.7 Claude Bouchard., et,al. (1997). Physical activity fitness and health Champaing Illinois Human Kinesthetic Published inc, p.81. David, N. Comaione. (1993). Fitness Management, WMC.Brown Comunication, Inc p. 2. Earp. et al. (2010). Medicine Ball Training Implications for Rotational Power Sports. Strength & Conditioning Journal, 32(4), pp. 20-25. Harris, C., et al. (2011). The seated medicine ball throw as a test of upper body power in older adult. Journal of strength and Conditioning, 25(8), pp. 2344-8 Ikeda, Y., et al. (2007). Relationship between side medicine-ball throw performance and physical ability for male and female athletes. European Journal of Applied Physiology, Jan;99(1), pp. 47-55. Szymanski, DJ., et al. (2007). Effect of twelve weeks of medicine ball training on high school baseball players, Journal of Strength and Conditioning Research, 21(3), pp. 894-901. Uppal, A.K. (1992). Physical fitness how to develop, New Delhi: Friends Publications, p.1 Vant Den Tillaar R., and Marques, MC. (2013). Reliability of seated and standing throwing velocity using differently weighted medicine balls, Journal of strength and Conditioning 27(5). Pp. 1234-8.

Vol. 3 - Issue 2 December 2013

Journal of Adapted Physical Education and Yoga ISSN: 2229-4821

EFFECT OF ASANA WITH PRANAYAMA PRACTICES ON SELECTED PHYSIOLOGICAL VARIABLES OF INTELLECTUALLY CHALLENGED CHILDREN Dr S Sivasankar* , Dibakar Debnath** ABSTRACT The study was to findout the effect of asanas with pranayama practices on the selected physiological variables of intellectually changed children. For this purpose 15 intellectually challenged children were selected from Ramakrishna mission Vivekananda University, Faculty of Disability management and Special Education, Coimbatore. The age group of the subject ranged from 10 to 18 years. Single group design (experimental group) was used in this study. The experimental group underwent asanas with pranayama practices for a period of six weeks. The selected subjects were tested before and after the training programme. To analyse the data, the investigator used “t” ratio to determine whether any significant difference was found among the independent variables. The experimental group after the six weeks training has shown significant improvement on the selected physiological variables namely the vital capacity and resting pulse rate.

KEY WORDS: Vital capacity, resting pulse rate, intellectually challenged children. INTRODUCTION Yoga is the name given to an ancient practice that helps to create a sense of union in all aspects of human beings, in body, mind and spirit. The word yoga has its root from the Sanskrit word “YUJ”which means to merge, to join or to unite or to be whole or communion. The study of yoga discipline sharpens the power of discernment and leads towards understanding the true nature of the soul which cannot be fully comprehended by the senses or the intellect alone. Yoga is also interpreted as the union of the microcosmic individual self with the macrocosmic supreme self (paramathman). According to yoga experts there is no limit to asanas. But for characterization, we classify asanas in three main dimensions. These are as follows; 1. MEDITATIVE ASANAS 2. CULTURAL ASANAS 3. RELAXATIVE ASANAS In the classification of meditative asanas, there are asanas like padmasana, sidhanasana, sukhasasna, swastikasana, guptasana, and veerasana, which are used for meditation. PRANAYAMA Pranayama means controlled breathing. It is the very basis and the foundation of yogic principles. Loosely translated from Sanskrit, Pranayama is described as the breath control. * Asst professor, Maruthi College of Physical Education ,Coimbatore, Tamil nadu. ** Asst professor, RKMVU-GAPEY, Coimbatore, Tamil nadu.

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The term when broken up, reveals the word, ‘Prana’ which means the very breath of life or also known as crucial life energy; while ‘ayama’ stands for power to direct or determine. While performing Pranayama, as the individual breathes in a deep manner, the breath of air induces the upper respiratory system and satisfies the lungs with clean air. As the clean air is retained in the lungs, it helps to raise the body temperature and helps the body to increase the assimilation of oxygen. During the process of exhaling air, the diaphragm returns to the normal position and the exhaled air that contains harmful impurities is removed as the inter-costal muscles contract. BENEFITS OF ASANAS AND PRANAYAMA Here are various kinds of paranayamas which one can undertake as a part of yoga and yoga exercises. It involves a lot of breathing exercises which help greatly in the reduction of the weight of the individual. Pranayam has to be practiced with great caution and any deviation may provide strain on any sensitive organ of the body. Hence, the traits of asana should be learnt well before moving further. There are various pranayama techniques like bhastrika pranayam, kapalabhati pranayam, bahaya pranayam, anuloma viloma pranayam, bhramari pranayam, and so on. The asanas should be practiced when none of the body parts are affected due to any trauma or ailments. It should be practiced in full strength and vitality as these asanas are little tough and require a lot of concentration and energy. It works with breath control exercises. The air which is inhaled by the body is called pran and hence the name of the asana pranayama. The inhaled air contains a lot of energy along with oxygen which helps in keeping good health. It helps the body to attain the transcendental state where one can free himself from various thoughts and concentrate only on one particular topic and can be thoughtless as well. The asanas have several benefits on the human body. It helps in secretion of the hormones like beta endorphin and encephalin which provide relief from the stress and strain on the human body. It helps to treat the diseases like diabetes and asthma and also depression, insomnia and migraine. It helps to provide better concentration to the human body and aids in better cognitive functions of the body. The mind and body can be made free from negative thoughts and can welcome positive energy. It also works wonders in the treatment of cervical spondylities and also arthritis which are basically caused due to generation of toxins in the human body. The main intention of yoga is to rejuvenate the body by removal of the toxins and helps the body to regain strength, vigor and vitality. It also increases the immunity of the human body and restores mental peace. It helps to provide harmony within and outside in the human body so as to have a unity between the surrounding and self. METHODOLOGY To achieve the purpose of the study, 15 male intellectually challenged children were selected from Faculty of Disability management and special education, Ramakrishna Mission Vivekananda

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University Coimbatore. The age group of the subject ranged from 10 to 18 years. Before conducting the tests, all the15 subjects were oriented and explained the purpose of the test and procedures clearly. SELECTION OF VARIABLES DEPENDENT VARIABLE 1. Vital capacity 2. Resting pulse rate INDEPENDENT VARIABLE Asana with Pranayama practices. Tools and Techniques The data were collected by using the following standardized tests and are presented in table â&#x20AC;&#x201C; 1 TABLE-I LIST OF VARIABLES AND TESTS

S. NO

PHYSIOLOGICAL VARIABLES

TEST ITEMS

Vital capacity

Wet spirometer

Resting pulse rate

Beats per minute

EXPERIMENTAL DESIGN Single group design was used for this study. Fifteen subjects were randomly selected for the study. The whole group underwent asana with pranayama practices for a period of six weeks. Test was taken before and after the training program namely pre test and post test. TRAINING PROGRAMME The study is done with single group design. The group underwent asana with pranayama practices for a period of 6weeks and 5 days per week (Monday to Friday). Each training session was for one hour. The test was taken before and after the training program. The following asana and pranayama were used for the training. ASANAS 1. PACHIMOTTASNA 2. PADAHASTHASANA 3. DHANURASANA 4. BHUJANGASANA 5. SARVANGASANA PRANAYAMA 1 KABALAPATHI 2. BASTHIRIKA 3.

SURIYABEDHANA

6. MATSYASANA 7. SALABHASANA 8. HALASANA 9. TRIKONASAN 10. SAVASANA

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STATISTICAL ANALYSIS The investigator collected the data on the selected physiological variables and the data were analyzed statistically using dependent t-test for 0.05 level of significance. The t ratio between the pre and post tests on vital capacity is presented in table-II TABLE-II COMPUTATION OF ‘t’-RATIO BETWEEN PRE AND POST TESTS ON VITAL CAPACITY

Group

MEAN

Pre test

3.866

83.380

Post test

4.440

76.7197

t-ratio 15.980

*Significance at 0.05 level It is observed from table II that the mean value of pre test is 3.866 and post test is 4.440. The standard deviation of the pre test is 83.380 and post test is 76.7197. The obtained ‘t’ ratio value is 15.98. It is found that the obtained t-ratio is greater than the required table value of 2.14 at 0.05 level. So it is proved to be significant at 0.05 level of confidence. The result indicates that there is a significant improvement on the vital capacity due to asana with pranayama practices. The mean difference of pre and post test on vital capacity are presented in figure-1. The ‘t’ ratio between pre and post tests on the resting pulse rate is presented in table-III. FIGURE-1 BAR DIAGRAM SHOWING MEAN DIFFERENCE OF PRE AND POST-TESTS ON VITAL CAPACITY

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TABLE-III COMPUTATION OF ‘t’-RATIO BETWEEN PRE AND POST TEST ON RESTING PULSE RATE

Group

MEAN

Pre test

82.133

13.146

Post test

74.400

11.746

t ratio 7.046

*Significance at 0.05 level It is observed from table III, that the mean value for pre test is 82.133 and post test is 74.40. The standard deviation for the pre test is 13.146 and the post test is 11.746 and this reveals that the obtained t-ratio is 7.04. It is greater than the required table value of 2.14 at 0.05 level. So it is proved to be significant at 0.05 level of confidence. The result indicates that there is a significant reduction on resting pulse rate due to asana and pranayama practices. The mean difference of pre and post tests on resting pulse rate is presented in figure 2. FIGURE-2 BAR DIAGRAM SHOWING MEAN DIFFERENCE OF PRE AND POST-TEST SCORES ON RESTING PULSE RATE

DISCUSSIONS ON FINDINGS The study reveals that the six weeks of training programme had a positive effect on the development of the selected physiological variables. It was further observed that there is a significant improvement in the variables after the treatment. This improvement can be attributed to the systematic training given by the investigator.

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VITAL CAPACITY The result of this investigation shows that the obtained‘t’ ratio for the pre and post-tests is 15.980 and the obtained‘t’ ratio is found to be greater than the required table value of 2.14 at 0.05 level of confidence. This indicates that there is a significant improvement on vital capacity between pre and post-tests of the experimental group. RESTING PULSE RATE The result of this investigation shows that the obtained‘t’ ratio for the pre and post tests is 7.046. The obtained ‘t’ ratio is found to be greater than the required table value of 2.14 at 0.05 level of confidence. This indicates that there is a significant reduction on resting pulse rate. CONCLUSIONS Within in the limitation of the present study, the following conclusions are drawn. •

There is a significant improvement on vital capacity due to six weeks of asana with pranayama practices.

•

There is a significant reduction on pulse rate due to the six weeks of asanas with pranayama practice.

REFERENCES Ankad Rb, et al. (2011). Effect of Short-Term Pranayama and Meditation on Cardiovascular Functions In Healthy Individuals. Pulse Views, 12(2), pp. 58-62.. Ling It, et al., (2013). Vital Capacity and Oxygen Saturation At Rest and After Exercise Predict Hypoxemia During Hypoxic Inhalation Test In Patients With Respiratory Disease.Respirology. Matheus, Gb., et al. (2013). Inspiratory Muscle Training Improves Tidal Volume and Vital Capacity After Cabg Surgery. Rev Bras Cir Cardiovasc. 2012; 27(3). Pp. 362-369. Nidhi R, et al., (2010). Effect of A Yoga Program On Glucose Metabolism and Blood Lipid Levels In Adolescent Girls with Polycystic Ovary Syndrome. Division of Yoga and Life Sciences, Swami Vivekananda Yoga Anusandhanasamsthana (Svysa) University, Bengaluru, India. Pramanik, T., et al. (2010). Immediate Effect of Slow Pace Bhastrikapranayama on Blood Pressure and Pulse Rate. Department of Physiology, Nepal Medical College, Kathmandu, Nepal.

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EFFECT OF YOGA EXERCISE ON THORACIC WALL EXPANSION AND LUNG VOLUME IN GRADE I MALE OBESE COLLEGIATES C. Dennis Robinson*, Dr. R. Elangovan** , Dr. P. Nitthiyan*** ABSTRACT The study was to find out the effect of yoga exercise on thoracic wall expansion and lung volume in grade I male obese collegiates. The study is an Experimental two group pretest posttest study. The study was conducted in the department of pulmonology KG Hospital and post graduate medical institute, Coimbatore for a period of six months. All grade- I obese male students studying in KG group of institutions were included for the study. A total of 20 grade -I obese male students who fulfilled the criteria(Male students with grade I obesity. (BMI 35-39.9) Age group between 17-20 and students free from any other disease) were selected by random sampling method and were divided into 2 groups namely Group-A and Group-B respectively. Group-A subjects were involved in conventional pulmonary rehabilitation and Group-B subjects performed yoga based breathing exercise programme with a signed informed consent. Independent variables namely conventional breathing exercise and, yoga – exercises and dependent variables namely chest wall expansion and lung volume were measured by digital spirometer (SPIROBANK-G) .The objective of the study is to find out the effect of conventional pulmonary rehabilitation and yoga asanas on the thoracic expansion and pulmonary function among the grade –I obese collegiates. ‘t’ test was used to findout the significant difference between the pre-test and post-test of the dependent variables. Analysis of the study concludes that the yoga based breathing exercise is the most beneficial exercise programme in improving the thoracic wall expansion and lung volume among the grade I obese male collegiates. It also emphasizes on prescriptive exercise for obese and normal individuals for attaining a maximum thoracic wall expansion and lung volume and to lead a long healthy life. INTRODUCTION: Obesity is one of the most common disorders in the Fast moving world. Stress, junk food, lack of exercise hormonal imbalance, heredity, high caloric food are few causes of obesity in young adult group. Apart from other major symptoms, obese individuals have more respiratory symptoms than their normal peers. Respiratory related pathology increases with the increase of weight. Obesity produces mechanical effect on respiratory system efficienty. It also causes reduced thoracic wall expansion mainly due to reduced mechanical advantage and also reduces the lung volume. NEED FOR THE STUDY Physical training has shown to improve the inspiratory capacity, reduce air way resistance, exercise tolerance and reduce the work of breathing. (Frown Felter 1978, Lewenson 1992). There are many research studies which support the above statement. *

Physiotherapist, PhD Scholar Faculty of General & Adapted Physical Education and Yoga Ramakrishna Mission Vivekananda University, Coimbatore, Tamil nadu

** RegistrarI/C ,Professor and Head, Department of Yoga and Physical Education Tamil Nadu Physical Education and Sports University ,Chennai, Tamil nadu. *** Consultant Interventional Cardiologist, K.G Hospital and Post Graduate Medical Institute Coimbatore, Tamil nadu.

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Yoga training (asana and pranayams) for 6 months improves lung function, respiratory muscle strength, structural muscle strength and endurance in 12-15 year old individuals (Mandanmohan et al. 2003). Yoga based breathing has been reported to improve respiratory function. (Chanarirut. R. et. Al 2006) .There is lack of substantive evidence to help the yoga therapist in the choice of exercise to improve the chest wall expansion and improving the lung volume and capacity . This study is useful to the yoga therapist to select the choice of yoga treatment to improve the lungs function and to increase the thoracic expansion. METHODOLOGY The study is an experimental two group pretest posttest study. The study was conducted in the department of pulmonology KG Hospital and post graduate medical institute, Coimbatore for a period of six months. All grade- I obese male students studying in KG group of institutions were included for the study. A total of 20 grade -I obese male students who fulfilled the criteria(Male students with grade I obesity.( BMI 35-39.9) Age group between 17-20 and students free from any other disease) were selected by random sampling method and were divided into 2 groups namely Group-A and Group-B respectively. Group-A subjects were involved in conventional pulmonary rehabilitation and Group-B subjects performed yoga based breathing exercise programme with a signed consent. Independent variables namely conventional breathing exercise and, yoga â&#x20AC;&#x201C; exercises and dependent variables namely chest wall expansion, pulmonary function measured by digital spirometer (SPIROBANK-G). The objective of the study is to find out the effect of conventional pulmonary rehabilitation and yoga asanas on the thoracic expansion and pulmonary function among the grade â&#x20AC;&#x201C;I obese collegiates. EXPERIMENTAL PROCEDURE General characteristics (age, body weight, height, and body mass index: BMI) were collected from all subjects and matched between groups. All subjects were assigned to learn the whole protocol and explained in detail by the investigator. At the first day of study, both groups came to the training room and their chest expansion and lung volumes were measured as pretest data. The chest wall expansion was measured by a standard tape at three levels: upper (sterna angle), middle (rib 5), and lower (rib 8) levels. The lung volumes including forced expiratory volume in one second with forced vital capacity (FEV1/FVC ratio). The Yoga group was trained to perform Yoga exercise for 20 minutes while the control group was educated on the conventional breathing exercise which consists of breathing techniques, upper extremity exercise and chest clearance techniques. Both were allowed to live freely in their home without heavy exercise, drinking, and smoking. The Yoga group was asked to come to the study room three days in a week for six weeks to perform 20-minutes Yoga exercise. At the end of 6 weeks period, all studied parameters were measured as posttest data using the same methods. The Yoga group performed five yoga postures Uttita Kummersana (cat position),Ardha Matsyendrasana (sitting and twist the trunk), Vrikshasana (tree position), Yoga Mudra

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andUshtrasana (camel position) for 20 minutes a day, once a day, and 4 days in a week for 6 months. The results of “t” test values of FEV1/FVC ratio for the conventional breathing exercise group is presented in table I. RESULTS TABLE-1 COMPARATIVE MEAN VALUES MEAN DIFFERENCES STANDARD DEVIATION AND PAIRED “t” TEST VALUES OF FEV1/FVC RATIO FOR CONVENTIONAL BREATHING EXERCISE S. NO

FEV1/FVC

MEAN

STANDARD DEVIATION

“t” VALUE

Pre test

68.55

0.47

Post test

73.82

1.19

12.45* P< 0.05

Table –I shows the analysis of FEV1/FVC ratio of the paired “t” test. The ‘ t’ value for Group –A is 12.45 at 5% significance, which is greater than the tabulated ‘t’ value of 1.83. The result shows that there is a significant difference in the improvement of FEV1/FVC ratio between the pre and posttest values of the conventional breathing exercise group. The pretest and posttest mean differences of FEV1/FVC ratio of the conventional breathing exercise group is presented in figure 1. FIGURE - 1 GRAPH SHOWING FEV1/FVC RATIO FOR CONVENTIONAL BREATHING EXERCISE

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013 27

The results of ‘“t” test values of FEV1/FVC ratio for the Yoga based breathing exercise group are presented in table II. TABLE-II COMPARATIVE MEAN VALUES, MEAN DIFFERENCES, STANDARD DEVIATION AND PAIRED “t” TEST VALUES OF FEV1/FVC RATIO FOR YOGA BASED BREATHING EXERCISE GROUP S. NO

FEV1/FVC

MEAN

STANDARD DEVIATION

Pre test

69.12

0.61

Post test

78.05

0.99

“t” VALUE 26.11* P< 0.05

Table–II shows the analysis of FEV1/FVC ratio of the paired “t” test. The‘t’ value for Group –B is 26.11 at 5% significance, which is greater than tabulated ‘t’ value of 1.83. The result shows that there is a significant difference in the improvement of FEV1/FVC ratio between the pre and posttest values of Yoga based breathing exercise group. The pretest and posttest mean differences of FEV1/FVC ratio for Yoga based breathing exercise group are presented in figure 2. FIGURE - 2 GRAPH SHOWING FEV1/FVC RATIO FOR YOGA BASED BREATHING EXERCISE GROUP

x The results of ‘“t” test values of FEV1/FVC ratio for the conventional breathing exercise group and Yoga based breathing exercise group are presented in table III.

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013

TABLE-III COMPARATIVE MEAN VALUES MEAN DIFFERENCES STANDARD DEVIATION AND UN PAIRED “t” TEST VALUES OF FEV1/FVC RATIO FOR CONVENTIONAL BREATHING EXERCISE GROUP AND YOGA BASED BREATHING EXERCISE GROUP

S. NO

FEV1/FVC

MEAN

STANDARD DEVIATION

Group-A

74.14

1.37

“t” VALUE

7.313* P< 0.05 2.

Group-B

78.05

0.993

Table –III shows the analysis of FEV1/FVC ratio of the unpaired “t” test. The ‘t’ value is 7.313 at 5% significance which is greater than the tabulated ‘t’ value of 1.734. The result shows that there is a significant difference in the improvement of FEV1/FVC ratio in yoga based breathing exercise group than the conventional breathing exercise group. Thus, the study rejects the null hypothesis. The pretest and posttest mean differences of FEV1/FVC ratio for the conventional breathing exercise group and Yoga based breathing exercise group are presented in figure 3. FIGURE - 3 GRAPH SHOWING FEV1/FVC RATIO FOR CONVENTIONAL BREATHING EXERCISE GROUP AND YOGA BASED BREATHING EXERCISE GROUP

The results of ‘“t” test values of thoracic expansion (axillary) conventional breathing exercise group are presented in table IV.

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TABLE- IV COMPARATIVE MEAN VALUES MEAN DIFFERENCES STANDARD DEVIATION AND PAIRED “t” TEST VALUES OF THORACIC EXPANSION (AXILLARY) FOR CONVENTIONAL BREATHING EXERCISE GROUP S. NO

FEV1/FVC

MEAN

STANDARD DEVIATION

Pre test

1.56

0.23

Post test

2.07

1.47

“t” VALUE

10.58* P< 0.05

Table –IV shows the analysis of thoracic expansion (Axillary ) on paired “t” test. The ‘ t’ value for the conventional breathing exercise group is 10.58 at 5% significance, which is greater than the tabulated ‘t’ value of 1.83. The result shows that there is a significant difference in the improvement of thoracic expansion (Axillary) between pre test and post test values of the conventional breathing exercise group. The pretest and posttest mean differences of thoracic expansion (axillary) for conventional breathing exercise group are presented in figure 4. FIGURE - 4 GRAPH SHOWING THORACIC EXPANSION (AXILLARY) FOR CONVENTIONAL BREATHING EXERCISE GROUP

The results of ‘“t” test values of thoracic expansion (axillary) yoga based breathing exercise are presented in table V.

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TABLE- V COMPARATIVE MEAN VALUES MEAN DIFFERENCES STANDARD DEVIATION AND PAIRED “t” TEST VALUES OF THORACIC EXPANSION (AXILLARY) FOR YOGA BASED BREATHING EXERCISE GROUP

S. NO

FEV1/FVC

MEAN

STANDARD DEVIATION

Pre test

1.75

0.10

Post test

2.82

0.132

“t” VALUE

25.29* P< 0.05

Table –V shows the analysis of thoracic expansion (Axillary) on paired “t” test. The ‘ t’ value for Group –B is 25.29 at 5% significance, which is greater than the tabulated ‘t’ value of 1.83. The result shows that there is a significant difference in the improvement of thoracic expansion (Axillary) between pretest and posttest values of yoga based breathing exercise group.

The pretest and posttest mean differences of thoracic expansion (axillary) for yoga based breathing exercise group are presented in figure 5. FIGURE - 5 GRAPH SHOWING THORACIC EXPANSION (AXILLARY) FOR GROUP-B SUBJECTS WHO UNDERWENT YOGA BASED BREATHING EXERCISE

The results of ‘“t” test values of thoracic expansion (axillary) conventional breathing exercise group and yoga based breathing exercise group are presented in table VI.

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TABLE- VI COMPARATIVE MEAN VALUES MEAN DIFFERENCES STANDARD DEVIATION AND UNPAIRED “t” TEST VALUES OF THORACIC EXPANSION (AXILLARY) FOR CONVENTIONAL BREATHING EXERCISE GROUP AND YOGA BASED BREATHING EXERCISE GROUP

S. NO

THORACIC EXPANSION

MEAN

STANDARD DEVIATION

Group –A

2.07

0.14

Group –B

2.82

0.13

“t” VALUE

11.90* P< 0.05

Table –VI shows the analysis of thoracic expansion (Axillary) on unpaired “t” test. The‘t’ value for Group-A and B is 11.90 at 5% significance which is greater than the tabulated ‘t’ value of 1.734. The result shows that there is a significant difference in the improvement of thoracic expansion (Axillary) in the conventional breathing exercise group and yoga based breathing exercise group. Thus the study rejects the null hypothesis. The pretest and posttest mean differences of thoracic expansion (axillary) for conventional breathing exercise group and yoga based breathing exercise group are presented in figure 6. FIGURE - 6 GRAPH SHOWING THORACIC EXPANSION (AXILLARY) FOR CONVENTIONAL BREATHING EXERCISE GROUP AND YOGA BASED BREATHING EXERCISE GROUP

The results of ‘“t” test values of thoracic expansion (xiphoid) conventional breathing exercise group are presented in table VII.

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013

TABLE- VII COMPARATIVE MEAN VALUES MEAN DIFFERENCES STANDARD DEVIATION AND PAIRED “T” TEST VALUES OF THORACIC EXPANSION (XIPHOID) FOR CONVENTIONAL BREATHING EXERCISE GROUP

S. NO

FEV1/FVC

MEAN

STANDARD DEVIATION

Pre test

3.00

0.18

“t” VALUE

6.67* P< 0.05 2.

Post test

3.42

0.32

Table –VII shows the analysis of thoracic expansion (Xiphoid ) on paired “t” test. The ‘ t’ value for Group –A Is 6.67 at 5% significance, which is greater than the tabulated ‘t’ value of 1.83. The result shows that there is a significant difference in the improvement of the thoracic expansion (Xiphoid) between pre test and posttest values of conventional breathing exercise. The pretest and posttest mean differences of thoracic expansion (Xiphoid) for the conventional breathing exercise group are presented in figure 7. FIGURE - 7 GRAPH SHOWING THORACIC EXPANSION (XIPHOID) FOR CONVENTIONAL BREATHING EXERCISE GROUP

The results of “t” test values of the thoracic expansion (xiphoid) yoga based breathing exercise group are presented in table VIII.

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013 33

TABLE- VIII COMPARATIVE MEAN VALUES MEAN DIFFERENCES STANDARD DEVIATION AND PAIRED “t” TEST VALUES OF THORACIC EXPANSION (XIPHOID) FOR YOGA BASED BREATHING EXERCISE GROUP

S. NO

FEV1/FVC

MEAN

STANDARD DEVIATION

Pre test

3.00

0.36

“t” VALUE

16.20* P< 0.05 2.

Post test

4.35

0.32

Table –VIII shows the analysis of thoracic expansion (Xiphoid ) on paired “t” test. The ‘ t’ value for Group –B is 16.20 at 5% significance which is greater than the tabulated ‘t’ value of 1.83. The result shows that there is a significant difference in the improvement of the thoracic expansion (Xiphoid) between pretest and posttest values of yoga based breathing exercise group. The pretest and posttest mean differences of thoracic expansion (Xiphoid) for yoga based breathing exercise group are presented in figure 8. FIGURE - 8 GRAPH SHOWING THORACIC EXPANSION (XIPHOID) YOGA BASED BREATHING EXERCISE GROUP

The results of ‘“t” test values of the thoracic expansion (xiphoid) conventional breathing exercise group and yoga based breathing exercise group are presented in table IX.

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TABLE- IX COMPARATIVE MEAN VALUES MEAN DIFFERENCES STANDARD DEVIATION AND UNPAIRED “t” TEST VALUES OF THORACIC EXPANSION (XIPHOID) FOR CONVENTIONAL BREATHING EXERCISE GROUP AND YOGA BASED BREATHING EXERCISE GROUP S. NO

THORACIC EXPANSION

MEAN

STANDARD DEVIATION

Group –A

2.77

0.82

Group –B

4.35

0.32

“t” VALUE

16.39* P< 0.05

Table -IX shows the analysis of thoracic expansion (xiphoid) on unpaired “t” test. The ‘ t’ value for Group-A and B is 16.39 at 5% significance, which is greater than the tabulated ‘t’ value of 1.73. The result shows that there is a significant difference in the improvement of thoracic expansion (Xiphoid) in yoga based breathing exercise group than the conventional breathing exercise group. Thus the study rejects the null hypothesis. The pretest and posttest mean differences of thoracic expansion (xiphoid) for conventional breathing exercise group and yoga based breathing exercise group are presented in figure 9. FIGURE - 9 GRAPH SHOWING THORACIC EXPANSION (XIPHOID) FOR CONVENTIONAL BREATHING EXERCISE GROUP AND YOGA BASED BREATHING EXERCISE GROUP

DISCUSSION Yoga has become a standard fare at health clubs and community recreation programs in the universe. Like other forms of exercise, the present data indicate that six-week Yoga training improves respiratory capacity especially chest wall expansion and lung volumes. This study agrees with

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013 35

previous reports (Mandanmohan et al., 2003) and supports the benefit of Yoga as an alternative exercise for health and treatment of some abnormalities. Respiratory function depends on many factors including nervous system, respiratory muscle strength, and lung dimension. Mandanmohan et al. (2003) demonstrated that short-term Yoga practice increased skeletal muscle strength and lung volumes in obese collegiate. Yoga training improves muscle strength and flexibility (Raub, 2002) and increased respiratory sensation (Villien et al., 2005), lung volume and capacity (Joshi et al., 1992; Stanescu et al., 1981; Yadav and Das, 2001). It is likely that the improvement of respiratory function and increased chest wall expansion in the present study were resulted from the increased respiratory muscle strength and flexibility due to short term yoga exercise and training. Increased chest wall dimension at the lower part indicates the possible increased ventilation-perfusion ratio and improved gas exchange capacity. Blood flow to this part is usually high in excess of ventilation. Five positions of Yoga used in this study have been reported to predominantly effect on prime mover and accessory respiratory muscle such as external and internal intercostal muscle,pectoral, latissimus dorsi, erector spinae, rectus abdominis, serratus anterior and the diaphragm (Frownfelter, 1978; Levenson, 1992). Performing Yoga stretching and balancing movement can lead to improvements of muscle strength and flexibility of all these muscles (Halvorson, 2002). The general principles of yogic breathing can change breath habitually from chest breathing to abdominal breathing pattern. Abdominal breathing uses the diaphragm primarily, and is congruent with the shape of the lungs and the capacities of the breathing muscles. It performs respiration with the least effort and is associated with mental stability and calmness. In contrast, chest breathing utilizes primarily intercostal muscle plus accessory breathing muscles: trapizius, scalenes, pectoral, and sternomastoid (Chaitow and Bradley, 2002; Frownfelter, 1978; Levenson, 1992).Yoga improves posture. Appropriate posture improves breathing because the chest is opened up (Halvorson, 2002). Thus short-term Yoga exercise improves respiratory breathing capacity by increasing chest wall expansion and lung function. YOGA THERAPY IMPLICATION: Yoga based breathing exercise is better than conventional breathing exercise because it •

Improves relaxation, increases stretching, flexibility and balancing of muscles

•

Asanas relax the muscles while holding them in gently stretched positions

•

Reduces the work of breathing

•

Increases the mobilization of thoracic joint

•

Improves the posture

•

Effect pressure points

•

Improves breathing

•

Increases the nerve conduction velocity

•

Promotes homeostasis in cardiovascular, digestive, endocrine and other systems.

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CONCLUSION Analysis of the study concludes that the yoga based breathing exercise is most beneficial exercise programme in improving the thoracic wall expansion and lung function among grade I obese male collegiate. It also emphasizes on prescriptive exercise for obese and normal individuals for attaining a maximum thoracic wall expansion and lung function and lead a long healthy life. REFERENCES Bhavanani, AB., Madanmohan., and Udupa K. (2003). Acute effect of Mukh bhastrika (a yogic bellows type breathing) on reaction time. Indian J Physiol Pharmacol 47, pp. 297-300. Brannon FJ., Foley MW., Starr, JA., and Saul, LM. (1993). Additional components of pulmonary rehabilitation. In: Cardiopulmonary Rehabilitation: Basic Theory and Applicatio, edited by Brannon FJ, Foley MW, Starr JA, and Saul LM. Philadelphia: F.A. Davis, pp. 430-432. Chaitow, L., and Bradley, D. (2002). The structure and function of breathing. In: Multidisciplinary Approaches to Breathing Pattern Disorder, Churchill Livingstone, pp. 1-41. Dean, E., and Ros, J. (1992). Mobilization and exercise conditioning. In: Clinics in Physical Therapy: Pulmonary Management in Physical Therapy, edited by Zadai C. Edinburgh: Churchill Livingstone, pp. 157-190. Joshi, LN., Joshi, VD., and Gokhale, LV. (1992). Effect of short term â&#x20AC;&#x153;Pranayamâ&#x20AC;? practice on breathing rate and ventilatory functions of lung. Indian J Physiol Phamacol 36, pp. 105-108. Levenson, C. (1992). Breathing Exercise. In: Clinics in Physical Therapy: Pulmonary Management in Physical Therapy, edited by Zadai C. Edinburgh: Churchill Livingstone, pp. 135-156. Madanmohan., Udupa, K., Bhavanani, AB., Vijayalakshmi, P., and Surendiran, A. (2005). Effect of slow and fast pranayams on reaction time and cardiorespiratory variables. Indian J Physiol Pharmacol 49, pp. 313-318. Masuda, T., Kizuka, T., Zhe, JY., Yamada, H., Saitou, K., Sadoyama, T., and Okada, M. (2001). Influence of contraction force and speed on muscle fiber conduction velocity during dynamic voluntary exercise. J Electromyogr Kinesiol 11. Pp. 85-94. Monro, R. (1997). Yoga therapy. J Bodywork Mov Ther 1. pp. 215-218. Pianos,i P., and Khoo, MC. (1995). Change in the peripheral CO2 chemoreflex from rest to exercise. Eur J Appl Physiol Occup Physiol 70,. pp. 60-366. Raub, JA. (2002). Psychophysiologic effects of Hatha Yoga on musculoskeletal and cardiopulmonary function: a literature review. J Altern Compl Med, 8, pp. 797-812. Ross, A., Leveritt, M., and Riek, S. (2001). Neural influences on sprint running: training adaptations and acute responses. Sports Med 31. pp. 409-25. Villien., F, Yu, M., Barthelemy, P., and Jammes, Y. (2005). Training to yoga respiration selectively increases respiratory sensation in healthy man. Respir Physiol Neurobiol, 146. pp. 85-96. Yadav. RK., and Das, S. (2001). Effect of yogic practice on pulmonary functions in young females. Indian J Physiol Phamacol 45, pp. 493-496.

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CRITICAL ANALYSIS OF SELECTED COORDINATIVE ABILITIES AMONG DIFFERENT SPORTS AND LEVELS OF PERFORMANCE Dr. P. J. Sebastian*, Dr. M. Srinivasan** ABSTRACT The present study is to critically analyze the influence of the selected coordinative abilities among different sports and levels of performance. For this study, the subjects were selected from the colleges, universities of Karnataka State of south India and those who represented the state by adopting purposive random sampling technique. Six hundred male sports persons from eight selected sports disciplines and three different levels, namely collegiate, university and state levels were selected as subjects. They all volunteered to take part in the study. They belonged to the age group of 17 to 21 years. The sports persons who have taken part in the collegiate, university and state level competitions were considered as one of the categorical variables. Eight sports disciplines, namely athletics (sprint), football, hockey, kabaddi, khokho, swimming, volleyball and weight lifting were considered as another categorical variable. The subjects were tested to evaluate the space orientation ability and complex reaction ability. The space orientation ability was assessed by numbered medicine ball run test (NMR) and the complex reaction ability was assessed by ball reaction exercise test (BRE). Two way analysis of variance was used to evaluate the significant differences if any, on the space orientation ability and complex reaction ability in each category. If the obtained F ratio for rows and columns were significant, Scheffeâ&#x20AC;&#x2122;s post hoc test was applied to find out the significant differences among the paired means. The level of significance for the study was chosen as 0.05. It is concluded from the results that The space orientation ability is found to be greater in hockey players. The space orientation ability is found to be dominating in both hockey and kho-kho players. The complex reaction ability is found to be greater in athletes (sprinters), volleyball players and weightlifters. The complex reaction ability is found to be dominating in the following three sports disciplines namely athletes (sprinters), volleyball players and weightlifters.

Key words: Coordinative abilities, Space orientation ability, Complex reaction ability, Athletics, Football, Hockey, Kabaddi, Kho-kho, Swimming, Volleyball, Weight lifting. INTRODUCTION Science of sports training is a recent entrant to the field of sports training. Earlier, only the theories and methods of individual sports disciplines existed. The reasons for the emergence of the science of sports training are to study the problems and areas of training that are common to a number of other sports disciplines. The science of sports training is relevant not only to performance sports, but it is equally important to other areas, like physical education, conditioning, fitness training, rehabilitation and leisure sports. (Hardayal Singh, 1991) *

Professor, Faculty of General & Adapted Physical Education and Yoga, Ramakrishna Mission Vivekananda University, Coimbatore, Tamil Nadu, India.

** Assistant Professor, Faculty of General & Adapted Physical Education and Yoga, Ramakrishna Mission Vivekananda University, Coimbatore, Tamil Nadu, India.

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Sports achievements are based on optimum level of training to develop conditional and coordinative abilities. Both conditional and coordinative abilities are the prerequisites to achieve excellent results in competitive sports. Since long, five motor abilities namely: strength, speed, endurance, flexibility and agility are considered to be the components of physical fitness. (Blume, 1978) Coordination is a very complex bio motor ability, closely interrelated with conditional abilities namely speed, strength, endurance and flexibility. It is of determinant importance, not only for the acquisition, perfection of technique and tactics, but also for their application in unfamiliar circumstance, like the alteration of terrain, equipment, climatic conditions and opponents. Coordination is important for the improvement of athletic performance. A more objective assessment of the individual levels of well-defined coordinative abilities makes an essential contribution in the selection of talented sports persons. (Tudor O, Bompa, 1983) Coordination is important for the stabilization of athletic performance. Learning of complex motor skills will be easy if a sports person has developed general coordination in the beginning of the seasonâ&#x20AC;&#x2122;s sports training. This applies more to the technical sports disciplines. An optimum level of development of coordinative abilities helps to improve the ever growing problem of technique mastery. A more objective assessment of the individual levels of well-defined coordinative abilities makes an essential contribution to better selection of talented sports persons. (Dietrich Harre, 1982) Coordinative abilities differ from one another in their directional dynamics and never present in isolation but always as prerequisites for several athletic activities. Coordinative abilities differ from technical skills in that they exist as prerequisites for motor actions while technical skills are always the only solution to a single mechanical task. (Dietrich Harre, 1982) Each specific sports discipline may have a few coordinative abilities closely related and any one of them dominating. Presence of different degrees of coordinative abilities may also be seen at different levels namely collegiate, university and state level sports persons. As it is known that different coordinative abilities dominate in different sports disciplines, training those coordinative abilities also need specific regime and system of effective training. Among the various coordinative abilities known to the readers, space orientation ability and complex reaction ability are selected for this study. OBJECTIVE The objective of this study is to critically analyze the influence of selected coordinative abilities among different sports and levels of performance. EXPERIMENTAL DESIGN The subjects were selected from the colleges, universities of Karnataka State of south India and those who represented the state by adopting purposive random sampling technique. Six hundred male sports persons from eight selected sports disciplines and three different levels, namely collegiate, university and state levels were selected as subjects. They all volunteered to take

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013 39

part in the study. They belonged to the age group of 17 to 21 years. The sports persons who have taken part in the collegiate, university and state level competitions were considered as one of the categorical variables. Eight sports disciplines, namely athletics (sprint), football, hockey, kabaddi, kho-kho, swimming, volleyball and weight lifting were considered as another categorical variable. The subjects were tested to find out the space orientation ability and complex reaction ability. The space orientation ability was assessed by numbered medicine ball run test (NMR) and the complex reaction ability was assessed by ball reaction exercise test (BRE). Two way analysis of variance was used to evaluate the significant differences if any, on the space orientation ability and complex reaction ability in each category. If the obtained F ratio for rows and columns were significant, Scheffe’s post hoc test was applied to find out the significant differences among the paired means. The level of significance for the study was chosen as 0.05. STATISTICAL TECHNIQUE Two way analysis of variance was applied to find out (1) Whether there was any significant variation in space orientation ability and complex orientation ability among different sports disciplines. (2) Whether there was any significant variation in the selected dependent variables at different levels of performance. (3) Whether there was any interaction between the sports disciplines and the levels of performance. When the obtained ‘F’ ratios for the sports discipline and the levels of performance were found to be significant, Scheffe’s test of significance was applied as the post hoc test. The analysis of variance for space orientation ability and complex orientation ability among the different sports disciplines and at different levels of performance are shown in table I. TABLE I ANALYSIS OF VARIANCE FOR SPACE ORIENTATION ABILITY AMONG DIFFERENT SPORTS DISCIPLINES AND LEVELS OF PERFORMANCE Sources of variance

Sum of Squares

Mean Squares

F ratio

Rows (Sports disciplines)

50.29

7.18

26.59*

Columns (Levels of performance)

18.36

9.18

34.00*

Interaction (Sports disciplines and levels of performance)

49.97

3.57

13.22*

Residual error

157.53

576

0.27

*Significant at 0.05 level Table I shows that the obtained F ratio for different sports disciplines on space orientation ability is 26.59. The table value required for significance is 2.01 for degrees of freedom 7, 576. The

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013

obtained F ratio is higher than the table value. This indicates that there is a significant variation in space orientation ability among different disciplines irrespective of the levels of performance.

Athletics

8.16

Football

8.58

Hockey

7.98

Kabaddi

7.85

Kho-Kho

7.53

Swimming

8.31

Volleyball

8.05

Weight lifting

8.10

0.42*

8.10

Weight lifting

8.05

Volleyball

8.31

Swimming

7.53

Kho-Kho

7.85

Kabaddi

7.98

Hockey

8.58

Football

8.16

Athletics

Means

Combined

In order to find out the significant paired means of different disciplines in space orientation ability, Scheffeâ&#x20AC;&#x2122;s post hoc test was applied and the results are presented in table II. TABLE II COMBINED MEANS AND MEAN DIFFERENCES OF SPACE ORIENTATION ABILITY AMONG DIFFERENT SPORTS DISCIPLINES IRRESPECTIVE OF LEVELS OF PERFORMANCE

0.18

0.31

0.63*

0.15

0.11

0.06

0.60*

1.00*

1.05*

0.27

0.53*

0.48*

0.13

0.45*

0.33*

0.07

0.12

0.32*

0.46*

0.20

0.25

0.78*

0.52*

0.57*

0.26

0.21 0.05

*Significant at 0.05 level. The confidence interval required for significance at 0.05 level is 1.33. Table II indicates that the mean difference between athletes and football players is 0.42, between athletes and kho-kho players is 0.63. The mean difference between football players and hockey players is 0.60; between football players and kabaddi players is 1.00; between football players and kho-kho players is 1.05; between football players and volleyball players is 0.53; between football players and weightlifters is 0.48. The mean difference between hockey players and kho-kho players is 0.45; between hockey players and swimmers is 0.33. The mean difference between kabaddi players and kho-kho players is 0.32; between kabaddi players and swimmers is 0.46. The mean difference between kho-kho players and swimmers is 0.78; between kho-kho players and volleyball players is 0.52; between kho-kho players and weightlifters is 0.57.

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013 41

It may be concluded from the results that kho-kho players have better space orientation ability than athletes. However, athletes are better than football players. The hockey, kabaddi, kho-kho, volleyball players and weightlifters have better space orientation ability than football players. The kho-kho players are better than hockey players. But the hockey players are better than kabaddi players and the kabaddi players are better than swimmers. The kho-kho players have better space orientation ability than swimmers, volleyball players and weightlifters. Table I also indicates that the obtained F ratio for different levels of performance is 34.00. The obtained value is higher than the table value and it indicates that there is a significant variation in space orientation ability among collegiate, university and state level players, irrespective of their sports disciplines. In order to find out the significant variation among the paired means of different levels of performance, Scheffeâ&#x20AC;&#x2122;s post hoc test was applied and the results are presented in table III. TABLE III MEANS AND MEAN DIFFERENCES OF SPACE ORIENTATION ABILITY IN DIFFERENT LEVELS OF PERFORMANCE IRRESPECTIVE OF SPORTS DISCIPLINES

Levels of performance Mean difference Collegiate

University

State

8.28

8.08

0.02

8.28

7.85

0.43*

8.08

7.85

0.23*

0.13

*Significant at 0.05 level Table III indicates that the mean differences in space orientation ability between collegiate and university players is 0.02, between collegiate and state level players is 0.43 and between university and state level players is 0.23. It may be concluded that the state level players have better space orientation ability than collegiate and university players, whereas, there is no significant difference in space orientation ability between collegiate and university players. Table I also indicates that the obtained F ratio for interaction is 13.22. The obtained value is higher than the table value and it indicates that there is a significant variation in the space orientation ability separately for each sports discipline and in each level of performance. The means of space orientation ability for the players of different sports disciplines and in different levels of performance are presented in figure 1.

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FIGURE - 1 MULTI BAR DIAGRAM SHOWING SPACE ORIENTATION ABILITY AMONG DIFFERENT SPORTS DISCIPLINES AND LEVELS OF PERFORMANCE

TABLE IV ANALYSIS OF VARIANCE FOR COMPLEX REACTION ABILITY AMONG DIFFERENT SPORTS DISCIPLINES AND LEVELS OF PERFORMANCE

Sources of variance

Sum of Squares

Mean Squares

F ratio

Rows (Sports disciplines)

5.05

0.72

36.00*

Columns (Levels of performance)

5.30

2.65

132.50*

Interaction (Sports disciplines and levels of performance)

3.74

0.27

13.50*

Residual error

11.73

576

0.02

*Significant at 0.05 level

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013 43

Table IV shows that the obtained F ratio for the different sports disciplines in complex reaction ability is 36.00. The table value required for significance is 2.01 for degrees of freedom 7, 576. The obtained F ratio is higher than the table value. This indicates that there is a significant variation in complex reaction ability among different disciplines irrespective of the levels of performance.

Kabaddi

1.73

Kho-Kho

1.61

Swimming

1.66

Volleyball

1.49

Weight lifting

1.65

0.25*

0.18*

0.08

0.06

0.11*

0.06

0.10*

0.07

0.17*

0.19*

0.14*

0.31*

0.15*

0.10*

0.12*

0.07

0.24*

0.08

0.02

0.03

0.14*

0.02

0.05

0.12*

0.04

0.17*

0.01

Weight lifting 1.65

Volleyball 1.49

1.73

Swimming 1.66

Hockey

Kho-Kho 1.61

1.80

Kabaddi 1.73

Football

Hockey 1.73

1.55

Football 1.80

Athletics

1.55

Athletics

Combined Means

In order to find out the significant paired means of different sports disciplines in complex reaction ability, Scheffeâ&#x20AC;&#x2122;s post hoc test was applied and the results are presented in table V. TABLE V COMBINED MEANS AND MEAN DIFFERENCES OF COMPLEX REACTION ABILITY AMONG DIFFERENT SPORTS DISCIPLINES IRRESPECTIVE OF LEVELS OF PERFORMANCE

0.16*

*Significant at 0.05 level The confidence interval required for significance at 0.05 level is 0.09. Table V indicates that the mean difference between the athletes and the football players is 0.25, between athletes and hockey players is 0.18, between athletes and swimmers is 0.11and between athletes and weightlifters is 0.10. The mean difference between football and kabaddi players is 0.17, between football and kho-kho players is 0.19, between football and swimmers is 0.14, between football and volleyball players is 0.31 and between football and weightlifters is 0.15. The mean difference between hockey and kabaddi players is 0.10, between hockey and kho-kho players is 0.12 and between hockey and volleyball players is 0.24. The mean difference between kabaddi and volleyball players is 0.14. The mean difference between kho-kho and volleyball players is 0.12. The mean difference between swimmers and volleyball players is 0.17. The mean difference between volleyball players and weight lifters is 0.16.

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It may be concluded that athletes are better in complex reaction ability than football players, hockey players, swimmers and weightlifters. Kabaddi players, kho-kho players, swimmers, volleyball players and weightlifters are better than football players. Kabaddi players, kho-kho players and volleyball players are better than hockey players. Volleyball players show better complex reaction ability than kabaddi players, kho-kho players, swimmers and weightlifters. Table IV also indicates that the obtained F ratio for different levels of performance is 132.50.The obtained value is higher than the table value and it indicates that there is a significant variation in the complex reaction ability, among the collegiate, university and the state level players, irrespective of their sports disciplines. In order to find out the significant variation among the paired means of the different levels of performance, Scheffeâ&#x20AC;&#x2122;s post hoc test was applied and the results are presented in table VI. TABLE VI MEANS AND MEAN DIFFERENCES OF COMPLEX REACTION ABILITY IN DIFFERENT LEVELS OF PERFORMANCE IRRESPECTIVE OF SPORTS DISCIPLINES

Levels of performance Mean difference Collegiate

University

State

1.76

1.62

0.14*

1.76

1.54

0.22*

1.62

1.54

0.08*

0.03

*Significant at 0.05 level Table VI indicates that the mean differences in the complex reaction ability between the collegiate and the university players is 0.14, between the collegiate and the state level players is 0.22 and between the university and the state level players is 0.08. It may be concluded that the state level players show better complex reaction ability than collegiate and university level players and the university players are better than collegiate level players. Hence it may be inferred that higher the level of performance better is the complex reaction ability. Table IV also indicates that the obtained F ratio for interaction is 13.50. The obtained F value is higher than the table value and it indicates that there is a significant variation in the complex reaction ability separately for each sports discipline and in each level of performance. The means of complex reaction ability for the players of different sports disciplines and in different levels of performance are presented in figure 2.

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013 45

FIGURE - 2 MULTI BAR DIAGRAM OF COMPLEX REACTION ABILITY AMONG DIFFERENT SPORTS DISCIPLINES AND LEVELS OF PERFORMANCE

DISCUSSION ON FINDINGS Schroter, (1976) observed in his study that the complex reaction ability as the dominating variable in track events. The same result is obtained in the present investigation. Further Hirtz., (1985) & Vilkner (1982) viewed that reaction ability as the dominating prerequisite for short duration movement actions. Schobert, (1977) observed that the space orientation ability as the dominating ability among the football players. Morino, (1987) proposed the following most important coordinative abilities in volleyball. They are: combination skills, kinesthetic differentiation ability and reaction ability. The present study indicates that the complex reaction ability is the dominating abgility among the volleyball players. Bottcher, (1983) categorized the following as dominating abilities in swimming. They are balancing ability, space orientation ability and kinesthetic differentiation ability.

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CONCLUSIONS  The space orientation ability is found to be greater in hockey players.  The space orientation ability is found to be dominating in both hockey and kho-kho players.  The complex reaction ability is found to be greater in athletes (sprinters), volleyball players and weightlifters.  The complex reaction ability is found to be dominating in the following three sports disciplines namely athletes (sprinters), volleyball players and weightlifters.  The selected coordinative abilities vary from one sport discipline to another and the magnitude of variation is not constant.  The selected coordinative abilities vary among different levels of performance, mostly the state level players are found to be better than the university and the collegiate level players and the university level players are better than the collegiate level players and the magnitude of variation is not constant. REFERENCES Amirtham Sebastian. (2001). Analysis of coordination abilities among school sports persons of different age groups and disciplines. Unpublished thesis. Alagappa University, India. Dietrich Harre. (1982). Principles of sports training. Berlin: Sport Verlag, pp. 153. Hirtz, P. (1985). Koordinatie fahigkeiten im schulsport. Berlin: Volk und Wissen, Volkseigner Verlag. Ljach, V. I., & Urchik. (1988). Actual problems of the students of Physical Education: Complete scientific work. Moscow: Progress publishers, pp. 152-154. Ljach, V. I. (1987). Classification of coordinative abilities. Physical culture in school, pp. 44-47. Manilal, K P., & Sebastian. PJ. (1995). Comparison of coordinative abilities of junior Indian basketball and volleyball female players. Proceedings of the conference, Trichur, India. Matveyev, L. (1981). Fundamentals of sports training. Moscow: Progress publishers. Morino. (1987). Coordinative abilities and team sports. Rivista di culture sportira, p. 6. Platonov V. N. (1986). General methods and theory of physical culture. Moscow: Progress publishers, pp.71-75. Schobert, F. (1977). Psychologische aspekte der eignungs und leistungsdiagnostik im sport. Theorie und praxis der korperkultur, p. 9. Schroter, G. (1976). Entwicklung koordinativer voraussetzungen – ein Zeitgedanke im Grundlagentraining. Der Leichtathlet, p. 44. Sebastian, PJ., et al. (2013). System of sports training. New Delhi: Friends Publication. Sebastian, PJ., & Srinivasan, M. (2013). The relationship of kinesthetic differentiation ability of upper and lower limbs among different sports and levels of performance. Journal of Adapted Physical Education and Yoga, Vol. 3, Issue 1, pp. 29-38. Singh Hardayal. (1991). Sciences of sports training. New Delhi: DVS publication, p. 2. Tudor, O. Bompa. (1983). Theory and methodology of training. Iowa: Hunt Publication Company, p. 269. Vilkner, H.J. (1982). Untersuchungs methodik zur diagnostik der motorischen reaktionsfahigkeit. Theorie und Praxis der koperkultur, p. 3.

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EFFECT OF GUIDE ASSISTED RUNNING TECHNIQUES ON CARDIORESPIRATORY FITNESS AND LEG EXPLOSIVE POWER OF STUDENTS WITH VISUAL IMPAIRMENT R. Giridharan* ABSTRACT The purpose of this study was to assess the effect of guide assisted running techniques on cardiorespiratory fitness and leg explosive power of students with visual impairment. Twentyfour students with visual impairment who were attending the Special Education at the Special Education Unit, CSI Boys Hr. Sec. School, Coimbatore, were selected for this study. Participants were randomly assigned to guide assisted running techniques (N=12) and control (N=12) groups. Their age ranged from 14 to 18 years. The participants had not taken part in any regular exercise program before entering to this study. The experimental group has undergone 6 weeks of training namely: guide assisted running techniques respectively, whereas control group maintained their daily routine activities and no special training was given. Training program for individuals with visual impairment was 30 minutes and met 3 days in a week. Supervised exercise training is an important issue in increasing physical activity among pesrsons with visual impairment. The training was executed by adapting progressive method as slower pace and frequent repetition to aid in the maintenance of the acquired skills. The following tests were performed namely for cardiorespiratory endurance 600 yard run/walk endurance test and for leg explosive power standing broad jump test. In the present study mean and standard deviation of the variables were calculated and statistical t-test was used to compare the mean. The level of significance was set at p<0.05 level of confidence. For statistical calculations SPSS Statistical Package version 16 was used. The t test revealed that the guide assisted running techniques had significantly improved both variables namely cardiorespiratory endurance and leg explosive power. Therefore the findings suggest that guide assisted running techniques are important for students with visual impairment to increase their cardiorespiratory endurance and leg explosive power.

Keywords: Guide Assisted Running Techniques, Visual Impairment, Cardiorespiratory Endurance and Leg Explosive Power. INTRODUCTION Every disabled person should have a right to live in the world that does not see him or her as handicapped but as a person with a unique set of abilities and life potentials. Children and young persons with disabilities continue to be one of the most disadvantaged groups in our society. Accepting them is a problem and knowing what to-do about it is quite different thing, of course. Children who are visually impaired, and blind consistently exhibited lower levels of fitness than the sighted peers (Blessing, McCrimmon, Stoval, & Williford, 1993; Lieberman & McHugh, 2001; *

Assistant Professor, Faculty of GAPEY, Ramakrishna Mission Vivekananda University, Coimbatore, Tamil nadu.

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Skaggs & Hopper, 1996; Winnick & Short, 1985). The study of vision impairment performed as part of the Unique (1985) project, showed that in relation to the general population of children, low vision children have considerably lower speed, strength, flexibility, and cardiovascular endurance (Short F.S., Winnick J.P., 1986). Significantly lower performance of visually impaired children are found in cardio-respiratory endurance, arm and shoulder strength and flexibility, while the general level of physical fitness was insufficient for achieving a healthy life style (Lieberman L.J. and McHugh E., 2001). It has been determined that when physical abilities are studied, low vision children aged 8 to 13 demonstrate lower achievement levels. Furthermore, for children who are blind, activities of daily living demand increased energy; and the need to be fit might be even greater (Buell, 1982). Other research has shown that children with disabilities including visual impairments are often neither fully socialized and not expected to pursue a full range of life options (Stein, 1996). Physical activity levels of children who are visually impaired and blind can be improved, therefore improving comfort and success of movement (Lancioni, Olivia, Bracalente, ten Hoopen, 1996; Lieberman, Butcher and Moak, 2001). Physical Education is important for the health and well being of people of all ages. It is enjoyable, builds self- confidence and improves ones health and fitness. Students experience a variety of lifetime and recreational activities. Students who are blind or visually impaired also need to experience physical activity. The visually impaired student with additional disabilities should experience a program designed to improve his fitness levels by participating in various games, activities and exercises. Some students may have developed poor circulation, limited lung capacity, poor muscle tone, poor posture, and a tendency to become overweight. A regular physical activity program will improve fitness and give the student confidence to move through space without instructions. It can also develop motor skills needed for daily living and mobility. Though the advantages of physical training programs have been mentioned earlier but the results are not still enough to conclude. So the present study was under taken to contribute to the body of knowledge about the affectivity of guide assisted running techniques program on Cardiorespiratory endurance and leg explosive power of individuals with visual impairment. MATERIAL AND METHODS Twenty four participants with visual impairment (n=24, males) who were attending the Special Education Unit 6 hours a day, 5 days per week, were included in this study. All participants were eligible for inclusion in this study on the basis of their teacherâ&#x20AC;&#x2122;s recommendation, as indicated by their diagnosis in their medical record and determined that they could co-operate with the assessment and exercise procedures and that they could undertake exercise safely. Their age ranged from 14 to 18 years. After their eligibility was confirmed, the participants were familiarised with the test procedure for one week before baseline measurements were conducted. Following this, participants were randomly allocated into two groups namely experimental (N=12) and control (N=12) groups. Additionally an inform consent was obtained from the participants and their parents. The experimental group underwent six weeks of guide assisted running techniques, while

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the control group carried out their usual activities. Outcomes were measured at baseline and after 6 weeks of intervention. The variables and tests are presented in table I. TABLE - I DIMENSION

Physical Fitness Variables

COMPONENT

TEST

Units

Cardiorespiratory Endurance

600 yard run/walk Endurance Test

In seconds

Leg Explosive Power

Standing Broad Jump

In centimeters

INTERVENTION PROGRAM The 6-week guide assisted running training programme was designed and implemented by following the principles of progression during the entire training phase of the study. The well structured endurance training programme was implemented three days per week for 6 weeks on Mondays, Wednesdays and Fridays within the training hours. Supervised exercise training is an important issue in developing cardiorespiratory endurance and leg explosive power among the visually impaired students. In order to train the visually impaired students, the inclusive education programme (unified concept) was adopted for better result. A weekly training program is planned to be effective and interesting especially to the visually impaired students and is given in table II. Due to sensory impairment, explanation of training programme to the participants that gives challenge to the instruction of physical training. The investigator has well versed in split method and simple to complex progressive teaching to make the participants understand. TABLE II TRAINING SCHEDULE OF GUIDE RUNNING TECHNIQUES 1 to 2 weeks (20 Minutes) S.No

Exercise

Sighted guide – Shoulder

Sighted guide – Elbow

Sighted guide – Hand

Duration

No. of Repetition

Rest between Rep.

Total Duration

8 minutes

2 min

20 minutes

3 to 4 weeks (25 Minutes) S.No

Exercise

Sighted guide – Shoulder

Sighted guide – Elbow

Sighted guide – Hand

Tether running – Short Rope

Duration

No. of Repetition

Rest between Rep.

Total Duration

10 minutes

2 min

25 minutes

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5 to 6 weeks (30 Minutes) S.No

Exercise

Sighted guide – Shoulder

Sighted guide – Elbow

Sighted guide – Hand

Tether running – Short Rope

Guidewire running – 50 m

Circular with Tether

Duration

No. of Repetition

Rest between Rep.

Total Duration

12 minutes

3 min

30 minutes

Statistical analysis: In the present study, mean and standard deviation of the variables were calculated and statistical t-test was used to compare the mean. The level of significance was set at p<0.05 level of confidence. The analysis of data was performed by using 16.0 Statistical Package for the Social Sciences (SPSS). RESULTS AND DISCUSSION Twenty four participants were recruited and underwent familiarisation and baseline testing. All participants completed pre-test measurements, the experiment group undergone the training intervention and post-test measurements after 6 weeks. Exercise sessions and outcomes were supervised and measured by the investigator along with two qualified physical educators who had five years of experience including three years of working specifically with people with disabilities. The obtained results are presented in the following table III. TABLE – III DESCRIPTIVE ANALYSIS OF PRE AND POST TEST MEANS OF EXPERIMENTAL AND CONTROL GROUP ON CARDIORESPIRATORY ENDURANCE AND LEG EXPLOSIVE POWER S.No

Variables

Cardiorespiratory Endurance

Leg Explosive Power

Pre Test Mean

Post Test Mean

Exp : 391.45

Exp : 295.08

Con : 389.25

Con : 385.41

Exp : 38.25

Exp : 65.37

Con : 37.95

Con : 39.08

The above table documents the pre & post tests means of experimental group (guide assisted running techniques) and control group on cardiorespiratory endurance and leg explosive power of students with visual impairment. Computation of t ratio on cardiorespiratory endurance and leg explosive power of students with visual impairment is given in table IV.

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TABLE – IV COMPUTATION OF ‘t’ RATIO ON CARDIORESPIRATORY ENDURANCE AND LEG EXPLOSIVE POWER OF STUDENTS WITH VISUAL IMPAIRMENT

S. No

Variables

Cardiorespiratory Endurance

Leg Explosive Power

Mean diff

σ DM

‘t’ ratio

Exp: 96.37

Exp: ±18.28

Exp: 5.27

18.256*

Con: 3.83

Con: ±26.56

Con: 7.66

0.500

Exp: 27.125

Exp: ±5.274

Exp: 1.522

17.814*

Con: 1.125

Con: ±1.823

Con:0.526

2.138

* Significant at 0.05 level

*t value 0.05 (1,11) = 2.20

As per table IV, the obtained t ratio on cardiorespiratory endurance and leg explosive power are 18.256* and 17.814* respectively are greater than the required value 2.20 at 0.05 level of confidence. Since the observed ‘t’ value are greater than the table value on cardiorespiratory endurance and leg explosive power, there exists significant difference between the groups and the same is presented in figure 1. FIGURE – 1 BAR DIAGRAM SHOWING THE PRE MEAN AND POST MEAN OF CARDIORESPIRATORY ENDURANCE AND LEG EXPLOSIVE POWER OF EXPERIMENTAL GROUP AND CONTROL GROUP

DISCUSSION Children who are blind are born with potentials equal to those born with sight; yet lack of opportunities, limited expectations, and lack of training lead to developmental delays and decreases in fitness levels (Jankowski & Evans, 1981; Shephard, Ward & Lee, 1987). Research shows that because of inefficient movement patterns in almost every daily activity, individuals who are blind expend more energy than sighted individuals (Arnhold & McGrain, 1985; Buell, 1973; Peake & Leanard, 1971). Activities of daily living require additional attention, such as directions, safety, locations of everyday

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things, in addition to need for more strength, balance, and coordination (Buell, 1973). Arnhold and McGrain (1985) and Kobberling, Jankowski, and Leger (1989), determined energy costs of running and walking were significantly higher than for individuals with sight. In addition, increased metabolic demands were exhibited for most motor tasks due to increased tension and stress from lack of visual feedback (Buell, 1973; Hladky, Blazkova, Frantik, Hlavkova, Kozena, & Prochazka, 1996; Shephard, 1990). Increase in metabolic demands, energy expenditures and mechanical inefficiencies often lead to inactive lifestyles for individuals who are blind, greater than the visual impairments themselves (Auxter, Pyfer, & Huettig, 1997; Short & Winnick, 1986). Running is the most common fundamental movement requirement in sports, and often a choice of exercise for improving cardiovascular fitness. Proper mechanics are important for efficiency and reduced chances of injuries. Student comfort level with running should not be overlooked, because students who are blind may initiate running activities which are readily accessible to them if taught safe techniques permitting success. Results of this study indicate these participants who are blind preferred guide wires for safety, quality of running, and speed. Teaching a student to run using a guide wire could help the individual feel both safe and successful. With the guide wire technique, a student is not dependent on another person for tactile or verbal cues. Possibilities of tripping or losing contact with a rope are not present. The guide wire seemed to provide necessary tactile assistance without greatly restricting joint movements. Participants felt comfortable with their running. In the present study, the cardiorespiratory endurance and leg explosive power has increased significantly in the experimental group after 6 weeks of guide assisted running techniques. It can be explained that as both groups had similar conditions at the beginning of the study, guide assisted running techniques caused the increase among the experimental group. Thus an association between training programs and improvement of criterion variables was supported by our study. The study also correlates with the other findings as Blessing, McCrimmon, Stovall, and Williford (1993), Gleser, Margulies, Nyska, Porat, and Mendelberg (1992), Lee, Ward, and Shephard (1985), Longmuir (1998), McHugh (1995), Ponchillia, Powell, Felski, and Nicklawski (1992), Williams, Armstrong, Eves, and Faulkner (1996), and others show that children who are blind and engage in regular physical activity programs demonstrate improvements in physical fitness performance or levels of fitness. All participants in the study reported that they enjoyed the guide assisted running program. Our study also showed that the experimental group was able to have more endurance capacity and muscle power as opposed to what they have been able to, before participating in the prescribed training programme. In this study, we are able to demonstrate the strong need for more effective physical therapy programs for those with other levels of visual impairment. CONCLUSION It is concluded that a well-planned physical activities that utilize appropriate equipment maximize a personâ&#x20AC;&#x2122;s abilities and minimize any special challenges they may face. Adapting a game

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or activity increases the opportunity for fun, skill development and self-confidence. Learning a new sport or recreational activity improves the quality of a personâ&#x20AC;&#x2122;s life who has a visual impairment and creates a general sense of well being and competence. The results of the study support the use of guide assisted running techniques. It is also found that the experimental group has shown a significant improvement in cardiorespiratory endurance and leg explosive power than the control group. This could be related to their physical and physiological structures as a result of exercise quality (mode, intensity, or duration of the training) and also longer period of time is needed to have a significant effect on cardiovascular functions of individuals with visual impairment. Future investigations may determine the effects of different training modalities on the physical fitness components and physiological functions of persons with visual impairment. REFERENCES Arnhold, R.W., & McGrain, P. (1985). Selected kinematic patterns of visually impaired youth in spring running. Adapted Physical Activity Quarterly, 2, 206-213. Auxter, D., Pyfer, J., & Huettig, C. (1997). Principles and Methods of Adapted Physical Education and Recreation (8th ed.). Madison, WI: Brown & Benchmark. Blessing, D. L., McCrimmon, D., Stovall, J., & Williford, H.N. (1993). The effects of regular exercise programs for visually impaired and sighted schoolchildren. Journal of Visual Impairment and Blindness, 87, 50-52. Buell, C.E. (1973). Physical education and recreation for the visually handicapped. Eric Document Reproduction Service No. E.D. 079288. Buell, C.E. (1982). Physical education and recreation for the visually handicapped. Washington, DC: AAHPERD Clark-Carter, D.D., Heyes, A.D., & Howarth, C.I. (1986). The efficiency and walking speed of visually impaired people. Ergonomics, 29, 779-789. Gleser, J. M., Margulies, J. Y., Nyska, M., Porat, S., & Mendelberg, H. (1992). Physical and psychosocial benefits of modified judo practice for blind, mentally retarded children: A pilot study. Perceptual and Motor Skills, 74, 915-925. Hladky, A. Blazkova, V., Frantik, E., Hlavkova, J., Kozena, L. & Prochazka, B. (1996). Cardiovascular response indicates a higher stress from the journey to work in blind people. Homeostasis, 37(5), 204-208. Jankowski, L.W., & Evans, J.K. (1981). The exercise capacity of blind children. Journal of Visual Impairment & Blindness, 75, 248-251. Kobberling, G., Jankowski, L. W., and Leger, L. (1991). The relationship between aerobic capacity and physical activity in blind and sighted adolescents. Journal of Visual Impairment and Blindness, 85, 382-384. Lancioni, G.E., Oliva, D., Bracalente, S., & ten Hoopen, G. (1996). Use of an acoustic orientation system for indoor travel with a spatially disabled blind man. Journal of Visual Impairment & Blindness, 90, 36-41.

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Lee, M., Ward, G., and Shephard, R. J. (1985). Maximizing the working capacity of sightless adolescents. Developmental Medicine and Child Neurology, 27, 767-774. Lieberman L.J., McHugh E.: Health-related fitness of children who are visually impaired, Journal of Visual Impairment and Blindness, Vol.95, No. 5, May 2001 (pp. 272-287). Longmuir, P. (1998). Considerations for fitness appraisal, programming, and counselling of individuals with sensory impairments. Canadian Journal of Applied Physiology, 23(2), 166-184. McHugh, B. E. (1995). The development of stereotypic rocking behavior among individuals who are blind: A qualitative study. Dissertation Abstracts International, 57 (01A), 0151. (UMI Microform No. 9615490). Peake, P., & Leanard, J.A. (1971). The use of heart rate as an index of stress in blind pedestrians. Ergonomics, 14, 189-204. Ponchillia, S. V., Powell, L. L., Felski, K. A., & Nicklawski, M. T. (1992). The effectiveness of aerobic exercise instruction for totally blind women. Journal of Visual Impairment and Blindness, 86, 174-177. Shephard, R., Ward, R., & Lee, M. (1987). Physical ability of deaf and blind children. In M. E. Berridge & G. R. Ward (Eds.), International Perspectives on Adapted Physical Activity (pp. 155-362). Champaign, IL: Human Kinetics. Shephard, R.J. (1990). Fitness in Special Populations. Champaign, IL: Human Kinetics Publishers. Short, F.X., & Winnick (1986). The influence of visual impairment on physical fitness test performance. Journal of Visual Impairment and Blindness, 80, 729-731. Stein, J.U. (1996). From the editor. International Council on Health, Physical Education and Recreation Journal, 33(1), 44. Williams, C. A., Armstrong, N., Eves, N., & Faulkner, A. (1996). Peak aerobic fitness of visually impaired and sighted adolescent girls. Journal of Visual Impairment and Blindness, 90(6), 495-500. Winnick, J.P. (1985). Performance of visually impaired youngsters in physical education activities: Implications for mainstreaming. Adapted Physical Activity Quarterly, 3, 58-66. Winnick, J.P., & Short, F.X. (1985). Physical fitness testing for the disabled: Project UNIQUE. Champaign, IL: Human Kinetics.

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INDIVIDUALIZED AND COMBINED EFFECTS OF YOGA AND AEROBIC DANCE TRAINING ON SELECTED PHYSIOLOGICAL VARIABLES AMONG PHYSICAL EDUCATION TEACHER TRAINEES Dr. A. Needhiraja* & Dr. R. Kalidasan** ABSTRACT

The aim of the present study was to findout the effects of individualized and combined yoga and aerobic dance training on the selected physiological variables among physical education teacher trainees. To fulfill the purpose of the study, sixty physical education teacher trainees from Ramakrishna Mission Vidyalaya, Maruthi College of Physical Education and Faculty of General & Adapted Physical Education and Yoga, Ramakrishna Mission Vivekananda University, Coimbatore, Tamilnadu, India were selected as subjects and their age ranged between 17 and 25 years. The selected subjects were divided into four equal groups consisting of fifteen in each. Experimental group - I underwent yoga training (YT), experimental group II underwent aerobic dance training (ADT), experimental group - III underwent combination of yoga and aerobic dance training (Y&ADT) for a period of 12 weeks. Group - IV acted as control group (CG) and the subjects in the control group were not engaged in any training programme. Resting heart rate and breath holding time were selected as physiological variables. The collected data were statistically analysed by using analysis of covariance. The scheffeâ&#x20AC;&#x2122;s test was used as a post hoc test to determine which of the paired means differ significantly. The result reveals that there is a significant difference between the experimental groups and the control group on the selected physiological variables. Key words: Individualized, yoga, aerobic dance and physical education teacher trainees. INTRODUCTION Sports in the present day have become extremely competitive. Previous records are being broken whenever there is a competition. It is not the mere participation after a few days of practice that brings an individual victory but continuous hard work of training right from childhood and also certain physical and physiological factors. Yoga is one of the hot talks among the experts in the field of physical education and sports that is drawing international attention for its practical utilities and application in sports performance. Yoga is a form of physical activity which may assist in achieving recommended levels of physical fitness. Yoga is increasing its popularity and the recent records suggest that 15 million people have practiced yoga at least once in their lifetime. *

Assistant Professor, Maruthi College of Physical Education, Sri Ramakrishna Mission Vidyalaya, Coimbatore, Tamil nadu. India. E-mail: needhisport@gmail.com

Assistant Professor (SS), Department of Physical Education, Bharathidasan University, Tiruchirappalli, Tamil nadu. India. E-mail: k_dasan@rediffmail.com

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Yoga may be attractive as an alternative to traditional aerobics and strength training program because it requires little space and virtually no equipment. No harmful side effects are seen generally and practised with its focus on relaxation of mind and body. It provides qualitatively different exercise experience which may be perceived as less strenuous and more pleasurable. It does not cost money to reduce weight. Weight loss is accompanied by proper conditioning of the body. One can lose weight and feel better also as yoga rejuvenates the body. Yoga helps to bring the mind-body connection. Most importantly, yoga can help the person feel better, both improving the physical fitness and elevating mood. Yoga has considered all aspects of development like physical, emotional and mental. Regular practice of Yoga has different effects on obesity, which is permanent in nature than other techniques for obesity reduction. Crews, (2003), Bhagat S (2004) & Calabrese, (2004). Aerobic dance exercise is one of the most common exercise practices in the world. Presently, aerobic dance is a popular activity, performed by small groups of all ages and is more popular among middle-aged women than men. Music with slow or fast rhythm cadence help to control and pace the movement of the selected body segments, allowing for an overall body workout. As with other forms of aerobic exercise, aerobic dance performed within a target heart rate of between 60% and 70% of the maximal heart rate has demonstrated cardiovascular and metabolic benefits such as increased maximal oxygen consumption, improved aerobic endurance capacity and increased energy production via the mitochondrial respiration system. The aim of the present study is to find out the individualized and combined effects of yoga and aerobic dance training on the selected physiological variables among physical education teacher trainees. MATERIALS AND METHODS The aim of the present study was to find out the individualized and combined effects of yoga and aerobic dance training on the selected physiological variables among physical education teacher trainees. To fulfill the purpose of the study, sixty physical education teacher trainees from Ramakrishna Mission Vidyalaya Maruthi College of Physical Education and Faculty of General & Adapted Physical Education and Yoga, Ramakrishna Mission Vivekananda University, Coimbatore, Tamilnadu, India were selected as subjects and their age ranged between 17 and 25 years. The selected subjects were divided into four equal groups consisting of fifteen in each. Experimental group - I underwent yoga training (YT), experimental group - II underwent aerobic dance training (ADT), experimental group - III underwent combination of yoga and aerobic dance training (Y&ADT) for a period of 12 weeks. Group - IV acted as control group (CG), the subjects in control group were not engaged in any training programme. The following physiological variables namely resting heart rate and breath holding time were selected. The following standardized tests were used to measure the physiological variables namely resting heart rate measured by digitalized heart rate monitor and breath holding time was measured by manual nose clip method. In the present study, the data were analysed in two parts. (a) in order to analyse the training effects of each group on the selected physiological variables, â&#x20AC;&#x153;tâ&#x20AC;? ratio was used. (b) In order to compare the effect of treatment on the selected physiological variables among the four groups, analysis of covariance was used. Whenever, the

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‘F’ ratio for adjusted post-test was found to be significant and to determine which of the four paired means significantly differ, the Scheffe’s test was applied. The mean gains/losses between the pre-test and post-test on the selected variables of yoga training group are presented in table I. RESULTS AND DISCUSSION TABLE – I SIGNIFICANCE OF MEAN GAINS / LOSSES BETWEEN PRE TEST AND POST TEST ON SELECTED VARIABLES OF YOGA TRAINING GROUP

S.No

Variables

Pre test Mean (±SD)

Post test Mean (±SD)

‘t’ ratio

Resting heart rate

74.8 (3.18)

72.8 (2.91)

2.00

0.85

2.35*

Breath holding time

14.13 (1.99)

21.93 (3.33)

7.80

0.57

13.67*

An examination of table – I indicates that the obtained ‘t’ ratio are 2.35 and 13.67 for resting heart rate and breath holding time respectively. The obtained ‘t’ ratio on the selected variables are found to be greater than the required table value of 2.04 at 0.05 level of significance for 29 degrees of freedom. So it is found to be significant. The mean gains/losses between the pre-test and posttest on the selected variables of aerobic dance training group are presented in table II. TABLE – II SIGNIFICANCE OF MEAN GAINS / LOSSES BETWEEN PRE TEST AND POST TEST ON SELECTED VARIABLES OF AEROBIC DANCE TRAINING GROUP S.No

Variables

Pre test Mean (±SD)

Post test Mean (±SD)

‘t’ ratio

Resting heart rate

75.86 (3.70)

74.13 (4.48)

1.73

0.76

2.26*

Breath holding time

14 (3.36)

19.13 (2.41)

5.13

0.55

9.17*

An examination of table – II indicates that the obtained ‘t’ ratio are 2.26 and 9.17 for resting heart rate and breath holding time respectively. The obtained ‘t’ ratio on the selected variables are found to be greater than the required table value of 2.04 at 0.05 level of significance for 29 degrees of freedom. So it is found to be significant. The mean gains/losses between the pre-test and posttest on the selected variables of comination training group are presented in table III.

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TABLE – III SIGNIFICANCE OF MEAN GAINS / LOSSES BETWEEN PRE TEST AND POST TEST ON SELECTED VARIABLES OF COMBINATION TRAINING GROUP S. No

Variables

Pre test Mean (±SD)

Post test Mean (±SD)

‘t’ ratio

Resting heart rate

74.4 (2.82)

69.8 (2.45)

4.60

0.72

6.37*

Breath holding time

15.06 (2.21)

23.13 (3.64)

8.06

0.90

8.94*

An examination of table – III indicates that the obtained ‘t’ ratio are 6.37 and 8.94 for resting heart rate and breath holding time respectively. The obtained ‘t’ ratio on the selected variables are found to be greater than the required table value of 2.04 at 0.05 level of significance for 29 degrees of freedom. So it is found to be significant. The mean gains/losses between the pre-test and posttest on the selected variables of the control group are presented in table IV. TABLE – IV SIGNIFICANCE OF MEAN GAINS / LOSSES BETWEEN PRE TEST AND POST TEST ON SELECTED VARIABLES OF CONTROL GROUP

S.No

Variables

Pre test Mean (±SD)

Post test Mean (±SD)

‘t’ ratio

Resting heart rate

75.4 (2.77)

76.8 (3.98)

1.40

0.75

1.85

Breath holding time

13.46 (2.29)

13.2 (2.27)

0.26

0.18

1.47

An examination of table – IV indicates that the obtained ‘t’ ratio are 1.85 and 1.47 for resting heart rate and breath holding time respectively. The obtained ‘t’ ratio on the selected variables are found to be lesser than the required table value of 2.04 at 0.05 level of significance for 29 degrees of freedom. So it is found to be insignificant. The analysis of co-variance for the pre-test, post-test and adjusted post-test means on resting heart-rate of the experimental and control groups is presented in table V.

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013 59

TABLE – V ANALYSIS OF COVARIANCE FOR THE PRE TEST, POST TEST AND ADJUSTED POST TEST MEANS ON RESTING HEART RATE OF EXPERIMENTAL AND CONTROL GROUPS

Test

Experimental Experimental Experimental Control Source of Sum of Group Group-‘A’ Group-‘B’ Group-‘C’ (Beats per variance square (Beats per minute) (Beats per minute) (Beats per minute)

Mean ‘F’ ratio square

18.55

minute)

Pretest Mean (±SD)

74.8 (3.18)

75.86 (3.70)

74.4 (2.82)

75.4 (2.77)

Post test Mean (±SD)

72.8 (2.91)

74.13 (4.48)

69.8 (2.45)

76.8 (3.98)

Adjusted Post test Mean

72.65

76.37

69.78

B.M

55.650

2.16 W.G

480.000

8.57

B.M

454.050

151.35 13.74*

W.G

616.933

56 11.017

B.S

465.297

155.09

76.45

15.07* W.S

565.973

10.29

B.M. –Between means W.G. – Within groups B.S. – Between sets W.S. – Within sets *

Significant at 0.05 level of confidence.

(The table values required for significance at 0.05 level of confidence for 3 & 56 and 3 & 55 are 2.76 and 2.77 respectively).

Table - V shows that the pre-test mean values on resting heart rate of yoga training group, aerobic dance training group, combination training group and control group are 74.8, 75.86, 74.4 and 75.4 respectively. The obtained ‘F’ ratio 2.16 for pre-test scores is less than the table value 2.76 for df 3 and 56 required for significance at 0.05 level of confidence on the resting heart rate. The post-test mean values on resting heart rate of yoga training group, aerobic dance training group, combination training group and control group are 72.8, 74.13, 69.8 and 76.8 respectively. The obtained ‘F’ ratio 13.74 for post-test scores is greater than the table value 2.77 for df 3 and 56 required for significance at 0.05 level of confidence on the resting heart rate. The adjusted post-test means of yoga training group, aerobic dance training group, combination training group and control group are 72.65, 76.37, 69.78 and 76.45 respectively. The obtained ‘F’ ratio of 15.07 for adjusted post-test means is greater than the table value of 2.77 for df 3 and 55 required for significance at 0.05 level of confidence on resting heart rate. The results of the study indicated that there is a significant difference among the adjusted post-test means of yoga training group, aerobic dance training group, combination training group and control group on the resting heart rate. Since the obtained ‘F’ ratio value is significant, further to find out the paired mean difference, the Scheffe’s test was employed and is presented in table – VI.

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013

TABLE – VI SCHEFFE’S TEST FOR THE DIFFERENCE BETWEEN PAIRED MEANS ON RESTING HEART RATE

Experimental Group-‘A’ (Yoga training group)

Experimental Group-‘B’ (Aerobic dance training group)

Experimental Group-‘B’ (Combination training group)

Control Group

Mean Difference

72.65

76.37

3.72*

72.65

69.78

2.87

72.65

76.45

3.8*

76.37

69.78

6.59*

76.37

76.45

0.08

69.78

76.45

6.67*

Required C.I

3.38

*Significant at 0.05 level of confidence. Table – VI shows that the mean difference values between yoga training group and aerobic dance training group; yoga training group and combination training group; yoga training and control group; aerobic dance training group and combination training group; aerobic dance training group and control group and between combined group and control group are 3.72, 2.87, 3.8, 6.59, 0.08 and 6.67 respectively. It may be concluded from the results that there is a significant difference between the adjusted post means among the experimental group namely the combination training group and the control group. The results of the study show that there is a significant difference between the combined group and the control group on resting heart rate. The pre test, post test and adjusted post test mean values of yoga, aerobic dance, combined and control groups on resting heart rate are graphically represented in the Figure – 1. FIGURE – 1 BAR DIAGRAM SHOWING MEAN VALUES OF PRE TEST POST TEST AND ADJUSTED POST TEST OF YOGA AEROBIC DANCE COMBINED AND CONTROL GROUPS ON RESTING HEART RATE

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013 61

TABLE – VII ANALYSIS OF COVARIANCE FOR PRE TEST POST TEST AND ADJUSTED POST TEST MEANS ON BREATH HOLDING TIME OF EXPERIMENTAL AND CONTROL GROUPS

Test

Experimental Experimental Experimental Control Source of Group-‘A’ Group-‘B’ Group-‘C’ Group variance (Seconds) (Seconds) (Seconds) (Seconds)

Pretest Mean (±SD)

14.13 (1.99)

14 (3.36)

15.06 (2.21)

13.46 (2.29)

Post test Mean (±SD)

21.93 (3.33)

19.13 (2.41)

23.13 (3.64)

13.2 (2.27)

Adjusted Post test Mean

21.96

19.26

22.45

B.M

Sum of square

19.933

Mean ‘F’ ratio square 6.64 1.05

W.G

354.400 56

B.M

882.850

W.G

494.800 56

B.S

693.531

W.S

291.228 55

6.32

3 294.28 33.30* 8.83

3 231.17

13.73

43.65* 5.29

B.M. –Between means W.G. – Within groups B.S. – Between sets W.S. – Within sets *

Significant at 0.05 level of confidence.

(The table values required for significance at 0.05 level of confidence for 3 & 56 and 3 & 55 are 2.76 and 2.77 respectively).

Table - VII shows that the pre-test mean values on breath holding time of yoga training group, aerobic dance training group, combination training group and control group are 14.13, 14, 15.06 and 13.46 respectively. The obtained ‘F’ ratio 0.05 for pre-test scores is less than the table value 2.76 for df 3 and 56 required for significance at 0.05 level of confidence on breath holding time. The post-test mean values on breath holding time of yoga training group, aerobic dance training group, combination training group and control group are 21.93, 19.13, 23.13 and 13.2 respectively. The obtained ‘F’ ratio 33.30 for post-test scores is greater than the table value 2.77 for df 3 and 56 required for significance at 0.05 level of confidence on breath holding time. The adjusted post-test means of yoga training group, aerobic dance training group, combination training group and control group are 21.96, 19.26, 22.45 and 13.73 respectively. The obtained ‘F’ ratio of 43.65 for adjusted post-test means is greater than the table value of 2.77 for df 3 and 55 required for significance at 0.05 level of confidence on breath holding time. The results of the study indicated that there is a significant difference among the adjusted post-test means of yoga training group, aerobic dance training group, combination training group and control group on breath holding time. Since the obtained ‘F’ ratio value is significant, further to find out the paired mean difference, the Scheffe’s test was employed and is presented in table – VIII.

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013

TABLE – VIII SCHEFFE’S TEST FOR DIFFERENCE BETWEEN PAIRED MEANS ON BREATH HOLDING TIME

Experimental Group-‘A’ (Yoga training group)

Experimental Group-‘B’ (Aerobic dance training group)

Experimental Group-‘B’ (Combination training group)

Control Group

Mean Difference

21.96

19.26

2.7

21.96

22.45

0.4

21.96

13.73

8.23*

19.26

22.45

3.19*

19.26

13.73

5.53*

22.45

13.73

8.72*

Required C.I

2.42

*Significant at 0.05 level of confidence. Table – VIII shows that the mean difference values between yoga training group and aerobic dance training group; yoga training group and combination training group; yoga training and control group; aerobic dance training group and combination training group; aerobic dance training group and control group; and between combined group and control group are 2.7, 0.4, 8.23, 3.19, 5.53 and 8.72 respectively. It may be concluded from the results that there is a significant difference between adjusted post means among experimental group and control group. The results of the study show that there is a significant difference between experimental groups and control on breath holding time. The pre test, post test and adjusted post test means values of pre test, post test and adjusted post test of yoga, aerobic dance, combined and control groups on breath holding time are graphically represented in the Figure – 2. FIGURE – 2 BAR DIAGRAM SHOWING MEAN VALUES OF PRE TEST, POST TEST AND ADJUSTED POST TEST OF YOGA AEROBIC DANCE COMBINED AND CONTROL GROUPS ON BREATH HOLDING TIME

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013 63

RESULTS AND DISCUSSION ON FINDINGS RESTING HEART RATE: The results of the study reveal that there is a significant difference in the resting heart rate of yoga (experimental group ‘A’) between the pre-test and post-test. The results of the study reveal that there is a significant difference in the resting heart rate of aerobic dance training group (experimental group ‘B’) between the pre test and post test. Also the results of the study reveal that there is a significant difference in the resting heart rate of combination training group (experimental group ‘C’) between the pre test and post test. But there is no significant difference in the resting heart rate of control group between pre-test and post-test. It is concluded that the combination training group is found to be better than the experimental groups and the control group in improving the resting heart rate. The results indicate that the improvement in the resting heart rate is due to the impact of combination of yoga and aerobic dance training programme. It is also to conclude that the yoga training group is found to be better than the aerobic dance training group and the control group. The results indicate that the improvement in resting heart rate is due to the impact of yoga training programme. The results agree with the studies done by samsudeen and Kalidasan (2007) the finding of the study is on par with the literatures that a relatively good yogic training and field training package decreased the resting heart rate of cricket players. Sasa, et al., (2007) examined the effects of a recreational aerobic exercise model on the functional abilities of women. This research supports the existing conclusions about the positive effects of recreational aerobic exercise, on the condition that it is realized with the appropriate intensity, length and duration. Research had proved strong evidence that the combined training had a greater improvement in the resting heart rate among the physical education teacher trainees. BREATH HOLDING TIME: The results of the study reveal that there is a significant difference in the breath holding time of yoga (experimental group ‘A’) between the pre-test and post-test. The results of the study reveal that there is a significant difference in the breath holding time of aerobic dance training group (experimental group ‘B’) between the pre test and post test. Also the results of the study reveal that there is a significant difference in the breath holding time of the combination training group (experimental group ‘C’) between the pre test and post test. But there is no significant difference in the breath holding time of control group between pre-test and post-test. It is concluded that the combination training group is found to be better than the other experimental groups and the control group in improving the breath holding time among physical education teacher trainees. The results indicate that the improvement in breath holding time is due to the impact of the combination of yoga and aerobic dance training programme. It is also to conclude that the yoga training group is found to be better than the aerobic dance training group and the control group. The results indicate that the improvement of breath holding time is due to the impact of yoga training programme. The results agree with the studies done by Madanmohan, et al. (1992). The finding of the study is on par with the literatures that a relatively good yogic training package was significantly improving the breath holding time.

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013

From the analysis of the data, the following conclusions are drawn 1. The yoga training group and aerobic dance group and the combined yoga and aerobic dance training group had shown significant improvement in all the selected physiological variables among the physical education teacher trainees. 2. The control group had not shown significant changes in all the selected physiological variables. 3. The results of the study showed that there is a significant difference among the adjusted post test means of the experimental groups in the selected physiological variables. 4. The result of the study showed that yoga training group is better than the aerobic dance training group and the control group in the selected physiological variables namely their resting heart rate and the breath holding time. 5. The result of the study showed that the combination of yoga and aerobic dance training group is better than the individualized group in all the selected physiological variables. REFERENCES: Bhagat, S. (2004). Sancheti Hospital Pune, Alternative Therapies. Calabrese, K. (2004). Yoga for Weight Loss; Personal Trainer of the Year for Online Trainer. Crews, L.F. (2003). Everyone benefits from yoga when properly executed and individually adapted; Presented at ACSMâ&#x20AC;&#x2122;s Health and Fitness Summit and Exposition Answer At Reno Nevada. DeLorenzo, L.J. & Aronow, W.S. (2007). Impact of Morbid Obesity on Pulmonary Function. Chest 132: 4. Hagins M, Moore W. (2007). Obesity and Yoga. Evidence Based Alternat Med 4: 469-486. Haque, A.K., Gadre, S., Taylor, J., Haque, S.A., and Freeman, D. (2008). Pulmonary and cardiovascular complications of obesity: an autopsy study of 76 obese subjects. Arch Pathol Lab Med. 132: 1397-1404. Madanmohan, Mahadevan, S.K, Balakrishnan, S., Gopalakrishnan, M, Prakash, E.S. (2008). Effect of six weeks yoga training on weight loss following step test, respiratory pressures, handgrip strength and handgrip endurance in young healthy subjects. Indian J Physiol Pharmacol. 52: 164-170. Samsudeen and Kalidasan. (2007). Impact of Field training with and without Yogic Practice on Selected Physical, Physiological, Psychological and Performance variables among Cricket Players. Unpublished Doctor of Philosophy in Physical Education thesis, Bharathidasan University, Tiruchirappalli.

Vol. 3 - Issue 2 December 2013

Journal of Adapted Physical Education and Yoga ISSN: 2229-4821

COMPARATIVE STUDY ON SELECTED PHYSICAL FITNESS COMPONENTS AND CARDIO VASCULAR RISK FACTORS BETWEEN WOMEN ATHLETES AND NON ATHLETES B.SANGEETHA* ABSTRACT The purpose of the study was to compare the physical fitness variables and cardiovascular risk factors among the women athletes and non athletes. 100 women athletes and 100 non athletes from Coimbatore district were selected as subjects. The age level of the subjects ranges between 17 and 25 years. The selected physical fitness variables were Aerobic capacity, Muscular strength endurance and Flexibility and Cardio vascular risk factors namely Body mass index and Percent Body Fat. All the tests were conducted to all the selected subjects. The data collected from the subjects were statistically analyzed with â&#x20AC;&#x2DC;tâ&#x20AC;&#x2122; ratio to findout the significant difference between the athletes and non athletes on the physical fitness variables and the cardiovascular risk factors. The analysis revealed that there is a significant difference in the physical fitness variables and the cardiovascular risk factors of the athletes and the non athletes. INTRODUCTION Years ago, the life span of human was very long and unimaginable, which is clearly evident in Puranas. In the present scenario, even the youngsters are affected by some problem or the other. A health report says that four in five youngsters of the age group 17 to 25 are affected by any of the diseases mostly psychosomatic disorders. I was born wise but education ruined me is a popular saying but I being a physical educator, I feel that we all were born healthy but the switch button age and the life style changes have made us to lead a stressful, diseased and risky life. The most common of all is the cardio vascular risk factors. Despite the fact that it is largely preventable, cardiovascular disease (CVD) continues to be the most common cause of premature death. Lifestyle choices that individuals make have a direct influence on risk for developing the disease over the middle and later years of life. Physical inactivity and low cardiorespiratory fitness are primary contributors to CVD, both independently and through their influence on other known as CVD risk factors such as weight, blood pressure and lipoprotein profile. One of the factors related to physical activity is cardiorespiratory fitness. Physical activity and cardiorespiratory fitness are closely related in that fitness is partially determined by physical activity patterns over recent weeks or months. Cardiorespiratory fitness reflects the overall capacity of the cardiovascular and respiratory systems and the ability to carry out prolonged exercise. Hence, cardiorespiratory fitness has been considered as a direct measure of the physiological status of the individual. Squires RW and Bove AA (1984) reported that an athlete or the exercising non athlete will *

Research Scholar, Department of Physical Education, Karpagam University, Coimbatore, Tamil nadu.

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013

not develop serious cardiovascular problems. Pfeiffer KA, Dowda M (2007) reported that physical activity was related to change in Cardio Respiratory Fitness and sport participation were also important factors related to change over time in Cardio Respiratory Fitness. Hence, it was proposed to compare the physical fitness variables and cardio vascular risk factors among the athletes and non athletes. METHODOLOGY For the purpose of the study 100 women athletes and 100 women non athletes from Coimbatore district were selected as subjects. Their age ranged from 17 to 25 years. Aerobic capacity, Muscular strength endurance and Flexibility were selected as physical fitness variables. Body mass index and Percent Body Fat were selected as cardio vascular risk factors. Aerobic capacity was assessed by 3 minutes step test. Muscular strength endurance was assessed by Sit ups. Flexibility was assessed by Sit and Reach test. Body mass index was assessed by dividing the subject’s weight in Kg by the subject’s height in mt2. Percent Body Fat was assessed by Skin fold measurements. The collected data were statistically analyzed with, ‘t’ ratio and the test of significance was set at 0.05 level of confidence. RESULTS AND DISCUSSION TABLE - I COMPUTATION OF ‘t’ RATIO FOR ATHLETES AND NON ATHLETES ON PHYSICAL FITNESS VARIABLES Athlete

Non Athlete

Mean

Difference

Aerobic capacity

46.78

35.96

10.82

14.51*

Muscular strength endurance

33.88

20.71

13.17

12.96*

Flexibility

14.33

10.63

3.70

8.40*

Variables

‘t’ ratio

*Significant at 0.05 level Table I shows that the mean values of athletes and non athletes on aerobic capacity are 46.78 and 35.96 respectively. The obtained ‘t’ value was 14.51 and the required table value is 1.64. Since the obtained ’t’ ratio is higher than the table value, it is found to be significant. Table I also reveals that the mean values of athletes and non athletes on muscular strength endurance are 33.88and 20.71 respectively. The obtained ‘t’ value is 12.96 and the required table value is 1.64. Since the obtained ’t’ ratio is higher than the table value, it is found to be significant. Further Table I indicates that the mean values of athletes and non athletes on flexibility are 14.33 and 10.63 respectively. The obtained ’t’ value is 8.40 and the required table value is 1.64. Since the obtained ’t’ ratio is higher than the table value, it is found to be significant.

Journal of Adapted Physical Education and Yoga Vol. 3 - Issue 2 December 2013 67

TABLE - II COMPUTATION OF ‘t’ RATIO FOR ATHLETES AND NON ATHLETES ON CARDIO VASCULAR RISK FACTORS Variables

Athlete Mean

Non Athlete Mean

Mean Difference

‘t’ ratio

Body Mass Index

21.94

24.19

2.25

5.46*

Percent Body Fat

13.28

17.84

4.56

3.26*

*Significant at 0.05 level Table II shows that the mean values of athletes and non athletes on body mass index are 21.94 and 24.19 respectively. The obtained ‘t’ value is 5.46 and the required table value is 1.64. Since the obtained ‘t’ - ratio is higher than the table value, it is found to be significant. Table II also reveals that the mean value of athletes and non athletes on percent body fat are 13.28 and 17.84 respectively. The obtained ‘t’ value is 3.26 and the required table value is 1.64. Since the obtained ’t’- ratio is higher than the table value, it is found to be significant. The results of the study reveal that the physical fitness variables of athletes namely aerobic capacity, muscular strength endurance and flexibility are significantly higher than the non athletes. Further the results of the study indicates that the cardio vascular risk factors of athletes namely body mass index and percent body fat are significantly higher than the non athletes. The above findings of the present study is in agreement with the studies conducted by Squires RW and Bove AA (1984) and Pfeiffer KA, Dowda M (2007). CONCLUSION With the limitation of the study, following conclusions are drawn. 1. It is concluded that the athletes have better aerobic capacity, muscular strength endurance and flexibility than the non athletes. 2. It is also concluded that athletes have less percent body fat than the non athletes. 3. Further it is concluded that the athletes have less body mass index than the non athletes. REFERENCE Carnethon MR, Gidding SS, Nehgme R, Sidney S, Jacobs DR, Liu K.(2003). Cardiorespiratory fitness in young adulthood and the development of cardiovascular disease risk factors. JAMA 2003;290:3092–100. Dowda, M., Brown, W.H., McIver, K.L., Pfeiffer, K.A., O’Neill, J.R., Addy, C.L., and Pate, R.R. (2009). Policies and characteristics of the preschool environment and physical activity of young children. Pediatrics, 123(2):e261-266. Squires RW and Bove AA (1984). Clinics in Office Practice - Volume 28, Issue 1 (March 1984). Young DR, Jee SH, and Appel LA.(2001). Comparison of the Yale Physical Activity Survey with other physical activity measures. Med Sci Sports Exerc 2001; 33:955–961. Young DR, and Steinhardt MA.(1993). The importance of physical fitness versus physical activity for coronary artery disease risk factors: a cross-sectional analysis. Res Q Exerc Sport 1993; 64:377–384.

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