JOURNAL OF ADAPTED PHYSICAL EDUCATION AND YOGA ISSN : 2229-4821 Volume1
Issue 1
June 2011
CONTENTS Editorial board
iii
Instruction to authors
iv
Message from Vice Chancellor
iv
The Concept and Principles of Adapted Physical Education: Dr. M.L. Kamlesh
1-4
Adapted Physical Education: Dr. S.Alagesan
5-9
Effect of Physical Training on Selected Physiological Variables of Intellectually Challenged Children: Dr. M. Ganeshkumar, Dr. K. Murugavel
10-13
Effects of varied intensities of Bicycle Ergometer Training on selected Physical and Physiological Variables among College Men Students : Dr. D.Maniazhagu, Dr. P. Kaleeswaran, Dr. K.S. Sridhar
14-21
Effect of Fartlek Training and Interval Running on Cardio Respiratory Endurance among College Men Athletes S.Arumugam, Dr. M. Elango
22-28
Effect of Deep Heat combined Static Stretching on the Triceps Surea Muscle Extensibility in Athletes Recovering from First Degree Lateral Ligament Sprain of Ankle Joint S. Arun Vijay
29-36
Effects of varied yogic practices on selected physiological, psychological and haematological variables of intellectually by challenged boys: Mrs. S. Akilaanda
37-44
Influence of Yoga and Aerobic Training on Blood Sugar among Diabetic Patients: Dr. M. Elango , P. Sivagnanam nda
45-50
Global Forum for Physical Education Pedagogy 2010 Health and Physical Education Pedagogy in the 21st Century A Statement of Consensus: Dr. Christopher R. Edginton, Dr. Ming-kai Chin, Dr. G.L. Khanna,nda Influence of Field Training with and without Yoga Practice on Selected Skills of Cricketers: S. Samsudeen, Dr. R. Kalidasannda Trainers Training Programme in Paralympics: M. Srinivasana
51-52 53-59 nda60-65
Effects of Yogic Practices on Occupational Stress among Women Employees in Sivagangai District Dr. V.A. Manickam, Dr. N. Kumarnda
66-69
Book Reviews
85-88
Forth coming events: International Seminar on Adapted Physical Education
89-90
JOURNAL OF ADAPTED PHYSICAL EDUCATION AND YOGA Journal of Adapted Physical Education and Yoga (JOAPEY) is a bi-annual publication of the Ramakrishna Mission Vivekananda Univeristy (RKMVU), Coimbatore. The journal publishes 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: Single copy: ` 100/-
One year : ` 200/-
Three years: ` 500/-
Mode of payment: Payment should 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 Journal of Adapted Physical Education and Yoga 1. Place of Publication 2. Periodicity of Publication 3. Printer’s Name Nationality Address
: : : : :
Coimbatore Bi-annual Vidyalaya Printing Press Indian Ramakrishna Vidyalaya Printing Press, SRKV Post, Periyanaickenpalayam, Coimbatore 641 020
4. Chief Editor’s and Publisher’s Name Nationality Address
: Dr. S. Alagesan : Indian 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:fgapedy@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 ISSN : 2229-4821 Volume 1
Issue 1
June 2011
EDITORIAL BOARD CHIEF ADVISOR Swami Atmapriyananda Vice-chancellor, Ramakrishna Mission Vivekananda University
ADVISORS Swami Atmaramananda Administrative Head, RKMVU
Swami Anuragananda Asst. Administrative Head, RKMVU, Coimbatore
EDITOR Dr. S. Alagesan Professor, FGAPEdY, RKMVU, Coimbatore
Co-Ordinator Dr. M. Ganeshkumar Asst. Professor, RKMVU, FGAPEdY, Coimbatore
EXPERT MEMBERS Dr. G. Raveendran
Dr. M.S. Nagarajan
Professor & Head,
Regional Sports Coordinator
Dept. of Phy. Edn & Sports Science,
Asia Pacific Special Olympics
Annamalai University, Chidambaram
Dr. P.J. Sebastian
Dr. M.L. Kamalesh
Professor, FGAPEdY
Former Principal,
RKMVU, Coimbatore.
LNCPE, Trivandrum
Message from Vice Chancellor It is a matter of delight that the Faculty of 'General & Adapted Physical Education and Yoga (FGAPEdY)' of Ramakrishna Mission Vivekananda University is launching a journal in this highly specialized field. This University, envisioned by Swami Vivekananda himself, began its journey in July 2005 with the Faculty of 'Disability Management and Special Education (DMSE)' as its very first Faculty at the Faculty Centre housed at the International Human Resource Development Centre for the Disabled which is a Unit of the huge educational complex of Ramakrishna Mission called Ramakrishna Mission Vidyalaya at Coimbatore, Tamil Nadu. After successfully running for nearly two decades, this Centre became a part of Ramakrishna Mission Vivekananda University, an institution declared deemed to be University by a Government of India Notification in January 2005. From July 2005, teacher training courses at the Bachelors and Masters levels, B.Ed., M.Ed., began and research programmes at the M.Phil. and Ph.D. levels were added later. After a couple of years, another unique and specialized sister Faculty in rehabilitation was added, namely, Faculty of General & Adapted Physical Education and Yoga (FGAPEdY), which began to offer courses at the Bachelors and Masters levels in Physical Education, research programmes at the M.Phil. and Ph.D. levels in General & Adapted Physical Education, at the Diploma level coaching for Special Olympics, fitness and yoga, physical education, and so on. The Expert Committees constituted by the Ministry of Human Resource Development as well as University Grants Commission, New Delhi, were highly appreciative of these Faculties which were not only unique in character, but also served to fulfill a great national need in the specialized area of rehabilitation, for Universities in India scarcely pay much attention to this area in which there is a woeful dearth of teachers. UNESCO has expressed its eagerness to create a Chair in this specialized field as being the first of its kind in Asia and the Government of India has also cleared this proposal. One of the most important roles of any University is to create new knowledge apart from dissemination of existing knowledge through teaching and training, both in the classroom as well as in the fields and laboratories, so that knowledge becomes a transforming force in society. With this intention, the Faculty of DMSE launched a research journal in the field of DMSE some time ago. We are delighted that another research journal is now being launched by the Faculty of FGAPEdY. Refereed journals are the need of the hour because it helps in maintaining high standards in publication and is a process of validation of the research topic by peers. Any genuine researcher will welcome this initiate of the Faculty of General & Adapted Physical
Education and Yoga of our University, as a step in right direction. More so because adapted physical education research has not made significant advances in this region. This refereed journal will be a professional platform to promote and share advances being made in this field in various parts of the globe with our fellow Physical Educationists. With this conviction, we feel happy in bringing out this biannual research journal entitled "Journal of Adapted Physical Education and Yoga- JOAPEY". Another area the journal intends to focus is the research in the traditional art of yoga and its efficacy in improving individual and collective life. There are many research studies being carried out in various universities and colleges claiming improvement in psychological and physiological systems in an individual as a result of yogic intervention. Interdisciplinary research is another important area that would be covered by this journal. The doctoral research programmes of the Faculty have already been received with great enthusiasm for their inter-disciplinary approach especially from scholars belonging to physiotherapy, nutrition sciences, medical and rehabilitative sciences, and alternative therapies apart from specialists from disability management and rehabilitation professionals. We hope and pray that this journal will attain great heights of excellence, by always keeping before its vision the international benchmarks required of a research journal and meticulously adhering to these standards. We are sure that the competent editorial team understands the responsibility of steering a peered journal and will strive hard to maintain high standards.
University’s Head Office at Belur Math 28 July 2011
Swami Atmapriyananda Vice Chancellor
Message from Administrative Head The contemporary Indian society is very keen on the day to day development in the field of sports especially in adapted physical education. Obviously, the media also gives a very high priority to these issues and the development of sports and physical education research such as Special Olympics, Paralympics, Deaf Olympics etc., Nevertheless there is a point of consensus that we need to modernize and advance our system of sports and research in line with the developed countries. Every division of science has definitely a role in sports which is being pruned and developed to achieve excellence in sports especially in adapted physical education and yoga. This journal published by the FGAPEdY of Ramakrishna Mission Vivekananda University, Coimbatore, is a humble step in this direction, where the basic scientific ingredients of sports are being proliferated to the coaches as well as the adapted sports fraternity so that they can be equipped with the latest developments in adapted sports and yoga. Thus, they sharpen their faculties for effective implementation of new programmes and schemes. I hope that this journal will stress on topics of various training programmes for the improvement of persons with various disabilities. The journal also gives abundant useful information to various yogic practices for the betterment of persons with various disabilities. Best Wishes.
Swami Atmaramananda Administrative Head, RKMVU-FGAPEdY
From the Desk of Chief Editor Dear Readers, Journal of Adapted Physical Education and Yoga is a Multidisciplinary journal designed to stimulate and communicate scholarly inquiry related to Physical activity for persons with disabilities. This journal is a refereed journal with ISBN certification published bi-annually by Ramakrishna Mission Vivekananda University with a vision for the dissemination of advanced thoughts and to encourage research among the youngsters. Articles appearing in this journal are from experts in the field of Physical Education adapted physical education, and yoga, physiotherapy & other allied sciences. In addition to a series of original research the journal provides legislations, regulation & trends in the field of adapted physical education. Apart from the members of Editorial Board who serve as reviewers, JOAPEY solicits national scholars who are considered leading experts to serve as referees of articles. Consequently the standards for publications are rigorous resulting in high quality. I am extremely appreciative of the leadership demonstrated by the journal staff and editorial board and the referees who had added standard & quality to the journal.
Dr. S. Alagesan Editor, JOAPEY
Vol. 1 - Issue 1
June 2011
Journal of Adapted Physical Education and Yoga ISSN: 2229-4821
THE CONCEPT AND PRINCIPLES OF ADAPTED PHYSICAL EDUCATION *Dr. M.L. Kamlesh
The Background Physical activity in some form – play, recreational or competitive sport and yoga etc. has been recognized as a fundamental right of every individual irrespective of his or her age, gender, physical, mental or social status, and position in the society, because life without quality activity is body without soul. Not only is physical activity a great blessing in terms of health, fitness, quality growth and development, recreation, etc., for the normal people but also for the physically and mentally disabled, better known as challenged individuals, who often have not been treated very kindly by able-bodied persons since the dawn of history for reasons not very difficult to find in the sociological literature. Now the times have changed and there is an all-round recognition of the fact that people with disability too have the fundamental right to engage in specially designed, meticulously planned and properly organized activity programmes. Sports in general in consideration of their physical and mental abilities, needs, interests and requirements as others do. Though in most cases it is impossible to remove the disability of such people, it is, however, possible, to an extent, to mitigate their suffering through activity and sport, which are immensely enjoyable endeavours. In the resource-rich modern society, it is no longer tolerable that a person be regarded as living in isolation due to lack of physical and motor abilities essential for a good and normal living. Physical educators impart instruction in activity and sport to children with a variety of handicapped conditions in many different instructional settings. They aim to promote the development of motor skills and abilities so that all children, especially those with inborn disabilities, live a healthy, happy and productive life and engage in recreational and sports activities of their choice.
Adapted Physical Education – The Concept The relationship of physical activity to the functional development, therapeutic benefits and wellbeing has been valued since the ancient times. However, the concept of adapted physical education, based on this belief, is fairly new. In the mid-twentieth century, the Committee on Adapted Physical Education in the United States resolved to accommodate handicapped children in physical education programme, consisting of a diversified programme of developmental activities, games, sports, and rhythmic activities suited to the interests, capacities and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the vigorous activities of the general education programme. As the concept developed further, the evolution of instructional and behavioral technologies
*AFormer Principal, Lakshmibai National College of Physical Education, Trivandrum.
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enabled maximization of motor skill potential of handicapped people, and the scope of special education though activity and sport for the exceptional children broadened. Today, adapted physical education is known as modification of traditional activities to enable handicapped persons to participate safely, successfully, and with satisfaction. Handicapped persons come in several varieties. Some have general mental, physical or psychological disorders; others are described as disabled meaning individuals who have lost physical, social or psychological functioning that significantly interferes with their normal growth and development. A handicapped person is ‘an individual on whom a limitation is imposed by environmental demands and that is related to the individual’s ability to adapt to environmental demands’. They can be grouped according to common characteristics. The term developmental disabilities, represents all handicaps collectively. Handicapped individual engage in physical activity and recreational sport, and now even competitive sport, administered by various types of personnel and carried out in different settings. That, perhaps, is the reason why adapted physical education in one setting is called Corrective Physical Education, i.e. the ‘activity designed to habilitate or rehabilitate deficiencies in posture or mechanical alignment of the body’. In another setting, it is known as Remedial Physical Education ‘designed to habilitate or rehabilitate functional motor movement, and develop physical and motor prerequisites for functional skills’. Sometimes the term Habilitation is also used to mean adapted physical education; it indicates that the handicapped individual is to be taught basic skills needed for being independent. The choice of names is determined by the emphasis and approach of the special programme. However, the basic intent of the entire programme is the same: (i.e.,) ensuring total wellbeing of the handicapped persons with specific emphasis on the improvement of motor fitness and physical movement (fitness) through the medium of motor activity – both formal like graded exercise and informal like free play and modified sport. A true adapted physical education requires modification of the traditional physical education programme common to all in three important aspects: (1) content, (2) methodology, and (3) teacher education. Content wise, for the most part physical education activities include participation in sports and development of adequate physical fitness to carry out life routines. In order to cater to the needs of and attract handicapped people more readily these activities ought to be suitably modified from the viewpoint of structure, equipment, rules, procedures, etc. Special accommodation will also be required in the teaching methodology and the techniques of teaching. A modified activity curriculum cannot be carried without suitably modifying the teaching styles, techniques and technologies. Finally, all physical educators handling activity classes for the handicapped persons should possess special skills of coping with extraordinary behaviors. Sport and physical activity classes become uninspiring, boring and unproductive with such teachers who lack patience and perseverance while dealing with handicapped children who are excessively impulsive. Only a modified teacher education programme can successfully accomplish the instructional adapted physical education work. Adapted physical education programme truly gives a new meaning to general physical education which practically offers activity and sport for all without exception.
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Principles of Adapted Physical Education Adapted physical education is a modified activity programme meant for individuals who, in some way, are not normal either physically or mentally or both. It would, therefore, be necessary to develop a different set of principle that should govern the modified physical activity programme squarely catering to the interests and needs of the special class of children.
At the outset, the physical education activity programme for the handicapped should be an individualized programme unlike the general physical activity programme which is meant for the mass. Each special person should be treated as an individual for physical activity purpose. This belief is based on the fundamental fact that no two handicapped children are alike in their physical or mental status. Importantly, every activity included in a handicapped person’s activity programme shall aim to promote acquisition of a skill, beginning at the child’s present level of ability and gradually moving up in a sequence of small steps. Individual satisfaction ought to be the prime criterion of adapted physical education activity programme.
The content and structure of the activity programme for the handicapped persons should be such that it strives to improve the quality of life of the participants. From out of a huge universe of activities comprising general physical education, activities selected for the handicapped must be near-perfect in volume, variety and quality so that every child will have some sense of achievement and physical solace and mental satisfaction.
Adapted physical education programme ought to be a cooperative affair in which parents, teachers, educational authorities and the community put their heads together to develop and plan the programme, pool services and resources, and implement the programme at school, at home and else where as a well-coordinated effort. Here parents’ role is very crucial. They often mediate for the children with school and community. For them to maximize opportunities for their children they need to know specifically the benefits and skills that are developed in school physical education programmes and opportunities in the community where these acquired skills can be expressed. It would, therefore, be important for the physical education teachers and parents to meet very often to plan and revise the planning for the handicapped persons so that the school activity programme meets the needs of the participants.
Adapted physical education programme must facilitate independent living of the handicapped persons by developing in them (a) the recreational motor skills for the independent functioning in the community, (b) physical fitness for the maintenance of health (c) ambulatory skills to master the mobility in domestic and community environments (d) physical and motor prerequisites to selfhelp the skills the vocational skills required for the independent living and (e) the prerequisites for the motor skills necessary for participation in self-fulfilling social activity.
·
Notwithstanding its basic composition, the adapted physical activity programme must at all costs be very responsive to the unique needs of each handicapped individual. In order for the activity programme to be effective and productive in bringing about qualitative change in the life of a handicapped person, it must include such activities as directly address and respond to the physical,
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mental and emotional needs of each individual through structured, success-oriented learning experiences at home, at school and in the community.
Physical education for the handicapped persons must be a comprehensive delivery system designed to identify the problems of children in the physical and the motor fitness realms, fundamental motor fitness patterns and the skills of various games and sports. Services include an assessment, an individualized education programming and the coordination of activities with the related resources and services. These services may be delivered by the specialists who possess the skills to conduct instruction for the handicapped persons in the regular classes and those exclusive for the handicapped.
· In an era of Special Olympics for the handicapped, it is important that the adapted physical education programme develops physical fitness and motor fitness, fundamental motor patterns and the skills and put more than adequate emphasis on the skill development that enables participation of the handicapped people in both the team and the lifetime sports. It is a good way of encouraging a sense of belonging and accomplishment among the handicapped persons.
The major focus of the adapted physical education is on the normalization of the handicapped persons as far as possible through the physical activity and the sport progammes. This means making available to the handicapped persons the patterns and conditions of every day life which are as close as possible to the norms and patterns of the main stream individuals in the society. In order for this to occur, an attitudinal change is required in the society and the views of the handicapped persons must be consistent with certain conditions. For instance, they must be perceived by the society as human beings who possess a constitutional and legal validity, and who can adapt to the environment and acquire the life-time skills needed to live healthy and happy. Further, the services for the handicapped persons must be provided by the duly trained personnel having technical competence both in education and habilitation, and the services rendered by them must be valued, awarded or rewarded by the society in the suitable ways.
The entire thrust of the adapted physical education activity programme must be on providing opportunities to the handicapped persons for playing valued or significant roles in the society and to lead a more valued life. The aim of an adapted physical education programme has to produce physically educated individuals
who can live an active and healthy lifestyle that enhance their progress toward self-actualization – a loftiest goal of the philosophy of humanism.
Vol. 1 - Issue 1
June 2011
Journal of Adapted Physical Education and Yoga ISSN: 2229-4821
ADAPTED PHYSICAL EDUCATION *Dr. S.Alagesan Adapted physical education (APE) is a specially designed instruction in physical education intended to address the unique needs of handicapped individuals. While the roots of adapted physical education can be traced back to Swedish medical gymnastics in the 1700s, adapted physical education, as practiced today, has been significantly shaped by the mandates of the Individuals with Disabilities Education Act (IDEA). This act, enacted in 1997, amended the Education for All Handicapped Children Act, which was enacted in 1975 and stipulated that all children with disabilities have the right to special education.
Definition Adapted physical education (APE) is a diversified programme of activities specially designed for an individual who meets verification criteria for physical, mental, and/or emotional disabling conditions and is not able to participate safely and/or successfully, without modifications, to the regular physical education services.(Winnick,1990).
Who is to be served? Public Law 101-476, the Individuals With Disabilities Education Act (IDEA), identifies the following disabling conditions: autism, mentally disabled, deaf and hard of hearing, visually disabled, deaf-blind, speech impaired, seriously emotionally disturbed, orthopedically impaired, specific learning disabilities, multidisabled, traumatic brain injury and other health impaired. Persons, who meet the regulations of one of these above conditions, and needs special services in the curricular area of physical education, are eligible for an adapted physical education programme.
Need for Adapted Physical Education Once the person is identified as having any one of the disability conditions, the person is in need of the parent's help and is dependent on others for meeting his or her unique needs. It is the right of all children in a democratic society to have the opportunity for the fullest development of their abilities through education. Educational programme must provide the essential inputs for every child regardless of the nature of his limitations, needs and capacities. Therefore in addition to the regular educational programme designed for normal children, the institution must provide specialized programme for those students who are unable to receive maximum benefits from the regular physical education programme. The children with disabled conditions fall into one or more of the following groups. (1) those seeking to adapt themselves to a permanent condition (2) those desiring to rehabilitate a physical disability (3) those requiring limited physical activity and (4) those recommended for a developmental *Professor and Head, Faculty of General and Adapted Physical Education and Yoga, Ramakrishna Mission Vivekananda University, Coimbatore.
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programme. The children with various disabilities need adapted physical education programme to develop their health, to develop their motor skills for an independent functioning , to develop selfskills, to develop vocational skills and to have an opportunity to participate in social activities.
The Goals of Adapted Physical Education The goal of adapted physical education is to teach skills and provide activity experiences that enable the students: *
to develop and maintain a healthy active lifestyle,
*
to participate fully in lifetime/leisure activities in the community, and
*
to develop sociability so that the students interact positively with their peers. The ultimate goal of adapted physical education is to include the student into the general physical
education program as safely and successfully as possible. In some instances adapted physical education specialists may provide direct services in order to facilitate a student's accomplishment of the general physical education goals. In addition, adapted physical education specialists will consult the general physical education teacher in order to increase the participation of the student with special needs, in the general physical education program. We provide ideas, activities, equipment and appropriate modifications to the classroom and the physical education teachers when integrating persons with special needs into the general physical education programme. We sometimes assist in addressing environmental issues such as safety, accessibility and participation in recess and the play areas with school personnel and physical therapists.
Objectives of Adapted Physical Education Acceptance of the concept that adapted physical education is physical education for those individuals who are unable to participate in the general program makes it possible to state a general objective that is applicable to all students. "To provide opportunities for all students to acquire the maximum physiological, psychological and sociological development of which they are capable, through participation in properly selected and controlled physical activities." (Rouse,2005). The following objectives may serve as guidelines for determining the nature and scope of adapted physical education. 1.
Physical and Motor fitness development This objective aims at the development of the following :
Grossmotor skills and movement
Physical fitness values
Game and Sport skills
Neuromuscular and kinesthetic awareness
Confidence and competence in performing
*
Rhythm, poise, balance, coordination
Journal of Adapted Physical Education and Yoga Vol. 1 - Issue 1 June 2011
2.
Social Adjustment
3.
This objective aims at the development of the following:
4.
Social interaction in a group
Acceptable personality traits
Aesthetic and creative values
Achievement and success in oneself
A positive social identity
Socially acceptable emotion and tension outlet
7
Emotional adjustment This objective aims at the development of the following:
5.
Right personal attitude to others
One's body image and self concept
The benefits of emotional maturity
Leisure time as a means of emotional stability
Cognitive skills development This objective aims at the development of the following:
5.
Physiological effects of exercise upon the body
Basic body mechanics of human movement
Rules, strategies and knowledge of games and sports
Other objectives 1. To protect each student's condition from further aggravation by arranging a program of activities within his limitations. 2. To assist the student in understanding and accepting his own limitation. 3. To correct or alleviate the student's remediable weakness. 4. To develop the best possible organic vigour or condition in view of the individual's limitations. 5
To develop skills and knowledge of recreational sports and games suitable or adaptable to the individual's limitations.
6. To develop the student's knowledge and appreciation of good body mechanics and efficiency. 7. To help the students to make satisfactory social and emotional adjustments to problems imposed by their disabilities. 8. To help the students to gain security through improved function and increased ability to meet the physical demands of their daily living.
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Benefits of Adapted physical education When a person is identified as having a disability , it serves notice to educators and parents that the person is becoming dependent on others for the social living skills. The physical educator can make a major contribution to reduce the risk and facilitate independent living through appropriate physical activities in the following ways: *
Develop the recreational motor skills for the independent functioning in the community.
*
Develop physical fitness for the maintenance of health.
*
Develop the ambulatory skills to master the mobility in domestic and community
*
Develop physical and motor prerequisites to selfhelp the skills required for an independent living.
*
Develop the physical and the motor prerequisites to the vocational skills required for an independent living.
*
Develop the required motor skills necessary for participating in the self fulfilling social activities.
environment.
Adapted physical education competencies A physically educated person shall develop the competencies in the following areas: 1.
Personal Fitness Skills: an appropriate level of cardiovascular endurance, flexibility, strength, speed, coordination and an understanding of the value of being personally fit.
2.
Recreational Dance Skills: American folk, square, and round dances, traditional and contemporary dances.
3.
Developmental Gymnastic Skills: Balance stunts, tumbling, apparatus, body positioning.
4.
Games and Sports Skills: low organizational, lead-up activities, motor and manipulative skills, team games, traditional sports, and other lifelong activities.
Training for an adapted physical education teacher Through the competitive grant provisions associated with the Education for All Handicapped Children Act and subsequently IDEA, a number of colleges and universities have developed pre-service adapted physical education teacher-training programs. Because adapted physical education training is built upon the traditional teacher training in physical education, most adapted physical education training occurs at the master's level. Most undergraduate physical education teacher preparation programs now include at least one APE course as part of their required curriculum. In the recent years, many regular physical education teacher-training programs have also started to offering areas of study in the adapted physical education as part of their undergraduate programs. These emphasised areas typically are composed of one to three theory courses and one to two practical experience where the students can apply their APE course work.
Some of the physical activities for the children with unique need Physical Activties: *
Weightloss : swimming, walking, Bicycling, jogging , other simple whole body activities, Active, passive, assistive, mat activities, isokinetic exercises cumulative running.
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*
9
Motor development sequence:- simple to complex - isolated to coordinated - head to foot - gross movement to precise movement
*
Body mechanics and posture exercise:
*
Strengthening exercises for the muscles used to pull
*
Stretching exercises
*
Exercises for the upper back: Swimming, Various arm lifts, Hang, Bending exercise.
*
Exercises for the lower back - Situp, pelvic tilt, Bicycling, leg lifts, knee tuck.
*
Modified games of low organisation : Tag games, cooperative games, musical hoop, non elimination games.
*
Remedial exercises: Relaxation, the imagery, yoga, deep breathing.
*
Flexibility exercises: Head rotation, arm circles, trunk rotation, leg lifts, elephant walk, walking on heels and toes, toe circles.
Muscle Strengthening exercises: o
Medicine ball throw, Modified push up, Crab walk, Tug of war, Heel raise, Bent knee sit ups, Sit up, Press, Hyper extension, Back press, Lateral raise and so on.
Cardiorespiratory endurance exercises: o
Inverted cycling, Bench stepping, Rope skipping, On the spot jogging, Jumping jack, Tag games, Aerobic dance.
Breathing Esercises: o
Forward bend, breathe out raise and inhale
o
Chest expander - supine position
o
Baloon keep up
o
Pingpong soccer
o
Lights out
References: Kasser, Susan L. (1995). Inclusive Games. Champaign: Human Kinetics. Rouse, Pattie. (2005). Adapted Games and Activities. Champaign: Human Kinetics. Winnick, Joseph P. (1990). Adapted Physical education and Sport. Champaign: Human Kinetics .
Vol. 1 - Issue 1
June 2011
Journal of Adapted Physical Education and Yoga ISSN: 2229-4821
EFFECT OF PHYSICAL TRAINING ON SELECTED PHYSIOLOGICAL VARIABLES OF INTELLECTUALLY CHALLENGED CHILDREN *Dr. M. Ganeshkumar **Dr. K. Murugavel
ABSTRACT The purpose of the study was to determine the physiological changes of intellectually challenged children after the physical training. Sixteen male mild intellectually challenged children participated as subjects in the study. Each subject underwent physical training for three sessions in a week for 12 weeks. Each session lasted for 45 minutes with warm up and warm down for 5 minutes each. The physiological parameters were tested before and after the training period. The independent't' test was used for the statistical analysis. The present study has shown a significant decrease in the resting pulse rate and the respiratory rate and no significant changes in the systolic and diastolic blood pressure was noticed after 12 weeks of physical training. Key words: Intellectually challenged children, physical training, and physiology
Introduction: Adapted physical education is the modification of the traditional physical activities to enable the child with disabilities to participate safely, and with satisfaction. Physical education for individuals with disabilities has been mandated for over 20 years. As a result of the mandated physical education programs, there are undoubtedly several model programs in operation. The content and purpose of the physical education are well known and long before the evolution of the instructional procedures that have been identified with disabilities. However, individualized formats of instruction have added new meaning to the physical education profession Persons with disabilities engage in physical activities that are administered by different types of trained personnel in a variety of settings. The mentally retarded persons are not as adapt in perceptual attributes that relate to motor skills as are comparable non retarded individuals. It may be clumsy and awkward to perform motor tasks. Physical training is performed to develop or maintain physical fitness and in turn the overall health. Participating in physical training enhances physical growth, improves health, and body image. It has been long argued that participation in physical activity develops social characteristics of the participants. Participation alone may not, however, benefit handicapped individuals (Anoop Jain). Teachers of the mentally retarded persons should observe the objectives of physical education, which are to develop motor skills, physical fitness, social adjustments, and emotional maturity and shall keep these objectives in their proper perspective (Arthur G. Miller). *Assistant Professor, Faculty of General & Adapted Physical Education and Yoga, Ramakrishna Mission Vivekananda University, Coimbatore **Professor & Director, Department of Physical Education, Bharathiar University, Coimbatore
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Physical training is important for maintaining physical fitness and to maintain a healthy body weight; building and maintaining healthy bone density, muscle strength, and joint mobility; promoting physiological well-being; reducing surgical risks; and strengthen the immune system. Physical training not only develops physical strength and coordination but also aids in developing intellectual ability, social skills, and emotional stability. The well-planned movement education program should provide experience that are included to expose the learner to fundamentals of body control and cooperative endeavors (Goddes). Mental retardation refers to significantly sub average general intellectual functioning, with the I.Q. usually below 70. The level of retardation is determined both by measured intelligence, the number of standard deviations below the mean I.Q., and the degree of impairment in adaptive behavior syndrome (Arthur G. Miller). Educational system medical / psychological system (Pranati Panda). IQ
Trainable Educable Profound
Severe
Moderate
Mild
10 - 20
30 - 40
50 - 60
70 - 80
MATERIALS AND METHODS SAMPLES Sixteen intellectually challenged children with mild retardation from the disabled home in Erode district with the age ranged between 15 and 18 years participated in the study.
VARIABLES AND CRITERIAN MEASURES Sl.No
Criterion variables
Test Item
Unit of measurements
1
Resting pulse rate
Bio monitor
Beats per minute
2
Respiratory rate
Nostril method
Number of breaths per minute 6.
3
Blood pressure - Systolic and
Sphygmomanometer
Diastolic
Millimeters of mercury (mm/Hg)
BUILDING THE INTERVENTION Time constraint: The group was given physical training for 12 weeks, 3 alternate days per week. Each training session lasted for 45 minutes with 5 minutes warm up and warm down each. Load: The load of the training was not directly considered. The load was amended on the basis of difficulty level of training. Contents: The content of the training schedule is as follows.
Journal of Adapted Physical Education and Yoga Vol. 1 - Issue 1 June 2011
12
Weeks
Training Schedule
I & II
Jogging and free hand exercises - Mass drill exercises
III & IV
Jogging and coordinative exercises - 2 and 4 count exercises and opposite toe touch
V & VI
Jogging and jumping exercises - single leg hopping, both leg and stair case jumping exercises
VII & VIII
Jogging and abdomen exercises - sit ups with flexed knees, extended knees and
raised
knees
IX & X
Jogging and circuit training exercises - 6 station -stair case up and down, hanging on bar, cycling exercises, zig-zag run, hip rotation and shuttle run
XI & XII
Jogging and strengthening exercises - carrying bricks, pulling and pushing exercises, and push up exercises
STATISTICAL ANALYSIS The collected data from the group prior to and after the training period on the selected variables were statistically analyzed with dependent't' test to find out the significant improvement between pre and post-test means of group. In all the cases 0.05 level of significance was fixed to test the hypothesis. COMPUTATION OF 'T' RATIO BETWEEN PRE AND POST TEST SCORES ON THE SELECTED VARIABLES Variables
MD
ď ł DM
't' Ratio
1
Resting Pulse rate
3.50
0.45
7.66*
2
Respiratory Rate
2.00
0.20
9.79*
3
Systolic Blood pressure
0.62
0.62
1.00
4
Diastolic Blood Pressure
0.62
0.62
1.00
S. No
*significant at 0.05 level - 2.13 (1 & 15) An examination of the above table indicates that the obtained 't' ratios 7.66 and 9.79 for resting pulse rate and respiratory rate respectively are found to be greater than the required table value of 2.13 at 0.05 level of significance for the degrees of freedom 15. Hence it is found to be statistically significant. In case of systolic blood pressure and diastolic blood pressure the obtained't' ratios are 1.00 and 1.00 respectively and found to be lesser than the required table value of 2.13 at 0.05 level of significance for 15 degrees of freedom and was found to be not significant.
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DISCUSSION The results of this study indicated that the physical training significantly improved all the selected physiological variables except systolic blood pressure and diastolic blood pressure. The blood pressure (systolic and diastolic) was not influenced by physical training in this study. The reason for this may be that the subjects selected for this study were aged between 15 and 18 years.
CONCLUSIONS AND PRACTICAL APPLICATION The present study has shown a decrease in the resting pulse rate and respiratory rate after the twelve weeks physical training. The study has shown no variation in systolic and diastolic blood pressure after the twelve weeks of physical training. Hence, the designing of the training protocol was based on the values. Future research can be done by analyzing some other variables such as hematological, bio chemical, physical fitness and health related fitness, and also selecting the other disability groups such as paraplegic, visually and hearing impaired etc.,
REFERENCES Anoop Jain, (2003), Adapted Physical Education, Delhi, Sports Publication, 81-7879-069-6, 130-136. Arthur G. Miller, (1982), Teaching Physical Activities to Impaired Youth, Canada, John Wiley & Sons, Inc, 0-471-08534-0, 33-38. Edward L. Fox, (1989), The Physiological Basis of Physical Education and Athletes, Dubuque, Lowa, Wm. C. Brown Publishers, 0-697-05995-2, 250-275. Richward W. Bowers, (1988), Sports Physiology, Dubuque, Lowa, Wm.C.Brown Publishers, 0-69713008-8, 255-262.
Vol. 1 - Issue 1
June 2011
Journal of Adapted Physical Education and Yoga ISSN: 2229-4821
EFFECTS OF VARIED INTENSITIES OF BICYCLE ERGOMETER TRAINING ON SELECTED PHYSICAL AND PHYSIOLOGICAL VARIABLES AMONG COLLEGE MEN STUDENTS *Dr. D. Maniazhagu, ** Dr. P. Kaleeswaran, *** Dr. K.S. Sridhar
ABSTRACT The purpose of the present study is to find out the effects of varied intensities of bicycle ergometer training on the selected physical and physiological variables among college men students. To achieve the purpose forty five men students were selected as subjects from Alagappa University College of Physical Education, Karaikudi, Tamil Nadu. Their age ranged from 18 to 25 years and they were divided into three equal groups of fifteen subjects each as experimental group - I, experimental group - II and control group. The experimental group - I underwent sub-maximal intensity bicycle ergometer training, experimental group - II underwent maximal intensity bicycle ergometer training for three alternative days per week for ten weeks and the control group was not given any specific training. The data were collected prior to and after the training programme as pre and post tests respectively on the selected criterion variables namely the speed, the resting pulse rate and the anaerobic power. The analysis of covariance (ANCOVA) was used to analyze the data. The study showed that the selected dependent variables significantly improved due to the varied intensities of bicycle ergometer training. Key words: 1. Bicycle Ergometer 2. speed 3. Resting pulse rate 4. Anaerobic Power 5. ANCOVA
Introduction Bicycling deserves our attention, not only as popular sports, but also because of the extensive use of cycle ergometer as an instrument for the study of physiology of exercise. It has been the subject of extensive studies and a considerable body of information is available.Basically the bicycling is a very efficient method of locomotion. The energy cost in bicycling is only about 1/5 that of walking, yet the speed is 5 times greater. Improvement has been made aerodynamically more streamlined construction, use of racing suits, and streamlined helmets to reduce drag. But above all, the training of the bicyclist has been vastly improved to meet the requirements of this demanding sports, which may include races ranging from a 200metres sprint to 5000 kilometre race. In this study an attempt is made to find out the effects of varied intensity of Bicycle Ergometer training on the selected Physical and Physiological variables among college men students.
REVIEW OF RELATED LITERATURE Steven F. Loy et.al (2003) has conducted a study on Effect of running versus cycle training on cycle ergometer, treadmill, and running performance. The purpose of this study was to determine the physical and physiological changes induced by 9 weeks of equivalent amounts of high-intensity running (n = 8) and cycle ergometer training (n = 8) on treadmill maximal oxygen uptake (VO2max), cycle *Assistant Professor, Department of Physical Education and Health Sciences, Alagappa University. **Assistant Professor, AUCPE, Alagappa University. **Director of Physical education, Pachayappa's College, Chennai.
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ergometer peak VO2, a 1609 m (1.0 mile) running time, and a submaximal treadmill running VO2, heart rate, and accumulated lactate concentration in normal young men ages 25.1 Âą 1.2 years (mean Âą SE). Subjects began by training 4 days per week at 75 to 80% maximum heart rate (MHR) and during weeks 3 to 9 they exercised at 80 to 85% MHR. Results indicate that 9 weeks of equivalent intensity cycle training may be utilized as a substitute for running training with a relatively similar gain in treadmill- and cycle ergometer-tested aerobic power.
METHODOLOGY The purpose of the present study is to find out the effects of varied intensities of bicycle ergometer training on selected physical and physiological variables among college men students. To achieve the purpose forty five men students were selected from Alagappa University College of Physical Education, Karaikudi Tamil Nadu as subjects. Their age was ranged from 18 to 25 years and they were divided into three equal groups of fifteen subjects each as experimental group-I, experimental group-II and control group. The experimental group - I underwent sub-maximal intensity bicycle ergometer training experimental group -II underwent maximal intensity bicycle ergometer .training for three alternative days per week for nine weeks and control group was not given any specific training. The data were collected at prior to and after the training programme as pre and post tests respectively on selected criterion variables namely speed, resting pulse rate and anaerobic power. Speed was measured by 50 yards dash, Resting pulse rate was measured by radial pulse method and Anaerobic power was measured by Margaria Kalaman step test. The analysis of covariance (ANCOVA) was used to analyze the data. The .05 level of confidence was used to test the level of significance.
TRAINING PROGRAMME Training was given in the morning session. The training session includes warming up and limbering down. Every day the workout lasted for 45to60min approximately. The subjects underwent their respective training programmes as per the schedules under the strict supervision of the investigator.
TABLE I EXPERIMENTAL GROUP I (SUB - MAXIMAL INTENSITY) Weeks
Duration
MHR
Repetition
Recovery
1 to 3 weeks
3 min cycling
135 bpm
7
3 min
4 to 6 weeks
3 min cycling
145 bpm
5
3 min
7 to 9 weeks
3 min cycling
155 bpm
3
5 min
TABLE II EXPERIMENTAL GROUP II (MAXIMAL INTENSITY) Weeks
Duration
MHR
Repetition
Recovery
1 to 3 weeks
3 min cycling
165 bpm
5
3 min
4 to 6 weeks
3 min cycling
175 bpm
4
3 min
7 to 9 weeks
3 min cycling
185 bpm
2
5 min
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TABLE III ANALYSIS OF COVARIANCE OF THE DATA ON SPEED OF PRE AND POST TESTS SCORES OF EXPERIMENTAL GROUP I, EXPERIMENTAL GROUP II AND CONTROL GROUP Test
Experimental Experimental Control
Source of
Sum
Mean
Obtained
Group I
Group II
Group
Variance
of Squares
df
Squares
'F' Ratio
Mean
7.80
7.81
7.82
Between
0.01
2
0.005
1.0
S.D.
0.06
0.07
0.07
Within
0.22
42
0.005
Mean
7.60
7.70
7.82
Between
0.46
2
0.23
S.D.
0.08
0.07
0.07
Within
0.19
42
0.005
7.64
7.66
7.80
Between
0.75
2
0.38
Within
0.67
41
0.02
Pre Test
Post Test 46.0*
Adjusted Post Test Mean
19.0*
* Significant at .05 level of confidence. (The table values required for significance at .05 level of confidence for 2 and 42 and 2 and 41 are 3.222 and 3.226 respectively). The Table III shows that the pre-test mean values on speed of the experimental group I, the experimental group II and the control group are 7.80, 7.81 and 7.82 respectively. The obtained "F" ratio of 1.0 for pre-test scores is less than the table value of 3.222 for df 2 and 42 required for significance at .05 level of confidence. The post-test mean values on speed of the experimental group I, the experimental group II and the control group are 7.60, 7.70 and 7.82 respectively. The obtained "F" ratio of 46.0 for post test scores is more than the table value of 3.222 for df 2 and 42 required for significance at .05 level of confidence. The adjusted post-test means of the experimental group I, experimental group II and the control group are 7.64, 7.66 and 7.80 respectively. The obtained "F" ratio of 19.0 for the adjusted post-test means is more than the table value of 3.226 for df 2 and 41 required for significance at .05 level of confidence. The results of the study indicated that there is a significant difference between the adjusted post-test means of the experimental group I, the experimental group II and the control group on speed. Since, three groups were compared, whenever the obtained 'F' ratio for adjusted post test was found to be significant, the Scheffe's test was used to find out the paired mean differences and is presented in Table IV.
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TABLE IV THE SCHEFFE'S TEST FOR THE DIFFERENCES BETWEEN PAIRED MEANS ON SPEED Experimental group I
Experimental group II
Control Group
Mean Differences
Confidence Interval Value
7.64
7.66
–
0.02
0.13
7.64
–
7.80
0.16*
0.13
–
7.66
7.80
0.14*
0.13
* Significant at .05 level of confidence. Table IV shows that the mean difference values between the experimental group I and the control group and the experimental group II group and the control group are 0.16 and 0.14 respectively which are greater than the required confidence interval value of 0.13 for significance. And the mean difference value between the experimental group I and the experimental group II are 0.02 which is less than the required confidence interval value of 0.13. The results of this study showed that there is a significant difference exists between the experimental group I and the control group and the experimental group II and the control group. And no significant difference was found between experimental group I and experimental group II on speed. The analysis of covariance on resting pulse rate of the pre and post test scores of the experimental group I, the experimental group II and the control group are presented in Table V. TABLE V ANALYSIS OF COVARIANCE OF THE DATA ON RESTING PULSE RATE OF PRE AND POST TEST SCORES OF EXPERIMENTAL GROUP I, EXPERIMENTAL GROUP II AND CONTROL GROUP Test
Experimental Experimental Control
Source of
Sum
Mean
Obtained
Group I
Group II
Group
Variance
of Squares
df
Squares
'F' Ratio
Mean
67.60
67.47
67.20
Between
0.01
2
0.005
0.10
S.D.
0.06
0.718
0.653
Within
2.27
42
0.05
Mean
65.60
65.17
67.13
Between
191.4
2
95.70
S.D.
0.08
0.718
0.618
Within
21.43
42
0.51
65.44
65.35
67.26
Between
169.17
2
84.59
Within
61.42
41
1.50
Pre Test
Post Test 187.65*
Adjusted Post Test Mean
* Significant at .05 level of confidence.
56.39*
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(The table values required for significance at .05 level of confidence for 2 and 42 and 2 and 41 are 3.222 and 3.226 respectively). Table V shows that the pre-test mean values on resting pulse rate of the experimental group I, the experimental group II and the control group are 67.60, 67.47 and 67.20 respectively. The obtained "F" ratio of 0.10 for pre-test scores is less than the table value of 3.222 for df 2 and 42 required for significance at .05 level of confidence. The post-test mean values on resting pulse rate of experimental group I, the experimental group II and the control group are 65.60, 65.17 and 67.13 respectively. The obtained "F" ratio of 187.65 for post test scores is more than the table value of 3.222 for df 2 and 42 required for significance at .05 level of confidence. The adjusted post-test means on resting pulse rate of experimental group I, experimental group II and control group are 65.44, 65.35 and 67.26 respectively. The obtained "F" ratio of 56.39 for adjusted post-test means is more than the table value of 3.226 for df 2 and 41 required for significance at .05 level of confidence. The results of the study indicated that there is a significant difference between the adjusted post-test means of the experimental group I, the experimental group II and the control group. Since, three groups were compared, whenever the obtained 'F' ratio for adjusted post test was found to be significant, the Scheffe's test was used to find out the paired mean differences are presented in Table VI. TABLE VI THE SCHEFFE'S TEST FOR THE DIFFERENCES BETWEEN PAIRED MEANS ON RESTING PULSE RATE Experimental
Experimental
Control
Mean
Confidence
group I
group II
Group
Differences
Interval Value
65.44
65.35
–
0.09
0.77
65.44
–
67.26
1.82*
0.77
–
65.35
67.26
1.91*
0.77
* Significant at .05 level of confidence Table VI shows that the mean difference values between the experimental group I and the control group and the experimental group II and the control group are 1.82 and 1.91 respectively which are greater than the required confidence interval value of 0.77. The mean difference value between the experimental group I and the experimental group II is 0.09 which is less than the required confidence interval value 0.77. The results of this study showed that there is a significant difference exists between the experimental group I and the control group and the experimental group II and the control group. No significant difference was found between experimental group I and experimental group II on the resting pulse rate. The analysis of covariance on anaerobic power of the pre and post test scores of the experimental group I, the experimental group II and the control group are presented in Table VII.
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TABLE VII ANALYSIS OF COVARIANCE OF THE DATA ON ANAEROBIC POWER OF PRE AND POST TEST SCORES OF EXPERIMENTAL GROUP I, EXPERIMENTAL GROUP II AND CONTROL GROUP Test
Experimental Experimental Control
Source of
Sum
Mean
Obtained
Group I
Group II
Group
Variance
of Squares
df
Squares
'F' Ratio
Mean
94.25
94.28
94.29
Between
0.013
2
0.007
0.34
S.D.
0.42
0.42
0.40
Within
7.70
42
0.18
Mean
99.30
96.38
94.29
Between
190.14
2
95.07
S.D.
0.38
0.44
0.41
Within
7.65
42
0.18
98.83
96.10
94.28
Between
190.31
2
95.16
Within
6.73
41
0.16
Pre Test
Post Test 525.17*
Adjusted Post Test Mean
594.75*
* Significant at .05 level of confidence. (The table values required for significance at .05 level of confidence for 2 and 42 and 2 and 41 are 3.222 and 3.226 respectively). Table VII shows that the pre-test mean values on anaerobic power of the experimental group I, the experimental group II and the control group are 94.25, 94.28 and 94.29 respectively. The obtained "F" ratio of 0.34 for pre-test scores is less than the table value of 3.222 for df 2 and 42 required for significance at .05 level of confidence. The post-test mean values on anaerobic power of the experimental group I, the experimental group II and the control group are 99.30, 96.38 and 94.29 respectively. The obtained "F" ratio of 525.17 for post test scores is more than the table value of 3.222 for df 2 and 42 required for significance at .05 level of confidence. The adjusted post-test means on anaerobic power of the experimental group I, the experimental group II and the control group are 98.83, 96.10 and 94.28 respectively. The obtained "F" ratio of 594.75 for adjusted post-test means is more than the table value of 3.226 for df 2 and 41 required for significance at .05 level of confidence. The results of the study indicated that there is a significant difference between the adjusted post-test means of the experimental group I, the experimental group II and the control group. Since, three groups were compared, whenever the obtained 'F' ratio for adjusted post test was found to be significant, the Scheffe's test was used to find out the paired mean differences and are presented in Table VIII.
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TABLE VIII SCHEFFE'S TEST FOR THE DIFFERENCES BETWEEN PAIRED MEANS ON ANAEROBIC POWER Experimental
Experimental
Control
Mean
Confidence
group I
group II
Group
Differences
Interval Value
98.83
96.10
–
2.73*
1.12
98.83
–
94.28
4.55*
1.12
–
96.10
94.28
1.28*
1.12
* Significant at .05 level of confidence Table VIII shows that the mean difference values between the experimental group I and the experimental group II, the experimental group I and the control group and the experimental group II and the control group are 2.73, 4.55 and 1.28 respectively which are greater than the required confidence interval value of 1.12 for significance. The results of this study showed that there is a significant difference exists between the experimental group I and the experimental group II, the experimental group I and the control group and the experimental group II and the control group.
DISCUSSION ON FINDINGS Speed: The above findings clearly indicated that speed increased significantly due to the influence of varied intensity of bicycle ergometer training. The improvement of speed may depend upon the effect of training, increase in activity level of glycolytic enzymes following the bicycle ergometer training. The findings of the study was supported by Romen (1980) stated that the bicycle ergometer training improved the speed performance. Resting pulse rate: Greer and Katch (1982) and Eckrich, Keiffer and Keiffer (1996) who had established the benefits of training on heart rate reduction. This study, therefore contributes substantially to the knowledge that a reasonable duration of training will reduce significantly, the resting heart rate. The findings of the study shows that there is a significant effect due to the bicycle ergometer training on resting pulse rate. Anaerobic power : MC Ardle, etal (1991) stated that Anaerobic energy is attributed to the body ATP-CP system which regenerates ATP at maximal power output. Such maximal output can be supported by ATP-CP system for up to 6 to 8 seconds. The finding of the study shows that there is a significant effect due to the bicycle ergometer training on anaerobic power.
CONCLUSIONS Within the limitations of the present study, the following conclusions are drawn.
The speed, resting pulse rate and anaerobic power significantly improved due to the influence of varied intensity of bicycle training of college men students.
Maximal intensity bicycle ergometer training significantly improved the Speed, resting pulse rate and anaerobic power greater than that of sub-maximal intensity of bicycle ergometer training and the control group.
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Sub-maximal intensity bicycle ergometer training significantly improved the Speed, resting pulse rate and anaerobic power greater than that of the control group.
REFERENCES Athanasios Zakas (2006) "Effect of cycle ergometer strength training on fitness parameters in pubescent and post pubescence untrained male", Journal of strength conditioning research 2, 140-145. Chuck, Coker (1972), "Coaches Training Manual", Universal Gym, University Athletic sales Co. P. 23 Fox, Edward L (1984) "Sports Physiology", Philadelphia: Sounders College Publishers, P. 58. Hardayal Sing (1991) "Science of Sports Training", New Delhi : PVS Publication, P. 191. McArdle, William D (1991) "Essentials of Exercise Physiology", Malvern, Pennysylvania: Lea and Febiger, PP. 345-346. Shaver, Larry G (1982) "Essentials of Exercise Physiology", Delhi: Surjeet Publication, PP. 6-10.
Vol. 1 - Issue 1
June 2011
Journal of Adapted Physical Education and Yoga ISSN: 2229-4821
EFFECT OF FARTLEK TRAINING AND INTERVAL RUNNING ON CARDIO RESPIRATORY ENDURANCE AMONG COLLEGE MEN ATHLETES * S. Arumugam, ** Dr. M. Elango Abstract The aim of this study was to analyse the effect of fartlek training and interval running on cardio respiratory endurance among college men athletes (Runners). Fartlek training and interval running were selected as independent variables and the following dependent variable is cardio respiratory endurance. Forty five men athletes were selected from The M.D.T. Hindu College, Tirunelveli were randomly selected as subjects, they were divided into three groups, fartlek training group (n=15), interval running group (n=15) and control group (n=15). The scientific method was used to assess the dependent variable is coopers 12 minutes run/ walk test and it was recorded as a pre and post-test. The training consists of twelve weeks and it was three days in a week both the experimental groups underwent their specific training and control group did not participate any training. The collected data were analysed by using analysis of covariance to find the significant difference among the experimental and control groups and whenever the F-ratio for ANCOVA was found significant, the Scheffe's post hoc test was used as post hoc test to find the paired mean difference. The results were tested at .05 level of confidence. It was concluded that there was a significant improvement on cardio respiratory endurance due to fartlek training and interval running when compared to the control group among the athletes (runners) and fartlek training outperformed than interval running towards improving cardio respiratory endurance. Key Words: Fartlek Training, Interval Running, Cardio Respiratory Endurance
INTRODUCTION Fartlek Training Fartlek is a great training tool. Fartlek training — the word means “speed-play” in Swedish — has been around for about 50 years and is very effective in increasing a runner’s speed and endurance (Nicki Anderson, 2011). Fartlek is a form of road running or cross country running in which the runner, usually solo, varies the pace significantly during the run. It is usually regarded as an advanced training technique, for the experienced runner who has been using interval training to develop speed and to raise the anaerobic threshold. However, the ‘average’ runner can also benefit from a simplified form of Fartlek training, to develop self-awareness and to introduce variety into the training program. It is primarily a technique for advanced runners because it requires ‘honesty’ to put in a demanding workload, and also ‘maturity’ to not overdo the pace or length of the intervals. With these qualities, Fartlek makes for an excellent component of a distance runners training programme (Ian Kemp, 1997). *Assistant Professor, Department of Physical Edn and Sports, Manonmaniam Sundaranar University, Tirunelveli. **Associate Professor, and Head, Department of Physical Edn, Health Edn and Sports, The M.D.T. Hindu College, Tirunelveli
Journal of Adapted Physical Education and Yoga Vol. 1 - Issue 1 June 2011
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Interval Running Interval running which means is a type of “physical training” and cardio workout that involves bursts of high intensity work. This high intensity work is alternated with periods of rest or low activity, the eponymous intervals. The term can refer to any cardiovascular workout that involves brief bouts at near-maximum exertion interspersed with periods of lower-intensity activity. Athletes often practice interval running on tracks, running hard at a certain pace for a specified distance and jogging, walking, or resting for a set distance or time before the next speed burst. Distances can also vary; one example would be a “ladder” workout consisting of a 1600-meter, two 1200-meter, three 800-meter, and four 400-meter repetitions, each at an appropriate speed and with an appropriate amount of recovery. Interval training refers to the method of repeating stimuli of various intensities with a previously planned rest interval, during which the athlete does not fully regenerate. It should calculate the duration of the rest interval by heart rate method. The athlete could repeat the portions of distance either by time or precise distance (Todor O.Bomba, 1999).
Cardio Respiratory Endurance Cardio respiratory fitness refers to the ability of the circulatory and respiratory systems to supply oxygen to skeletal muscles during sustained physical activity. Regular exercise makes these systems more efficient by enlarging the heart muscle, enabling more blood to be pumped with each stroke, and increasing the number of small arteries in trained skeletal muscles, which supply more blood to working muscles (Rebeka J. Donatello, 2005). The cardio respiratory system and aerobic energy systems become more efficient at delivering oxygen to the working muscles and converting carbohydrate and fat to energy. There are many different ways to train for improved aerobic endurance. The duration, frequency and intensity of each type of training vary and the training focuses on slightly different energy systems and skills and results in different physical adaptations. Interval Training consists of short, repeated, but intense physical efforts (3-5 minutes followed by short rest periods). Fartlek Training combines some or all of the other training methods during a long, moderate training session. During the workout the athletes adds short bursts of higher intensity work with no set plan; it’s up to how the athletes feels. (Elizabeth Quinn, 2009).
The Purpose of the study The aim of this study was to analyse the effect of fartlek training and interval running on cardio respiratory endurance among college men athletes (Runners).
Methodology To achieve the purpose of the study, forty five college men athletes from The M.D.T.Hindu College, Tirunelveli were selected as subjects at random and their age ranged between 18 to 22 years. The selected subjects were divided into three groups, fartlek training group (n=15), interval running group (n=15) and control group (n=15). The Scientific method was used to assess the dependent variable is coopers 12 minutes run/ walk test and it was recorded as a pre-test and post-test. Group I underwent
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fartlek training and group II underwent interval running for twelve weeks (three days per week) of training. The duration of training session in all the days was between forty five minutes to one hour approximately, which included warming up and warming down. Group III acted as control group that did not participate in any specific training on par with experimental groups. All the subjects involved in this study were carefully monitored throughout the training programme to be away from injuries. The collected data were analysed by using analysis of covariance to find the significant difference among the experimental and control groups and whenever the F-ratio for ANCOVA was found significant, the Scheffe’s post hoc test was used to find the paired mean difference. In all the cases .05 level was fixed as confidence level. TABLE I
RELATIVE EFFECT OF FARTLEK TRAINING AND INTERVAL RUNNING ON ENDURANCE RELATED PARAMETERS TRAINING PROGRAMME FOR FARTLEK TRAINING GROUP - I I - Week
II - Week
III - Week
Day
Duration
Intensity
Day
Duration
Intensity
Day
Duration
Intensity
Mon
45 min
50-55%
Mon
45 min
55-60%
Mon
45 min
60-65%
Wed
45 min
50-55%
Wed
45 min
55-60%
Wed
45 min
60-65%
Fri
45 min
50-55%
Fri
45 min
55-60%
Fri
45 min
60-65%
IV - Week
V - Week
VI - Week
Day
Duration
Intensity
Day
Duration
Intensity
Day
Duration
Intensity
Mon
45 min
65-70%
Mon
50 min
55-60%
Mon
50 min
60-65%
Wed
45 min
65-70%
Wed
50 min
55-60%
Wed
50 min
60-65%
Fri
45 min
65-70%
Fri
50 min
55-60%
Fri
50 min
60-65%
VII - Week
VIII - Week
IX- Week
Day
Duration
Intensity
Day
Duration
Intensity
Day
Duration
Intensity
Mon
50 Min
65-70%
Mon
55 Min
55-60%
Mon
55 Min
60-65%
Wed
50 Min
65-70%
Wed
55Min
55-60%
Wed
55 Min
60-65%
Fri
50 Min
65-70%
Fri
55 Min
55-60%
Fri
55 Min
60-65%
X - Week
XI - Week
XII - Week
Day
Duration
Intensity
Day
Duration
Intensity
Day
Duration
Intensity
Mon
55 Min
65-70%
Mon
60 Min
60-65%
Mon
60 Min
65-70%
Wed
55 Min
65-70%
Wed
60 Min
60-65%
Wed
60 Min
65-70%
Fri
55 Min
65-70%
Fri
60 Min
60-65%
Fri
60 Min
65-70%
Journal of Adapted Physical Education and Yoga Vol. 1 - Issue 1 June 2011
25
TABLE II TRAINING PROGRAMME FOR INTERVAL RUNNING GROUP-II I - Week
II Week
Day
Distance covered
Repetition
Active Rest
Intensity
Day
Distance Repetition covered
Active Rest
Intensity
Mon
800 m
8
1 min
50-55%
Mon
900 m
7
1.5 min
55-60%
Wed
900 m
7
1.5 min
50-55%
Wed
1000 m
6
2 min
55-60%
Fri
1000 m
6
2 min
50-55%
Fri
800 m
8
1 min
55-60%
III - Week
IV Week
Day
Distance covered
Repetition
Active Rest
Intensity
Day
Distance Repetition covered
Active Rest
Intensity
Mon
1000 m
6
2 min
60-65%
Mon
800 m
8
1 min
65-70%
Wed
800 m
8
1 min
60-65%
Wed
900 m
7
1.5 min
65-70%
Fri
900 m
7
1.5 min 60-65%
Fri
1000 m
6
2 min
65-70%
Active Rest
Intensity
V - Week
VI Week
Day
Distance covered
Repetition
Active Rest
Intensity
Day
Distance Repetition covered
Mon
900 m
8
1 min
55-60%
Mon
1000 m
7
1.5 min
60-65%
Wed
1000 m
7
1.5 min 55-60%
Wed
1100 m
6
2 min
60-65%
Fri
1100 m
6
Fri
900 m
8
1 min
60-65%
Active Rest
Intensity
2 min
55-60%
VII - Week
VIII Week
Day
Distance covered
Repetition
Active Rest
Intensity
Day
Distance Repetition covered
Mon
1100 m
6
2 min
65-70%
Mon
1000 m
8
1
55-60%
Wed
900 m
8
1 min
65-70%
Wed
1100 m
7
1.5 min
55-60%
Fri
1000 m
7
Fri
1200 m
6
2 min
55-60%
1.5 min 65-70%
IX - Week
X - Week
Day
Distance covered
Repetition
Active Rest
Intensity
Day
Distance Repetition covered
Active Rest
Intensity
Mon
1100 m
7
1.5 min 60-65%
Mon
1200 m
6
2 min
65-70%
Wed
1200 m
6
2 min
60-65%
Wed
1000 m
8
1min
65-70%
Fri
1000 m
8
1 min
60-65%
Fri
1100 m
7
1.5 min
65-70%
XI - Week
XII Week
Day
Distance covered
Repetition
Active Rest
Intensity
Day
Distance Repetition covered
Active Rest
Intensity
Mon
1300 m
6
2 min
60-65%
Mon
1100 m
8
1 min
65-70%
Wed
1200 m
7
1.5 min 60-65%
Wed
1200 m
7
1.5 min
65-70%
Fri
1100 m
8
Fri
1300 m
6
2 min
65-70%
1 min
60-65%
Journal of Adapted Physical Education and Yoga Vol. 1 - Issue 1 June 2011
26
Results and Analysis The mean and standard deviation values on cardio respiratory endurance of fartlek training, interval running and control groups have been analysed and presented in Table I.
TABLE III MEAN AND STANDARD DEVIATION FOR CARDIO RESPIRATORY ENDURANCE AMONG EXPERIMENTAL AND CONTROL GROUPS
Pre Test
Post Test
Tests
Fartlek Training Group
Interval Running Group
Control Group
Mean
2154.45
2109.67
2129.25
SD
206.84
231.60
251.74
Mean
2553.08
2362.67
2119.67
SD
243.81
251.25
213.98
Table III shows that the mean values of pre test and post test of Fartlek Training Group were 2154.45 + 206.84, 2553.08 + 243.81 for Interval Running Group were 2109.67 + 231.60, 2362.67 + 251.25 and for Control Group were 2129 + 251.74, 2119.67 + 213.98.
TABLE IV RESULTS OF ANALYSIS OF COVARIANCE FOR THE CARDIO RESPIRATORY ENDURANCE AMONG EXPERIMENTAL AND CONTROL GROUPS Adjusted Post Test Means Fartlek Training Interval Running Control Group Group Group 2535.50
2378.73
Sources of Variance
Sum of Square
df
Mean Squares
Between
1311738.766
2
655869.38
2121.09
F-ratio
25.02* Within
1074616.040
41
26210.147
R Squared = .715 (Adjusted R Squared = .694) *Significant at .05 level of confidence. (The table value required for significance at .05 level with df 2 and 41 is 3.225) Table IV shows that the adjusted post-test means of fartlek training, interval running and control groups are 2535.50, 2378.73 and 2121.09 respectively. The obtained F-ratio value is 25.02, which is higher than the table value 3.225 with df 2 and 41 required for significance at .05 level. Since the value of F-ratio is higher than the table value, it indicates that there is significant difference among the adjusted post-test means of fartlek training, interval running and control groups. This effect is accounted for 72% of the variance on cardio respiratory endurance (Eta2 =0.715). To find out which of the three paired means had a significant difference, the Scheffe’s post-hoc test was applied and the results are presented in Table V.
Journal of Adapted Physical Education and Yoga Vol. 1 - Issue 1 June 2011
27
TABLE V SUMMARY OF THE SCHEFFE’S POST HOC PAIR WISE COMPARISONS ON CARDIO RESPIRATORY ENDURANCE AMONG EXPERIMENTAL AND CONTROL GROUPS Fartlek Training
Interval Running
2535.50
2378.73
2535.50 2378.73 C.I. Value- Confidence Interval Value
Control Group
Mean Differences
C.I.Value
156.77*
149.55
2121.10
414.40*
2121.10
257.63*
*Significant at .05 level.
The fartlek training (Adj. Mean = 2535.50) significantly outperformed the interval running (Adj.Mean = 2378.73) in cardio respiratory endurance with adjusted mean differences of 156.77 (CI = 149.55) and also the experimental groups, fartlek training and interval running significantly outperformed the control group (Adj.Mean = 2121.10) in cardio respiratory endurance with adjusted mean differences of 414.40 and 257.63 (CI = 149.55).
Discussions on Findings The present study indicates that both the Fartlek and interval training have beneficial effect in the cardio respiratory endurance and both these training have significant differences among them. It was found that the Fartlek training paved way for better improvement in the cardio respiratory endurance, because the Fartlek training is the continuous running method, and the athletes varies the pace significantly during the run and their own efficiency in the varied surfaces. Interval running too improves the cardio respiratory endurance. But comparing with the Fartlek training, interval running was not much competent in improving the cardio respiratory endurance. Because of the interval running has little rest/recovery between the repetitions affect the continuity of the running. Control group should no improvement in the cardio respiratory endurance because it had not been given any sort of training. All training may improve the physical and physiological qualities. This study also proved that the Fartlek and interval running had improved the cardio respiratory endurance. So if athletes such as middle and long distance runners want to improve their cardio respiratory endurance, he has to undergo the Fartlek training.
Conclusion 1.
There was a significant difference among the fartlek training, interval running and control groups towards improving the cardio respiratory endurance.
2.
This effect is accounted for 72% of the variance on cardio respiratory endurance.
3.
The fartlek training outperformed than the interval running in cardio respiratory endurance and also the fartlek training and interval running significantly outperformed than the control group.
Implications for Educators From the discussion of the findings, it is evident in this study that fartlek training and interval running were effective in supporting participants’ cardio respiratory endurance performance. Therefore, fartlek training can be integrated with endurance training to develop endurance parameters in turn it will improve the overall performance of the participants.
28
Journal of Adapted Physical Education and Yoga Vol. 1 - Issue 1 June 2011
In this study, the findings showed that the fartlek training were particularly effective in supporting endurance parameters. Therefore, Physical educators, trainers and coaches should give more attention to fartlek training.
References Blair, S. H. Kohl, R. Paffenbarger, D. Clark, K. Cooper, L. Gibbons. Physical fitness and all-cause mortality, JAMA, 1989. Bomba, Tudor O. (1999). Periodization: Theory and Methodology of Training, (4th ED), Champaign Illinois: Human Kinetics Publishers Inc. Cyphers, Mari (1991). “Flexibility�, Personal Trainer Manual, The Resource for Fitness Professionals. The American Council on Exercise, Retrieved from http://www.fitzones.com/members/Fitness/ fitness.asp Elizabeth Quinn, Relationship between Fartlek and Interval Training on Cardio Respiratory Endurance, (2009). Retrieved from http://sportsmedicine.about.com/od/anatomyandphysiology/a/ Endurance.htm. Ian Kemp, Fartlek, (1997). Retrieved from http://www.coolrunning.com.au/expert/1997c002.shtml Nicki Anderson, Fartlek, (2011). Retrieved from http://www.active.com/page18725.aspx Rebeka J. Donatello (2005). Health, The Basics. 6th ed. San Francisco: Pearson Education, Inc. Retrieved from http://en.wikipedia.org/wiki/Cardiorespiratory_fitness Sparks, Y., & Todd, M. (1997). Physical development: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University, Retrieved from http://www.edpsycinteractive.org/topics/ biology_physical/physical.html
Vol. 1 - Issue 1
June 2011
Journal of Adapted Physical Education and Yoga ISSN: 2229-4821
EFFECT OF DEEP HEAT COMBINED STATIC STRETCHING ON THE TRICEPS SURAE MUSCLE EXTENSIBILITY IN ATHLETES RECOVERING FROM FIRST DEGREE LATERAL LIGAMENT SPRAIN OF ANKLE JOINT * S. Arun Vijay Ankle sprain is one of the most common running induced soft tissue injury encountered by the athletes. There are various reasons for the occurrence of the soft tissue injuries in athletes which include: poor biomechanics, decreased flexibility of muscles, foot wear alterations and the poor running surface. The Rehabilitation of any soft tissue Injury is not complete until the athlete returns to his or her sporting event. There are two kinds of impairments seen in patients with ankle sprain that includes pain and functional disability. Most of the therapeutic interventions are targeting symptomatic management which are mainly focusing on the pain reduction. However, the injury rehabilitation process involves the athlete to undergo a brief period of immobilization that results in decreased flexibility of the connective tissues. So, the increased flexibility is the goal for any athlete recovering from a period of immobilization or injury involving the connective tissues. Optimal flexibility is also desirable for participants in most athletic activities. It is generally presumed that more the athlete runs, the greater the likelihood of developing muscle tightness. In addition, runners have a tendency to be tight in hamstring and calf muscles. Running frequently hypertrophies the gastrocnomious and hamstring groups with concomitant inflexibility of these muscles9. Flexibility is important not only for a successful Physical performance but also in the prevention of injuries. In many sporting situations, a muscle is forced to stretch beyond its normal active limits. If the muscle does not have enough elasticity to compensate for this additional stretch, the musculotendinous units may be injured. Thus, in order to attain good flexibility, the extensibility of muscles are very important & essential. Sports physiotherapist have used many different methods to maintain and increase joint motion by altering the extensibility of musculotendinous units that produce movement at a joint and to prevent deformity and dysfunction resulting from sports injuries7. Common methods have included ice, heat, static stretch, constant passive motion, active or passive exercise, or some combination of these methods. Previous studies demonstrated the combination of ultrasound and static stretch treatments increased the extensibility of triceps surae muscles more than the static stretch treatments in healthy subjects4. It has been suggested that heating an area before and during a stretch, then cooling the area in the stretched or loaded position will optimize the permanent plastic deformation of the connective tissue structure. Static stretching involves maintaining a constant amount of tension on a muscle for a given period of time in order to create a progressive deformation of the tissues and increase their length. Further, the static stretching technique results in the stimulation of the golgi tendon organs, located in the musculotendinous junction that lead in the decreased muscle tone. In addition to this, a slowly applied stretch helps to reduce the muscle tone by reducing the degree of myotatic reflex contraction. Both neurophysiologic responses participate in the effectiveness of this technique to elongate a muscle through both elastic and plastic deformation of its non contractile components. * Professor, KG Hospital & Post Graduate Medical Institute, Coimbatore
Journal of Adapted Physical Education and Yoga Vol. 1 - Issue 1 June 2011
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Other studies conducted on human subjects using Ultrasound and static stretching on triceps surae muscle reveals an increase in the extensibility of the muscle that was reflected in the dorsiflexion range of motion of 2.4 degrees after a single treatment1. Previous studies mentioned effective duration of static stretch and the static stretch load. Beaulieu, a flexibility exercise proponent, recommended SS duration of 30 to 60 seconds. Kottke et al., used 10 to 30 lb of stretching weight for the triceps surae muscles for 20 minutes. A pilot study demonstrated that subjects could tolerate 51lb stretching weight for the 1-minute SS treatment used in our study without experiencing discomfort. In this study, the researcher used ultrasound to increase the temperature of the tissue. Ultrasound is a conventional deep heat treatment modality that requires definition of the intensity, duration and application technique. The ultrasound intensity is set in relation to the soft tissue thickness. If the softtissue thickness is greater than 8cm, as in some triceps surae muscles, 1.5 W/cm2 are used6. Lehmann et al showed that continuous US treatment of 5 to 10 minutes duration is necessary to obtain maximum heating of tissues. In the present study, the researcher used the intensity of 1.5 W/cm2 and duration of 8 minutes. The effectiveness of the deep heat combined with static stretching has not yet been demonstrated in the patient's population. The objective of this study was to lengthen the triceps surae muscles in the athletes recovering from the first degree ankle sprain by means of either static stretch or a combination of static stretch and ultrasound using a self designed muscle stretching apparatus. At the beginning of this study, the researchers made two hypotheses: They are: i.
The Ultrasound combined static stretching produces more increase in the triceps surae muscle extensibility than static stretching alone.
ii.
The static stretch produces more increase in the triceps surae muscle extensibility than no treatment.
METHODOLOGY DESIGN: A randomized control trial with two experimental groups and one control group was used to study the effectiveness of the deep heat combined with static stretching on the extensibility of triceps surae muscle in the athletes recovering from Ankle sprain. The independent variable in this study consisted of the use of two experimental treatments (static stretch alone and static stretch and ultrasound combined) and one control treatment. The dependent variable was the triceps surae extensibility, measured as degrees of ankle dorsiflexion.
SUBJECTS: All the male athletes between the age group of 18 to 22 studying in the KG group of institutions formed the population of this study. Only those 28 athletes who are diagnosed to have the first degree ankle sprain were selected for this study. The inclusive criteria used were: diagnosis of first degree ankle sprain involving lateral ligament as established by the physician, absence of pain indicated by less than 2 in the VAS scale, absence of propriopetive loss , and no instability around the ankle joint.
Journal of Adapted Physical Education and Yoga Vol. 1 - Issue 1 June 2011
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Subjects with stiffness of ankle joint and any neuromuscular disorders were excluded. The study was approved by the human ethical research committee of KG hospital. Informal consent was signed by all the subjects and all the subjects reported were not involved in any concurrent muscle stretching program and did not initiate or increase any exercise for the duration of this study. Specific controls for the subjects included age, gender, and previous medical history of the first degree of ankle sprain. Same goniometric measurement technique as described by Cole was used throughout the study. Same researcher conducted all the ultrasound treatment, and the same Ultrasound instrument (lifeline systems) was used throughout the study. Same static stretch treatment protocol was used to ensure constant intensity, duration and frequency and technique. All the subjects who are diagnosed as having first degree Ankle sprain (n = 29) were divided in to 3 groups of using random sampling methods and were assigned into experimental treatments as scheduled below: Groups
N
Treatments
Control group
09
Warm-up followed by no treatment
Experimental Group-I
10
Warm-up followed by Static stretching only
Experimental Group-II
10
Warm-up followed by deep heat combined with static stretching
MUSCLE STRETCHING APPARATUS: The researcher used a self-designed muscle stretching apparatus consisted on a wooden table, with a pulley attached to the centre of the table in its lower surface. A metallic cable passes through the pulley with its one end carries 41-lb of stretching load and the other end connected to a non elastic cuff. This non-elastic cuff was then attached to the forefoot of the patient that produces doriflexion movement at the ankle joint (thereby facilitating triceps surae stretch) Technical specification of the Muscle stretching apparatus Total height of the table from the floor
:
1.18 meters
Total length of the table
:
1.75 meters
Width of the table
:
0.58 meters
Radius of the Pulley
:
0.04 meters
Fig 1: Muscle Stretching Apparatus
Journal of Adapted Physical Education and Yoga Vol. 1 - Issue 1 June 2011
32
Mechanical Advantage of the Apparatus: In the present study, the researcher used a pulley to apply the stretching force to the muscle. This pulley can be considered as a simple machine. A single pulley has the mechanical advantage equal to two. i.e. Weight (W) /Power (P) =2. In this study, the pulley can be considered as a fulcrum point (F). Weight used in this study (W) = 41 lb Distance from the centre of the pulley to the weight suspended (W1) for a sample=0.98 meters Distance from the centre of the pulley to the foot end (P1) for a sample =1.13 meters Power (P) = K (Outcome of the treatment measured as degrees of ankle dorsiflexion.) For a simple machine, the principle is, Weight (W) X Weight arm (W1) = Power (P) X Power arm (P1) The mechanical advantage of the muscle stretching used in this study can be inferred from the following equation using the principle of a simple machine. W (41) X W1 (0.98) = P (K) X P1 (1.13) To calculate K, the researcher considers the outcome as power, by varying the stretching load and making several observations regarding the outcome. This is inferred that the outcome will change as per the change in the load that demonstrates the mechanical advantage of this apparatus.
PROCEDURE: 1.
All the subjects were positioned on the testing table with their lateral malleolus 8 inches beyond the table's edge using a standard inch tape. Subjects were secured to the testing table with waist and hip straps and were instructed to perform predesigned warm-up exercises consisting of active dorsiflexion and plantar flexion 5 repetitions.
2.
Pre-intervention active dorsiflexion range of motion of the ankle joint was calculated using the Cole's standard goniometric technique.
3.
The subjects in the control group were asked to rest in the prone position for eight minutes between the post warm-up and post intervention measurement.
4.
The subjects in the Experimental group-I were asked to rest in the prone position for eight minutes and maintaining tension with the muscle stretching apparatus for the entire eighth minute.
5.
The subjects in the Experimental group-II were given ultrasound to the calf muscle for the 8 minutes period and maintaining tension with the muscle stretching apparatus for the entire eight minutes.
6.
The post intervention active dorsiflexion measurements were recorded for all the subjects after one week of intervention (i.e.) after 6 sittings.
DATA ANALYSIS The researcher used two statistical tests to analyze the data, an analysis of covariance (ANCOVA) and a post hoc test called the Scheffe’s procedures method. ANCOVA was used to do two things:
Journal of Adapted Physical Education and Yoga Vol. 1 - Issue 1 June 2011
33
(1) adjust for the variability seen in dorsiflexion before treatment (2) test for significant treatment effects. Scheffe’s post hoc method was used to determine which difference between the treatments are significant.
RESULTS TABLE - 1 COMPUTATION OF ANALYSIS OF COVARIANCE ON ANKLE DORSIFLEXION RANGE OF MOTION Data
Source of variation
Sum of Square
df
Mean square
Obtained F ratio
Pre-Intervention mean
Between
0.127
2
0.064
0.047
Within
35.114
26
1.351
Between
56.611
2
28.306
Within
37.147
26
1.429
Adjusted Post test mean
19.812*
*Significant at 0.05 Level The pretest scores were subjected to statistical treatment and the obtained F value of 0.047is found to be lesser than the table value of 3.42. This indicates that there was no significant difference exists between the groups and the random assignments of the subjects were successful. Taking into consideration of the pretest scores and post test scores adjusted mean scores were calculated and subjected to statistical analysis using ANCOVA. The obtained F value of 19.812 greater than the table value of 3.42 which indicates that there was a significant difference exists between the three groups. Since the significant F ratios were recorded, the scores were further subjected to statistical analysis using Scheffe's Post hoc test and the results were presented in table 2. TABLE-2 SCHEFFE CONFIDENCE INTERVAL TEST SCORES ON ANKLE DORSIFLEXION RANGE OF MOTION Control group
Experimental group-I
18.97
20.85 20.85
18.97
Experimental group-II
Mean difference 1.9056*
22.40
1.5500*
22.40
3.4556*
*significant at 0.05 level Table 2 shows the post hoc analysis of the ordered adjusted means. It was observed that the mean difference between the Control group and the experimental group-I was 1.90 degrees, the mean difference between the Experimental Group-I and Experimental Group-II was 1.55 degrees and the mean difference between the control group and experimental group-II was 3.45 degrees. All the values obtained were significant at 0.05 level. The static stretch treatment produced greater dorsiflexion than the control treatment across all the three groups with a mean increase for all the subjects of 1.90 degrees. Likewise, the static stretch and ultrasound treatment produced consistently greater dorsiflexion than the static stretch treatment across all three groups and a significant (P<0.05) mean increase in dorsiflexion for all the subjects of 1.55 degrees.
Journal of Adapted Physical Education and Yoga Vol. 1 - Issue 1 June 2011
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DISCUSSION This study is the randomized control trial of the effectiveness of the deep heat combined static stretch on the extensibility of triceps surae in the athletes recovering from the first degree sprain of lateral ligament of the ankle joint. Previous studies done by the same author showed the effectiveness of the ultrasound combined static stretch on the extensibility of the triceps surae muscles in the healthy subjects1. However, the combined effectiveness of the deep heat and static stretching on the patient population has not been demonstrated. This study was conducted with an objective to show the effectiveness of the ultrasound combined static stretch on the extensibility of the triceps surae muscles in athletes who are recovering from the first degree ankle sprain. The researcher selected the athletes who sustained a first degree lateral ligament sprain of ankle joint and underwent an initial protection phase of rehabilitation. All the subjects selected for this study were pain free or complaints of a minimum pain intensity that falls within 2 points on the 10 point Visual Analog Scale. The primary goal is to condition the flexibility of the recovering triceps surae muscle to its optimum length. The researcher selected two different therapeutic interventions consisting of ultrasound combined static stretching and static stretching alone to lengthen the triceps surae muscle in the subjects. Previous studies by Warren et al and Gersten et al., using rat tail tendons indicated that maximum extensibility was obtained when using heat and static stretching combined. Further studies done by Kenneth et al., reveals that the same combination of ultrasound and static stretching showed a significant increase in the extensibility of the triceps surae muscles in the human subjects. In the present study, all the subjects were identical in the outcome parameters before the application of the experimental treatment as shown in the table 1. The researcher applied the experimental interventions to all the two groups and keeping one group as control with an expectation to see whether there is any significant difference in the outcome parameters. It was found that the subjects who received ultrasound and static stretching showed greater significance in the dorsiflexion range of motion of the ankle joint when compared to the other group treated with static stretch alone. This improvement is consistent with the previous findings by Kenneth C. Wessling et al., (1987). This improvement is due to the application of ultrasound to the muscle belly. The observed increase in the doriflexion were small 1.55 degrees, but clinically significant because the increase were due to the treatment effect and not due to measurement error since all the measurements were taken by the same investigator using the same goniometric measurement protocol. Further, the intra rater reliability of the investigator who measured the dorsiflexion range of motion in this study was rated as 'High reliability' (r=0.91).Further, this study demonstrated that the static stretching using a mechanical device produced significant improvement in the extensibility of triceps surae muscle since subjects who received the static stretching treatment also show a significant increase in the extensibility of the triceps surae muscles than the control group. This finding also validates that the static stretching of 1 minute and the stretching load of 20 kgs was sufficient to show improvement in the extensibility of triceps surae muscle in the patient population. This study also adds value to the literature by providing
Journal of Adapted Physical Education and Yoga Vol. 1 - Issue 1 June 2011
35
a method to calculate the mechanical advantage of the apparatus used for imparting stretching using the principle of a simple machine. The difference in gaining flexibility among the subjects and groups may be due to the following. 1.
Body changes where flexibility is less in older subjects when compared to younger ones.
2.
Volume of surrounding tissues where lean individuals have less restriction compared to overweight individuals.
3.
Character of muscle tissue where the endurance dominated individuals have more flexibility than strength dominated individuals.
4.
Variations in the recovery among the athletes who sustained the first degree lateral ligament sprain of ankle joint
5.
The degrees of improvement in flexibility depends on adaptation of muscle to sarcomere number which in turn relies on passive tension that the muscle is exposed to or the degree of muscle activation (Hick et al, 1985).
CONCLUSION The results of this study support the hypothesis that deep heat combined static stretching increases the extensibility of the triceps surae muscle in athletes recovering from the first degree ankle sprain than doing static stretching alone. Further, this study also validates the effectiveness of 1 minute duration of stretching, stretching load of 20 kgs and the clinical utility of the muscle stretching apparatus in the sport injury rehabilitation.
Clinical Importance of this study: 1.
This study validates the importance of flexibility training as an essential component in the rehabilitation of the athletes recovering from the first degree lateral ligament sprain of ankle joint.
2.
This study validates the combined effectiveness of deep heat and static stretching on the extensibility of triceps surae in the patient population.
3.
This study demonstrated the utility of the muscle stretching apparatus in the rehabilitation of the athletic injuries.
REFERENCES Arun Vijay S., 'An experimental study to assess the effectiveness of static stretch and ultrasound combined static stretch on the extensibility of triceps surae muscle in healthy men'; Dissertation submitted to the Tamilnadu dr.MGR medical University: March 2001. Cole TM., Measurement of musculoskeleatal function: Krusen's hand book of Physical medicine and rehabilitation, edi 3, Philadelphia, PA, WB Saunders Co, 1982, pp 310-320. Gersten JW: Effect of ultrasound in tendon extensibility: American Journal of Physical Medicine:1955:34:368.
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Kenneth C. Wesslings, Dawn A. Devane, Cynthia R.Hylton, 'Effect of static stretch versus static stretch and Ultrasound combined on Triceps surae Muscle extensibility in Healthy Women; Physical Therapy: 1987:67(5):674-79. Kottke FJ., Pauley DL.,Ptak RA., 'The rationale for prolonged stretching for correction of shortening of connective tissue: Achieves of Physical medicine and rehabilitation:1966:47:345-352. Lehmann JF, Masock AJ, Warren CG, et al., Effect of therapeutic temperatures on tendon extensibility:1970: Achieves of Physical medicine and rehabilitation:52:465-472. Medeiros JM, Smidt GL, Burmeister LF, et al: Influence of Isometric exercise and passive stretch on hip joint motion. Physical Therapy: 1977: 57:518-523. Rather Aijaz, Puja Chaudhary, Nishat Quddus, 'Ultrasound and prolonged long duration stretching increase triceps surae muscle extensibility more than identical stretching alone; Indian Journal of Physiotherapy and Occupational therapy; Vol.1.,No.3(2007-07-2007-09) S.Sharon Wang, Susan L.Whitney: Lower extremity Muscular flexibility in long distance runners; Journal of orthopaedics and sports physiotherapy; Feb 1993:7(2):102-107. Warren CG, Lehmann JF, Koblanski JN: Heat and stretch procedures: 'An evaluation using rat tail tenton; Achieves of Physical medicine and rehabilitation: 1976:57:122-126.
Vol. 1 - Issue 1
June 2011
Journal of Adapted Physical Education and Yoga ISSN: 2229-4821
EFFECTS OF VARIED YOGIC PRACTICES ON SELECTED PHYSIOLOGICAL, PSYCHOLOGICAL AND HAEMATOLOGICAL VARIABLES OF INTELLECTUALLY CHALLENGED BOYS *Mrs. S. Akila
Abstract The purpose of the investigation was to find out the effects of varied yogic practices on physiological, psychological and haematological variables of intellectually challenged boys. To achieve this objective forty-five boys from various special schools namely TAT Kalanilayam and Ashirwad spastic society, Coimbatore were selected as subjects. The subjects were divided randomly into three groups of 15 each. Group I acted as regular yogic training group, Group II as adapted yogic training group which underwent yogic training for a period of 6 weeks and Group III acted as control group .Pre and post tests were conducted in resting heart rate, forced expiratory volume, finger dexterity, haemoglobin level and leucocytes count. Results showed that both the regular yogic training group and adapted yogic training group had significantly improved in the resting heart rate, forced expiratory volume, finger dexterity, haemoglobin level and leucocytes count. In comparison to the regular yogic training group, the adapted yogic training group had significant improvement in forced expiratory volume, finger dexterity, haemoglobin level and leucocytes count and in comparison to control group the adapted yogic training group had shown significant improvement in all the variables. The regular yogic training group had significant improvement than the control group in all the selected variables. Key words: intellectually challenged, adapted yoga, finger dexterity, forced expiratory volume.
Introduction The intellectually challenged persons are those who are unable to ensure themselves wholly or partly the necessities of normal individual life including work, as a result of deficiency in their physical or mental capability (Declaration on the Rights of Disabled Persons). Their learning ability, reasoning power and judgements develop at a slower pace. Many of the intellectually challenged children are able to participate in activities with non-disabled people if they are given an appropriate adaptation and support. Others require a long term structured program. With adequate training and education they can become more self reliant. They can be found holding nonskilled or semi-skilled jobs and made to effectively integrate into the social structure. Yoga is an ancient Indian practice which involves moving the body and training the mind to achieve balance and well-being. The purpose of traditional yoga is to be healthy, both physically and mentally, and able to reach his or her highest potential as a person. Practicing yoga as a lifestyle can be beneficial for individuals with disabilities or chronic health conditions through both the physical postures and the breathing exercises. Each pose can be modified or adopted to meet the needs of the challenged boys. *Ph.D., Scholar, Faculty of General & Adapted Physical Education and Yoga, Ramakrishna Mission Vivekananda University, Coimbatore
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In comparison to modern medical approach, yogic therapy has been found to be more beneficial, because the mode of action of many psychically active drugs is not fully clear. (Pathak, 1983). It is probable that this is because the role of neurotransmitter agents themselves in mental disorder is poorly understood. Mostly major and minor tranquillizers, antidepressants and anti-convulsants are given to the persons for any kind of mental disorders. It has been observed that many of these drugs have wide actions and a considerable number of side effects, some bad and some very serious. Yogic techniques like specified asana, shatkarmas- such as trataka, kapalbhati, etc., may be very useful for the development of mentally handicapped people, and have no side-effects. They act immediately, and are the most useful tranquillisers, which can be given very safely to intellectually disabled children (Pathak,1983). In a survey, it was found that mildly disabled children have shown mental improvement by regular practices of sarvangasana after only three months. ( Bajpai, 1983). The famous Indian psychologists like Nathawath,. Singen and Roy (1983) and some others, have also observed the effect of yoga on mental patients. Raman (1981) has expressed the importance of yogasanas and breathing on increasing the efficiency of the nervous system and thus helping in the rehabilitation of the intellectual disability. Yoga is very much needed for the overall development of the intellectually challenged persons in adapted form. The purpose of the study was to find out the effects of different yogic exercises on physiological, psychological and haematological variables of the intellectually challenged persons.
Methodology Selection of Subjects: Forty-Five mild and moderate intellectually challenged persons of 12-15 years age groups from TAT Kalanilayam and Ashirwad spastic society, Coimbatore were taken as subjects for the study. They were randomly assigned to three groups - Group I, Group II and Group III. While Group I and Group II served as experimental groups that underwent regular yoga training and adapted yoga training for 6 weeks respectively. Group III was considered as control group. Selection of Variables: Based on the literature available and consultation with the experts the following variables were considered important for the study of the intellectually challenged persons. Data were collected using appropriate tools as shown below.
TABLE - 1 VARIABLE AND TESTS S. No.
Criterion variables
Test items
Unit of measurement
1.
Resting heart rate
Radial pulse
In number/min
2. 3. 4.
Forced expiratory volume Finger dexterity Haemoglobin
Peak flow meter Finger dexterity test Sahli's test
In cc In points Mg/dl
5.
Leucocytes
TC
Cells/cu.m
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Training Programme Physical education teachers, special educators and the parents of the special children were employed in this program. They were given enough orientation in the carefully selected yogic exercises. The following yogic exercise program for Group I and Group II respectively were carried out in the morning for one hour daily for six weeks.
Table - 2 TRAINING SCHEDULE S. No. Yogic component
1. 2. 3. 4.
Prayer Kiriyas Loosening Asanas
5. 6.
Relaxation Pranayama
7. 8.
Meditation Closing prayer
Yogic Component Prayer Kiriyas Loosening Asanas
EXPERIMENTAL GROUP I (REGULAR YOGA GROUP) Name of exercise Repetition Om chanting 5 times Kapalabhathi 10 blows/2 rep 1 rep i. Tadasana 3 * 10 sec ii. Pathahasthasana 3 * 20 sec iii. Trikonasana 2 * 2 sides * 20sec iv. Vajrasana 3 * 5 sec v. Ustrasana 3 * 45 sec vi. Sasangasana 3 * 30 sec vii. Matchyasana 3 * 15 sec viii. Bhujangasana 3 * 30 sec ix. Savasana 3 IRT i. Bhramari ii. Sadanta Yoga Nidra OM / shanthi shanthi shanthi hi
1 time 3 times 3 times 1 time 5 times
Table - 3 TRAINING SCHEDULE EXPERIMENTAL GROUP II (ADAPTED YOGA GROUP) Name of Adaptation Repitition Exercise Om chanting Kapalabhathi
Tape recorder
x xi. xii. xiii. xiv. xv.
Wall bar Towel Chair/stool Pillow Chair Leg of chair
Tadasana pathahasthasana Trikonasana Vajrasana Ushtrasana Sasangasana
5 times 10 blows/2 rep 1 rep 3*10 sec 3*20sec 2*2sides*20sec 3 * 10 sec 3 * 5 sec 3 * 30sec
Duration (in min) 3 min 3 min 3 min 2 min 2 min 2 min 2 min 3 min 3 min 2 min 2 min 2 min ---------20 min 2 min 3 min 3 min 20 min 3 min 60 min
Duration (in min) 3 min 3 min 3 min 1 min 2 min 2 min 2 min 2 min 2 min
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Yogic Component
Relaxation Pranayama Meditation Closing prayer
Name of Exercise
Adaptations
Repitition
Duration (in min)
xvi. Matchyasana xvii. Bhujangasana xviii. Savasana
Pillow Pillow
3 * 15 sec 3 * 30 sec 3
IRT i. Bhramari ii. Sadanta Yoga Nidra OM shanthi shanthi shanthi hi
Towel/pillow
1 time 10 times 10 times 1 time 5 times
2 min 2 min 2 min ---------20 min 2 min 3 min 3 min 20 min 3 min
Mint candy Story Telling
60 min Tadasana
Pathahasthasana
Tirikonasana
Sasangasana
Statistical Technique t ratio was applied to find out the significant difference between the pre and post tests in all the selected variables. Analysis of covariance (ANACOVA) was applied to find out the significant difference among the groups in all the selected variables. Scheffe's post hoc test was applied to find out the significant differences between the paired adjusted means.
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Results of t test Paired t test was applied to find out the significant improvement due to regular yogic training and adapted yogic training on the selected variables. TABLE â&#x20AC;&#x201C; 4 COMPUTATION OF T RATIO FOR PRETEST AND POST TEST OF SELECTED VARIABLES OF REGULAR YOGIC TRAINING GROUP S.No. Varables
Mean
1
Pre test
2 3 4 5
Resting heart rate Forced Expiratory volume Finger dexterity Haemoglobin level Leucocytes level
SD
r ratio
Sign
68.53
4.39
3.893
S
Post test
67.80
4.54
Pre test
108.67
33.57
4.773
S
Post test
124.67
31.82
Pre test
701.47
383.61
6.659
S
Post test
603.0
365.59
Pre test
11.73
1.80
5.567
S
Post test
13.00
1.56
Pre test
6533.3
1364.17
4.140
S
Table value for .05 level 2.145 As per table 4 the obtained t ratio 3.893, 4.773, 6.659, 5.567 and 4.140 for the variables resting heart rate, forced expiratory volume, finger dexterity, haemoglobin level and leucocytes count respectively are greater than the required table value. Hence it is interpreted that there is a significant improvement in all the selected variables. TABLE - 5 COMPUTATION OF T RATIO FOR PRETEST AND POST TEST OF SELECTED VARIABLES OF ADAPTED YOGIC TRAINING GROUP S.No. Varables
Mean
1
Pre test
2 3 4 5
Resting heart rate Forced Expiratory volume Finger dexterity Haemoglobin level Leucocytes level
Table value for .05 level 2.145
SD
r ratio
Sign
67.33
4.88
6.503
S
Post test
62.53
3.02
Pre test
102.00
30.28
9.869
S
Post test
128.67
27.74
Pre test
723.0
390.53
6.839
S
Post test
544.53
324.91
Pre test
12.47
1.73
8.388
S
Post test
14.73
1.16
Pre test
6593.33
1134.19
5.797
S
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As per table 5 the obtained t ratio 6.503, 9.869, 6.839, 8.388 and 5.797 for the variables resting heart rate, forced expiratory volume, finger dexterity, haemoglobin level and leucocytes count respectively are greater than the required table value. Hence it is interpreted that there is a significant improvement in all the selected variables. TABLE - 6 COMPUTATION OF T RATIO FOR PRETEST AND POST TEST OF SELECTED VARIABLES OF CONTROL GROUP
S.No. Varable
Mean
1
Pre test
2
3
4
5
Resting heart rate
Forced Expiratory volume
Finger dexterity
Haemoglobin level
Leucocytes level
SD
r ratio
Sign
68.13
4.31
.827
NS
Post test
64.53
4.63
Pre test
108.67
35.43
.924
NS
Post test
105.33
32.92
Pre test
682
414.76
1.024
NS
Post test
711.13
389.04
Pre test
11.93
1.72
.334
NS
Post test
11.87
1.88
Pre test
6566.67
1145.59
.843
NS
Post test
6533.33
1137.3
Table value for .05 level 2.145 As per table -6, the obtained t ratio .827, .924, 1.024, .334 and .843 for the variables resting heart rate, forced expiratory volume, finger dexterity, haemoglobin level and leucocytes count respectively are lesser than the required table value. Hence it is concluded that there is no significant improvement in all the selected variables. There was significant improvement in all the selected variables in both the regular yogic training group and adapted yogic training group. There was no significant improvement in all the selected variables in the control group.
Results of Analysis of Covariance Analysis of covariance was applied to find out the significant difference among the regular yogic training group, adapted yogic training group and the control group. The results are presented below.
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TABLE - 7 ANALYSIS OF COVARIANCE OF THE DATA OF PRE AND POST TEST SCORES OF CONTROL GROUP REGULAR YOGIC TRAINING GROUP AND ADAPTED YOGIC TRAINING GROUP Variables Resting Heart Rate
Source
Sum of Squares
df
Mean square
F
Sign
Between groups
155.161
2
77.580
9.022
*
Within groups
352.572
41
8.599
6537.692
2
3268.846
23.290
*
Within groups
5754.550
41
140.355
Between groups
314142.098
2
157071.049
23.948
*
Within groups
268912.128
41
6558.832
Between groups
44.675
2
22.337
33.316
*
Within groups
27.489
41
0.670
Between groups
14040120.587
2
7020060.294
22.243
*
Within groups
12940157.537
41
315613.598
Forced Expiratory Volume Between groups Finger dexterity Haemoglobin Level Leucocytes count
Table value at .05 level - 3.226 As per the table 7, the obtained f ratio 9.022, 23.290, 23.948, 33.316 and 22.243 are greater than the required table value 3.226 at .05 level of significance, which show a significant difference among the control and experimental groups in all the selected variables. Hence scheffe's post hoc test was applied to find out the significant difference between the paired adjusted means.
Results and Discussions: The results of the study had revealed that the regular yogic training group and adapted yogic training group had shown significant improvement in the resting heart rate, forced expiratory volume, finger dexterity, haemoglobin level and leucocytes count whereas the control group had not improved in any of the variables. The results are in conformity with the results of Mandan Mohan et.al (2003), who found that yoga can significantly improve Forced expiratory flow rate by studying the effect of yoga training on handgrip, respiratory pressures and pulmonary function. The results are also in conformity with the results of Malhotra et.al (2002), who found that yoga can significantly improve resting heart rate and haemoglobin levels by studying the effect of yoga in the assessment of cardio pulmonary functions in NIMDD patients. The results also revealed that the adapted yogic training group had shown significant improvement than the regular yogic training group in finger dexterity, haemoglobin level and the leucocytes count whereas both the groups are similar in the resting heart rate and the forced expiratory volume. Since the adapted yogic training is specifically designed to meet the unique needs and ability of the children it had improved better than the other two groups.
Conclusions Based on the findings the following conclusions are derived. The regular yogic training group and adapted yogic training group had improved in resting heart rate, forced expiratory volume, finger dexterity, haemoglobin level and leucocytes count whereas the control group had not improved in any of the variables.
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The adapted yogic training group was better than the regular yogic training group and the control group in the improvement of forced expiratory volume, finger dexterity, the haemoglobin level and the leucocytes count. The adapted yogic training group had similar improvement with the regular yogic training group in resting heart rate and forced expiratory volume. But there is a trend in favour of adapted yogic training group. The regular yogic training group was better than the control group in resting heart rate, forced expiratory volume, finger dexterity, haemoglobin level and the leucocytes count.
References Arambula. P., E., Peper, M. Kawakami, and Gibney.K.H.(2001). The physiological correlates of Kundalini Yoga meditation: A study of a yoga master. Applied Psychophysiological Bio feedback, 26(2):147153. Bernardi, Luciano, Peter Sleight, Gabriele Bandinelli, Simone Cencetti, LambertoFattorini, Johanna Wdowczyc-Szulc, and Alfonso Lagi.(2001). Effect of rosary prayer and yoga mantras on autonomic cardiovascular rhythms: comparative study. British Medical Journal, 22-29, 323:1446-1449. Bhargava, R., Gogate, M.G. and. Mascarenhas. J.F. (1988) Autonomic responses to breath holding and its variations following pranayama. Indian Journal of Physiology and Pharmacology, 32(4):257-264. Birkel, D. A., and Edgren,L. (2000). Hatha yoga: Improved vital capacity of college students. Alternative Therapies in Health and Medicine. 6(6):55-56. Dash, Manoj, and Shirley Telles. (1999). Yoga training and motor speed based on a finger tapping task. Indian Journal of Physiology and Pharmacology, 43(4):458-462. Hegde K. S., and Selvamurthy.W (1983). Effects of yogic asanas and physical exercise on body flexibility in middle aged men. The Yoga Review, Summer & Autumn, 3(2&3):75-79. Herbert Benson . (1979). Mind/ Body Effect. Berklery books:, New York Joshi, L. N., Joshi, V.D. and. Gokhale.L.V.(1992). Effect of short term Pranayama practice on breathing rate and ventilatory functions of lung. Indian Journal of Physiology &Pharmacology, 36(2): 105-108. Nagendra, H.R., Ragarathna, R and Telles, S.(2000). Yoga Research & Applications : Proceedings of the 5th International Conference on Frontiers in Yoga Research and Applications. Bangalore, Vivekananda Kendra Yoga Research Foundation, pp.298-302. Ray, U. S.,, Mukhopadhyaya, S, Purkayastha,S., Asnani,V., Tomer,O.S., .Prashad, R.,. Thakur,L., and Selvamurthy,W.(2001). Effect of yogic exercises on physical and mental health of young fellowship course trainees. Indian Journal of Physiology and Pharmacology, 45(1):37-53. Schell, F. J., Allolio,B. and Schonecke.O.W.(1994). Physiological and psychological effects of HathaYoga exercise in healthy women. International Journal of Psychosomatics, 41(1-4):46-52. Swamy Sivananda.(1082). The Complete books of yoga: Harmony of body and mind Orient paper Backs: Vision Book pvt. Ltd.. Swami Sivananda, Practice of karma yoga, The Divine Life society, Shivananda Nagar, U.P., Himalayas, India.
Vol. 1 - Issue 1
June 2011
Journal of Adapted Physical Education and Yoga ISSN: 2229-4821
INFLUENCE OF YOGA AND AEROBIC TRAINING ON BLOOD SUGAR AMONG DIABETIC PATIENTS * Dr. M. Elango ** P. Sivagnanam
ABSTRACT The aim of this study was to analyze the effect of yoga training and aerobic training on blood sugar among the diabetic patients. Independent variables are yoga training and aerobic training and dependent variable is Blood sugar. Sixty male diabetic patients were randomly selected from Tirunelveli corporation area (age = Thirty Five to Fifty). They were divided into three groups, yoga training group (n=20) aerobic training group (n=20) and control group (n=20).The scientific method was used to analyze the dependent variable; it was recorded as a pre test, and post test. The training was given for eight weeks for both groups. Selected asanas and pranayama were practised by the yoga training group for five days in a week and 45 min per day. Aerobic training group practised the aerobic exercises with music and walking for 45 min. in a day for five days a week. Control group did not involve in any specific training. Analysis of variance with repeated measures revealed statistically significant differences favoring the yoga training group between pre test to mid Test and pre test to post test. Yoga practices seem to be beneficial to the diabetic patients. Key words: Yoga, Aerobic training, Diabetes, Blood sugar
Introduction Yoga is a way of life, a conscious act, not a set or series of learning principles. Derived from the Sanskrit root "Yujir Yogey" meaning to unite, to yoke, to join, to put together, yoga is not about mind over body. On the other hand, yoga is about developing harmony between body and soul. Yoga is all about breathing correctly and integrating that breath into human being. Conscious yoga doesn't call for one to force or strain the never or sinew. Yoga is learning how to do things right, do less that gets more. Yoga enhances the strength, energy, vitality, flexibility and the levels of endurance. Accordingly, the body and mind start to become more balanced, eventually; it takes so much less energy to move through the day. Yoga is an ancient and complete science focussing on breathing movement, postures and meditation. Asanas can remarkably control the functioning of the nervous system, digestive system, heart and lungs. Yoga promotes vitality and effectively relaxes the mind and the body. The science of yoga is an ancient one. It is a rich heritage of our culture. The effect of yogic practices on the management of diabetes has not been investigated completely. Yoga effectively * Associate Professor & Head, Department of Physical Education, The M.D.T.Hindu College, Tirunelveli ** Lecturer, Department of Physical Education, The M.D.T.Hindu College, Tirunelveli
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reduces the dependence on the medical treatments by enhancing the functions of other related organs such as the heart, kidney, liver and the sensory organs thereby increasing the life and longevity. Aerobic exercises are any activity which increases the heart rate via working of the body muscles. Aerobic exercise strengthens the heart and lungs, (cardio vascular system). An aerobically fit individual can work longer, more vigorously and achieve a quicker recovery. Energy is derived aerobically when oxygen is utilized to metabolize substances obtained from food, and deliver energy to the working muscles. Aerobic exercises have been found to be very useful in reducing the fat in the body and these exercises are interesting too. It has been found that they help in the absorption of glucose in the body and also storing of energy in the muscles. Diabetes is a disease where there is an increased level of sugar in the blood due to the diminished effectiveness or lack of insulin that is produced in the body. Insulin is a hormone that is needed to convert starch and other food into energy needed for the daily life. Insulin is a hormone secreted by beta cells of islets of langerhans, situated in the pancreas. The glucagons produced by Alfa cells have an anti-insulin action. Both in unison, keep a constant glucose level in the blood. The cause of diabetes may vary, although both genetic and environmental factors such as obesity, stress, lack of exercise, smoking, consumption of alcohol, fatty foods, etc., appear to play the vital roles. Symptoms of diabetes include tiredness, thirst, feeling uncomfortable, frequent urination, dryness in the mouth, non healing wounds etc. Diabetes is related to the impaired glucose tolerance of the body, where insulin functioning is affected. The beneficial effect of the practice of yoga and other exercises like aerobic training on diabetes include a direct influence on pancreatic secretion by the rejuvenation of the pancreatic cells, through the alternate abdominal contractions and relaxations during the practice of asanas. (Dhanurasana, Vajrasana, Paschimottanasana, Ardha Matsyendrasana, Matyasana, Vibreethakarani, Sarvangasana)
Methodology Selection of Subjects For this study sixty male diabetic patients are selected from the Tirunelveli corporation area and were divided into three groups namely the yoga training group (n=20), the aerobic training group (n=20) and the control group (n=20). The investigator suggested the diet in consultation with the physicians and was given to the subjects. Thus the subjects were controlled in their food habits. The food habits of the subjects were carefully watched by the investigator. The investigator instructed the subjects to maintain the diet throughout the experimental period.
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Selection of Variables Independent Variables ď ˇ
Yoga Training
ď ˇ
Aerobic Training
Dependent Variable ď ˇ
Blood Sugar
Training Programme During the training period, the experimental group underwent Yoga training and Aerobic training. The subjects of the experimental group underwent their respective training programme for six weeks and on everyday of the training session, the exercise was done for 45 min in the morning, which included warming-up and warming-down, and for five days in a week. The control group did not participate in any special training programme or strenuous physical exercise apart from their day-to-day activities. The experimental groups underwent their respective training programme under the supervision of the investigator. The subjects were carefully monitored and questioned about their health status throughout the training programme.
Training Schedule Yoga Training In order to give scientific Yoga Training to the subjects, the investigator selected asanas for warm up, asanas for practice, and savasana and makarasana for relaxation. Suryanamaskar was given to the subjects as warm up asana (10 min), any five of the following asanas (5X5 minutes 25 minutes) padmasana, ardha chakrasana, vipareeta karani mudra, ardha paawanmuktasana, paawanmuktasana, vajrasana, trikonasana, padahastasana, halasana, bhujangasana, salabasana, dhanurasana, paschimotanasana were given to the subjects as yogasana training and as a relaxation asana, savasana or makarasana was asked to be practiced for 10 minutes.
Aerobic Training Brisk walking for 10 to 15 minutes was given to the subjects as warming up and stretching exercises were also given. The aerobic exercises with music were practiced for 30 minutes and after the completion of the exercises, 5 minutes relaxation exercises were given to the subjects such as slow walking.
Test Administration Before, and after the training programme the test was conducted to measure the level of Blood Sugar. The test was taken one hour after the breakfast (post prandial). The following Standardized test was used to analyse the Blood sugar. Method of Dubowski modified by Sasaki and Matsui, 1972
Statistical Analysis The descriptive statistics and Analysis of Covariance and Paired sample t-test were used. Significance level was determined at 0.05.
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Results and Analysis Blood Sugar The mean and dependent't' test values on Blood Sugar of yoga training, aerobic training and control group were analysed and are presented in Table I
TABLE I SUMMARY OF PRE AND POST TESTS MEAN, ADJUSTED MEANS AND DEPENDENT'T' TEST FOR THE BLOOD SUGAR OF EXPERIMENTAL AND CONTROL GROUPS Yoga Training Group
Aerobic Training Group
Control Group
Pre test Mean
279.77
246.97
188.86
Post test Mean
154.36
161.40
189.56
Adjusted Post test Mean
139.72
158.41
207.20
't' test
13.03*
12.26*
0.524
* Significant at 0.05 level. The table value required for 0.05 level of significance with df 19 is 2.093. (Blood Sugar scores are expressed in ml) Table I shows that the obtained dependent t-ratio values between the pre and post test means on Blood Sugar of yoga training, aerobic training and control groups are 13.03, 12.26 and 0.524 respectively. The table value required for significant difference with df 19 at 0.05 level is 2.093. Since, the obtained't' ratio values of the experimental groups are greater than the table value, it is understood that training programmes had significantly reduced the blood sugar. However, the control group has not shown any changes as the obtained't' value is lesser than the table value, because this group was not subjected to any specific training. The analysis of covariance on Blood Sugar of yoga training, aerobic training and control groups were analysed and presented in Table II TABLE II ANALYSIS OF COVARIANCE OF EXPERIMENTAL AND CONTROL GROUPS ON BLOOD SUGAR Source of Variance
Sum of Squares
df
Mean Squares
Obtained 'F'-ratio
Pre Test
9963.25
1
9963.25
25.91*
Groups
25634.15
2
12817.08
33.34*
Error
21530.38
56
384.47
*Significant at 0.05 level of confidence. (The table value required for significance at 0.05 level with df 2 & 56 is 3.17).
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From table II, it is seen that the obtained F-ratio for pre test is 25.91 which is greater than the table value of 3.05 with df 1 and 56 required for significance at 0.05 level of confidence. The result of the study indicates that there is a significant difference among the pre test means of yoga training, aerobic training and control groups on Blood Sugar. Same table also shows that the obtained F-ratio value is 33.34 which is higher than the table value 3.17 with df 2 and 56 required for significance at 0.05 level. Since the value of F-ratio is higher than the table value, it indicates that there is a significant difference among the adjusted post-test means of yoga training, aerobic training and the control groups. To find out which of the three paired means had a significant difference, the Scheffe's post-hoc test was applied and the results are presented in Table III TABLE III SCHEFFE'S TEST FOR THE DIFFERENCES BETWEEN THE ADJUSTED POST TEST PAIRED MEANS OF BLOOD SUGAR Adjusted Post Test Mean Yoga Group
Aerobic Training Group
139.72
158.41
Control Group
139.72 158.41
Mean Differences 18.69
207.20
67.48
207.20
48.79
*Significant at 0.05 level Table III shows that the adjusted post test mean differences on Blood Sugar between the yoga training and aerobic training groups; yoga training and control groups; aerobic training and control groups are 18.69, 67.48, 48.79 respectively. The values are greater than the confidence interval value 15.61, which shows a significant difference at 0.05 level of confidence. The results of the study indicated that there is a significant difference in the blood Sugar between the yoga training and aerobic training groups; yoga training and control groups; aerobic training and control groups and it is concluded that yoga training group is better than aerobic training and control groups in decreasing the blood sugar level of the subjects. The study also shows that there is a significant reduction in the blood sugar level of the subjects after the training period. This may be due to the increased use of the energy for the physical exercise. This study has been in consonance with the findings of earlier studies of Malhothra (2004), and Eriksson (1991).
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References Eriksson K.F. and Lindgarde, F (1991). "Prevention of Type 2 (non-insulin-dependent) Diabetes Mellitus by Diet and Physical Exercise", the 6-year Malmo Feasibility Study. Journal of Diabetologia 34: 891-898. Gharote,M.L (1982) Guidelines for Yogic Practices, Lonavla: Medha Publications. Iyengar, B.K.S. (2000). The Gift of Yoga, New Delhi: Harpers Collins Publications India Pvt Ltd.,1999. Laksonen, DE. "Aerobic exercise and the lipid profile in type 1 diabetic men: a randomized controlled trial", Completed Research. Malhotra V, et.al.(2005), "The beneficial effect of yoga in diabetes" Nepal Medical College Journal.,7(2) Malhotra, S Singh, K P Singh, S B Sharma, S V Madhu, P Gupta and O P Tandon (April 2004). "Effects of yoga asanas and pranayama in non-insulin dependent diabetes mellitus" Indian Journal of Traditional Knowledge 3(2): 162-167. Scobie N. Ian, (2002). "An Atlas of Diabetes mellitus" (2nd Ed.) New York : The Parthenon Publishing Group, International Publishers in Medicine, Science & Technology, P 15. Stoll and Beller, (1989)."The Professional's Guide to Teaching Aerobics", Englewood Cliffs, New Jersey: Prentice Hall Inc.,
Vol. 1 - Issue 1
June 2011
Journal of Adapted Physical Education and Yoga ISSN: 2229-4821
GLOBAL FORUM FOR PHYSICAL EDUCATION PEDAGOGY 2010 HEALTH AND PHYSICAL EDUCATION PEDAGOGY IN THE 21ST CENTURY A STATEMENT OF CONSENSUS *Dr. Christopher R. Edginton **Dr. Ming-kai Chin ***Dr. G.L. Khanna Physical education programs in the 21st Century can inspire, motivate and prepare learners to live in an ever-changing world, increasingly marked by the epidemic of obesity and overweight individuals. Increasingly, globalization, explosion of knowledge and changing demographics have a significant impact on the knowledge, skills and dispositions required to live, work and play in the 21st Century. Children and youth will be required to gain critical thinking and problem solving skills, operate with agility and adaptability, effectively analyze information, communicate in various oral and written forms, reflect greater curiosity, imagination and innovation in their thinking and develop healthy active lifestyles. Worldwide, physical education programs, as well as physical education teacher preparation programs, need to be rethought and reformed. Hosted by the University of Northern Iowa (USA) and the Grundy Center, Iowa (USA) Community Schools, the Global Forum for Physical Education Pedagogy 2010 (GoFPEP 2010) was organized to examine 1) a new pedagogy for preparing physical education teachers; 2) utilization of technology to teach physical education; and 3) the building of school, university, community and corporate partnerships. GoFPEP 2010 drew 70 invited delegates from 30 countries representing 64 universities, schools, businesses, community organizations and professional organizations and societies. The Health and Physical Education Pedagogy in the 21st Century Statement of Consensus calls for action by students, physical educators, health and leisure professionals, policy makers and legislators, citizens and leaders from business and industry to encourage programs that promote a committed effort to enhancing and maintaining the health and wellbeing of the individuals by:
Physical Education Pedagogy
Focusing on content and methodologies to develop healthy active lifestyles for children and youth. This requires the integration of skill development, physical fitness, health, nutrition and planning for leisure
Redesigning the physical education curriculum to promote active student-centered learning and empowering individuals to develop life skills that lead to lifelong, self-directed engagement in physical activity
Accentuating the importance of co-operation of stakeholders in the community (teachers, administrators, parents, community members, business leaders and others) to advocate, promote, educate and develop individuals to incorporate physical activities into their daily life through formal and informal education * Professor, School of Health, Physical Education and Leisure Services, Iowa, USA **Vice President of Global Affairs and Research, California, USA *** Dean, Faculty of Applied Sciences, Manav Rachna International University, Faridabad, Haryana
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Establishing physical education and health programs as models of social justice which foster a safe learning environment, promote the joyful participation of physical activity with appreciation of cultural, racial, ethnic and social and economic differences
Linking knowledge, skills and dispositions required by 21st Century learners with program outcomes such physical competency (skills and fitness), health literacy and leisure planning throughout all subject matter and disciplines in the school
Using technology to support individualized learning processes and assessment
Re-conceptualizing the strategies of assessment with appropriate measurable and performance based goals and objectives tied to standards which promote greater accountability
Insuring that qualified professionals teach physical education and health, physical activities and sport and leisure
Physical Education Teacher Preparation
Emphasizing the acquisition of teaching techniques and strategies for assisting individuals in developing a healthy active lifestyle; one which recognizes the importance of the integration of health and physical education
Advocating for policies and a broad continuum of programs including healthy nutrition, weight management, physical activity and leisure planning
Creating a positive learner-centered environment reflecting best practice to encourage students to become active participants in the learning process
Promoting the development of partnerships with parents, schools and community organizations to embed and provide contextually based program elements which enhance physical education teacher preparation
Developing sensitivity for one's role in addressing racial, ethnic, cultural differences, socio-economic levels, funding levels, access to the equipments and facilities, as well as the approaches to mitigate these issues
Including assessment and educational strategies which provide program accountability, as well as a focus on educational processes and individual developmental outcomes
Linking practice to theory, promoting the use of reflection and the use of effective technology to accentuate learning opportunities
Linking the evaluation of students in physical education, teacher preparation programs to the relevant knowledge, skills and dispositions directly tied to the best practice
Vol. 1 - Issue 1
June 2011
Journal of Adapted Physical Education and Yoga ISSN: 2229-4821
INFLUENCE OF FIELD TRAINING WITH AND WITHOUT YOGA PRACTICE ON SELECTED SKILLS OF CRICKETERS *S. Samsudeen, **Dr. R. Kalidasan
ABSTRACT The objective of the study was to investigate the influence of game-specific training on selected skill performance parameters of college-level Cricketers. Forty eight male college- level Cricketers were randomly selected from various affiliated colleges of Madurai Kamaraj University, Madurai, and their age ranged between 18 and 25 years. Initially the Cricket playing ability of the subjects were rated by three qualified coaches. On the basis of their score the subjects were classified into three matched groups, each having sixteen subjects. Group-I: Control group was not exposed to any specific training / conditioning, Group-II: Training schedule without Yogic practice (Experimental Group-I) was involved in game-specific field training and Group-III: Training schedule with Yogic practice (Experimental Group-II) was given game-specific field training combined with yogic practice. The game-specific field training schedule was specially designed to improve the Cricket playing ability and fitness level of the Cricketers. The game-specific training package designed by the investigators was administered for a period of twelve weeks, five days a week, two sessions each day, each session lasting two hours. The yogic practice was given for 45 minutes to group-III either before or after the game-specific field training. The yoga practice included selected asana, pranayama and meditation. Three qualified coaches subjectively rated the Cricket playing ability of each player. The guidelines for subjective rating were given by the investigators. The pre and post tests were conducted one day before and after the experimental treatment. Analysis of covariance was used to analyse the collected data. Scheffe's test was used as a post hoc test to determine which of the paired means differed significantly. The results of the study revealed that both game-specific training and game-specific training combined with yogic practice produced positive impact on Cricket Playing ability.
Introduction Cricket is a major international sport being played in more than 104 countries. There is no exact record available which shows when and by whom this game was started in England. The game of Cricket has had its origin in England and it has developed from a crude game, which was played as early as the 12th century. Cricket has many fascinating points as well as the very important ones of gathering runs and bowling out the opposition. There's the approach to the game, understanding the different tactics and *Asst.Prof, Dept of Physical Education, M.K.University, Madurai. **Asst.Prof, Dept of Physical education, Bharathidasan University, Trichy
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strategies involved, learning to handle pressure, and many other aspects of the game which make it absorbing. Jaisimha (1984) wrote that Cricket was a never ending subject. Even though one feels one knows a great deal about the game, there is always much more to learn. Cricket now is a different ball game and needs a totally transformed approach and perception. It is a game which needs tremendous physical and mental fitness. Yogic practice is an Indian method of exercise which has been practised over thousands of years to keep the human body physically and mentally fit. Gharote (1973) and Giri (1966) reported that Yogic training improves the physical fitness. Rakesh Giri and Navain Prakash (1988) observed that Yoga improves the performance of sportsmen. Bera (1991) found that Yogic training improves performance in track and field. The Indian Hockey team, prior to 1996 Champions Trophy, was given yogic practice at Coimbatore. The purpose of the study was to compare the influence of training with and without selected Yogic practice on the skill level of Cricketers.
METHODOLOGY Forty-eight Cricketers of Inter-Collegiate level from Madurai Kamaraj University were selected as subjects in which 24 were batsmen and the other 24 were bowlers and their age ranged from 18 to 25 years. They were divided into three groups, in which each group containing 8 batsmen and 8 bowlers. By using the match procedure on the basis of their initial test performance score, subjects were divided into three equal groups.
EXPERIMENTAL DESIGN Random Group design was used. Group-I: Control group. Group-II: Training schedule without Yogic practice. (Experimental Group-I) Group-III: Training schedule with Yogic practice. (Experimental Group-II)
TREATMENT The Experimental treatment for Group- II and III was given for 12 weeks, 5 days per week. Group-I acted as control group and was not exposed to any specific training or conditioning, but they were playing Inter-Collegiate matches atleast once in 2 weeks. A training schedule, which was specially designed to improve the Cricket playing ability and fitness components essential for a Cricketer were formulated. The training was given to Group-II and Group-III for two sessions each day and each session lasting for about two hours. Selected Yogic practice was given to the subjects of Group-III for 45 minutes in the morning either before or after the training.
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The following formed the Yogic practice: (A) Asana : i)
Padmasana
ii)
Sarvangasana
iii)
Matsyasana
iv) Ardha-Matsyendrasana v)
Chakrasana
vi) Halasana. vii) Vajrasana viii) Vakrasana ix) Bhujangasana x)
Salabhasana
xi) Sarvangasana xii) Dhnurasana xiii) Savasana xiv) Yogamudra (B) Pranayama : i)
Ujjai
ii)
Sitali
(C) Meditation: i)
Breath counting meditation
ii)
Mantra meditation
DATA COLLECTION: Three judges, who are trained cricket coaches, recorded the performance of the subjects during the pre and post tests. The investigator gave guidelines to the Coaches for subjective rating of performance. The technical skill level was recorded in points. A maximum of 5 points each were awarded for techniques and improvisation as shown in the rating scale in Tables 1 & 2.
TABLE - 1 RATING SCALE FOR BATTING Batting
Points Technique
Improvisation
1.
Back lift
1
1
2.
Footwork
1
1
3.
Downswing
1
1
4.
Impact
1
1
5.
Follow through
1
1
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TABLE - 2 RATING SCALE FOR BOWLING Bowling
Points Technique
Improvisation
1.
Run-up / delivery stride/ follow through
1
1
2.
Line and length
2
2
3.
Ability to move the ball
2
2
The score ranged from 1 to 10. The average of scores from three judges for each subject was recorded as individual performance score. To study the outcome between Control group- I, Group-II: Training schedule without Yogic practice (Experimental Group-I) Group-III: Training schedule with Yogic practices (Experimental Group-II) and to find out the significant mean differences, the Analysis of Co-Variance technique was employed. Scheffe's post hoc test was computed to find out which group has done better. (Clarke & Clarke. 1972).
FINDINGS AND DISCUSSION: TABLE - 3 COMPARISON OF PRE-TEST AND POST-TEST PERFORMANCE OF GROUP I, II AND III Group
Pre-test
Pre- test
Post-test
Post-test
Mean
S.D
Mean
S.D
Group - I control
5.0012
1.29402
5.0562
1.01717
Group - II (Experimental - I)
5.0938
1.19970
6.4625
0.99323
Group - III (Experimental - II)
5.0313
1.19929
7.2562
1.15699
Summarized in Table-3. In control group-I there was no significant difference in pre test and post test in the skill level. The table also reveals significant difference in Group-II and III. After training with and without Yogic practices both Group-II and III improved their technical skill level significantly, but the percentage of improvement was better in training with Yogic Practices group. The analysis of data in Table-4 shows that there is a significant mean difference among the three groups. TABLE - 4 ANALYSIS OF VARIANCE OF THE MEAN DIFFERENCE OF EXPERIMENTAL GROUP AND CONTROL GROUP IN POST TEST Test
Source of Variance
df
Sum of squares
Mean sum of Square
'F' value
Initial
Between the groups
2
0.198
0.099
0.065
Within the group
45
68.281
1.517
Between the groups
2
39.720
19.860
Within the group
45
50.396
1.120
Final
*Significant at 0.05 level of confidence F (2, 45) = 3.21
17.734*
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In Table-4 the results of One-way ANOVA of initial and final test scores are presented. From the table it can be seen that the calculated "F" value of 0.065 for the initial test is insignificant (P>0.05). The calculated F value of 17.734 for the final test is greater than the table value of 3.21indicating that it is significant at 0.05 level (P<0.05). The final F value indicates that there is a significant difference in skills among the three groups in the final test, because of the treatment effect. Since the F value for the final test is significant the ANCOVA was computed. TABLE - 5 ANALYSIS OF CO-VARIANCE OF THE MEAN DIFFERENCE OF EXPERIMENTAL GROUP AND CONTROL GROUP Source of Variance
Between the groups Within the group * P< 0.05
df
Sum of
Mean sum
squares
of Square
2
37.470
18.735
44
28.751
0.653
'F' value
28.672*
*Significant at 0.05 level of confidence F (2, 44) = 3.21
In the above table the analysis of data and the results of the ANCOVA for the skills are presented. In the analysis of co-variance the final means of three groups were tested for significance. From this table, it can be seen that the calculated F value of 28.672, among three groups, was greater than the table value of 3.21, indicating that it is significant (P< 0.05) for the degrees of freedom (2,44) at 0.05 level. Since the F value is significant, the Scheffe's Post-hoc test was further computed to find out which group has done better (Clarke & Clarke, 1972) and the result shows that of the Experimental group-II (Training with Yogic practices) is superior than that of the Experimental group-I and the control group. TABLE - 6 SCHEFFE'S POST HOC TEST Control group
Training without
Training with
MD
Yogic Practice
Yogic Practice
5.103
6.421
------
1.318*
5.103
-----
7.250
2.147*
-----
6.421
7.250
0.829*
CI
0.286
In Table-6 the results of Scheffe's Post-hoc test are presented. From this Table, it can be seen that the mean difference of Experimental group-II (Training with Yogic practice) is superior than that of the Experimental group-I and the control group. In the performance among cricketers, the difference in means of the experimental groups when compared with each other group are found to be statistically significant. The reason for obtaining significantly better performance in case of experimental group-II as compared to control group may be that the experimental group-II had undergone systematic training programme with yogic practices.
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8 7 6 5
Group – I : Control
4
Group – II : Experimental - I
3
Group – III : Experimental - II
2 1 0 Pre test
Post test
Adjusted Post test
FIGURE - 1 THE MEAN VALUES OF PRE, POST AND ADJUSTED POST TEST DATA ON SELECTED SKILLS OF EXPERIMENTAL AND CONTROL GROUPS The results of the study indicate that selected skills of the training with Yogic practice group improved significantly when compared to other groups by undergoing training with yogic practice program for 12 weeks. Hence, the study indicate that 12 weeks of training with yogic practice had improved Cricket playing ability skill level of Cricketers. At the same time, training without yogic practice group showed considerable improvement, when it was compared to the control group. These results, by and large are in conformity with the findings of Caudill et.al (1983), Groaious (1992), Kalidasan et.al (1998) and Mohan (1999).
CONCLUSIONS: From the above findings, discussion and within the limitations of the present study the following conclusions are drawn: 1.
There was significant improvement in skill level due to training with and without yogic practice.
2.
Training with Yogic practice showed more improvement in skill level.
REFERENCES: Bera, T.K. (1991). Development of training schedule for improving physical performance in Athletic, based on the science of Yoga, Psychology and Physical training. NIS scientific journal, 14 (4), 22-34. Brouham Lucien et. al. (1994). Studies in Physical Efficiency of College students. Research Quarterly 15:3. Clarke, D.H. & Clarke, H.H (1972). Research proceses in Physical Education, Research and Health. Englewood Cliffs: Prentice Hall, New Jersy.
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Caudill, D., R.S. Weinberg and A.Jackson (1983) "Psyching up and Track Athletes: A Preliminary Investigation". Journal of Sports Psychology, (5), Gharote, M.L. (1973). Effect of Yogic training on Physical Fitness Yoga Mimamsa, 15 (4), 31-35. Giri, C (1966). Yoga and Physical fitness with special reference to Athletics. IATHPER Quarterly Journal, 2(6), 237. Giri, Rakesh and Narain Prakash, (1988).Yoga Nidra-An effective counteraction for stress and Anxiety of Sportsmen, NIS Scientific Journal, 11(2), 52-56. Groaious (1992). "The Effect of Mental Practice on Diving Performance". International Journal of Sports Psychology, (23), Jaisimha, M.L, (1984). "Foreword", Sunny Days, Calcutta : Rupa & Co., Joshi, N.K.(2005). "Yoga Therapy for Parkinson's disease". Abstracts of 1st International Conference on Advancement in Yoga Education, Research and Health, Bhopal, India, 7-9 Jan. 2005.p.42. Kalidasan, R. et.al., (1998) "Influence of training with and without Selected Yogic practice on Technical skill level among Cricketers". SAI Scientific Journal. 23 (1), January Sivananda Swami. (1938). Practical Lessons in Yoga. Mini Beach, USA: Shri Sivananda Valentina. Swami Vishnu Devananda. (1959). The Complete IIIustrated Book of Yoga. New York Bell Publishers. Yadav, Yogacharya Hansraj. (1973). Yoga for Students. Bombay: Vora and Co. Publications. http://www.icc.cricket.com/
Vol. 1 - Issue 1
June 2011
Journal of Adapted Physical Education and Yoga ISSN: 2229-4821
TRAINERS TRAINING PROGRAMME IN PARALYMPICS * M. Srinivasan
Introduction Ramakrishna Mission Vivekananda University has organized the PG Diploma and Diploma in Paralympics for the benefit of the differently abled sports persons. The course was conducted from 6th May 2010 to 12th June 2010 as a residential programme. Totally thirteen students (twelve men students and one woman student) joined the course. They had participated in the International, National and State level Paralympic competitions and medal winners also. Especially Mr. J Ranjith Kumar got Gold Medal in the 18th Common Wealth Games-2006 held at Melbourne, Australia in Discus throw event. Mr. S Krishnamurthy, Mr. S Gurunathan, Mr. K Nagarajan, Mr. P Rajakumar and Mr. A Kanniyappan have participated in the International Paralympic competitions.
NEED OF THE COURSE There is a need to conduct a trainers training programme to prepare qualified trainers in the field of Paralympics and enrich their knowledge particularly classification of the athletes, scientific basis of coaching, methods of officiating and updating the rules & regulations of all sports and games.
STRUCTURE OF THE COURSE a.
Duration of the Course. The duration of the course of study was for six weeks, consisting of two semesters. The total working days were not less than 36 in the six weeks. Each working day consisted of FOUR hours of Practical work (Morning and Evening - 2 hours each session) and THREE hours of theory in between.
b.
Undergoing Special Teaching Practice in the neighboring disability institutions and the conduct of the project sports meet were compulsory for all the students.
c.
The course of study consisted of TWO parts Viz Part I and Part II as indicated below.
PART- I- THEORY 1.
Foundations of Paralympic Sports
2.
Disabilities and its classification
3.
Athletics for each disability
4.
Rules of games and sports I
5.
Rules of games and sports II
6.
Coaching athletes with disability * Assistant Professor, Faculty of General & Adapted Physical Education and Yoga, Ramakrishna Mission Vivekananda University, Coimbatore.
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PART- II- PRACTICAL
Athletics
Specialization
Common Games
Wheelchair fencing
Wheelchair tennis
Boccia
Football (7-a-side)
Badminton
Cycle racing
Table tennis
Cricket
Judo
Special Teaching practice
Value Education
DAILY SCHEDULE 6.30 to 8.30 am
–
Practical classes
10.00 to 1.00 pm
–
Theory classes
4.00 to 6.00 pm
–
Practical classes
7.40 pm
–
Prayer
SCHEME OF THE EXAMINATION PART - I- THEORY FIRST SEMESTER Paper code
Paper Name
Hours
Max
Min
101
Foundations Of Paralympic Sports
3
100
50
102
Disability and its classification
3
100
50
103
Athletics for each disability
3
100
50
Hours
Max
Min
SECOND SEMESTER Paper code
Paper Name
104
Rules of games and sports I
3
100
50
105
Rules of games and sports II
3
100
50
106
Coaching athletes with disability
3
100
50
TOTAL MARKS
600
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PART- II- PRACTICAL Paper code
Paper Name
Max
Min
107
Athletics
100
50
108
Specialization
100
50
109
Common Game
450
225
110
Special Teaching practice
External - 75 marks
150
75
Value Education
100
50
TOTAL MARKS
900
Internal -
111
75 marks
Part- I- Theory
–
600 marks
Part- II- Practical
–
900 marks
Grand total (Part- I +Part- II)
–
1500 marks
Note: Attendance: A student must have 80% of attendance in theory and Practical classes to appear for the external examination. If a student gets less than 80% attendance, he/she should reappear for the semester examination. GRADING SYSTEM To pass in an examination a student has to score a minimum of 50% marks in Theory and Practical separately. Minimum passing – 50 marks 50 to 59.9%
–
Second class
60 to 74.9%
–
First class
75% and above
–
Distinction
A REPORT OF ACTIVITIES WHEELCHAIR FENCING Mr. Nagasubramanian, Fencing Coach, SDAT, Madurai, was the resource person for Wheelchair Fencing, he has explained about the Wheelchair Fencing in theory as well as practical also. He demonstrated the skills like en guard, ethu pray, pray, alley, halt, attack, parry, hit, phrase, etc. with proper equipments.
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WHEELCHAIR TENNIS Dr. O. Jiten Singh, Assistant Professor and Tennis Coach of our Faculty, was the resource person for the Wheelchair Tennis. He demonstrated the skills like forehand defence, backhand defence, service, volley, overhead smash and the officiating procedures.
BOCCIA Mr. R. Giridharan, Research Scholar and Boccia Coach, Department of Physical Education,
Bharathiar
University,
Coimbatore, was the resource person for Boccia. He thoroughly explained about the Boccia in both theory and practical. He demonstrated the skills like throwing, rolling, etc and the officiating procedures.
FOOTBALL (5-A-SIDE& 7-A-SIDE) Mr. M.Ganesh kumar, Assistant Professor and Football Coach, of our Faculty was the resource person for Football ( 7-a-side) in both theory and practical. He demonstrated the skills like, Dribbling, passing, kicking, goal keeping and officiating procedures.
BADMINTON Mr. M.Srinivasan, Assistant Professor and Badminton coach, of our Faculty was the resource person for Badminton. He demonstrated the skills like, service, defence, smash, clear and officiating procedures.
CYCLING Mr. M.Ganesh kumar, Assistant Professor and Football Coach, of our Faculty was the resource person for Cycling. He demonstrated the skills like, pedalling, acceleration and the officiating procedures.
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TABLE-TENNIS Mr. M.Srinivasan, Assistant Professor and Badminton coach, of our Faculty was the resource person for Table Tennis. He demonstrated the skills, like service, top spin, drop, spin, defence and officiating procedures.
CRICKET Dr. VST. Saikumar, Principal,
Maruthi
College of Physical Education, Coimbatore was the resource person for Cricket. He demonstrated all the skills, like batting, bowling, catching, keeping, fielding, and the officiating procedures.
SPECIAL TEACHING PRACTICE All the students have participated in the Special Teaching practice in the nearby Educational institutions particularly for the differently abled children. They taught Paralympic games and minor games.
PROJECT SPORTS MEET The students conducted the Special Project meet from 2nd to 6th June, 2010 for the differently abled children. Mr. Samson, Vice President, Special Olympic Bharat, Tamil Nadu as Chief Guest and
he inaugurated the Sports Meet , and Dr. S. Alagesan, Professor, FGAPEdY, Dr. VST. Saikumar, Principal, Maruthi College of Physical Education, Coimbatore, and Dr. S. Jaihind Jothiharan , Former Professor, FGAPEdY, distributed the Medals and certificates to the participants and the Medal winners.. These school children were from various Educational institutions like Vidya Vigashini Mat. Hr.Sec.School, Coimbatore. Ashirvad Special school and Tripur Block Differently abled children, Faculty of Disability Management & Special Education. The organizers gave T shirts, Caps, Participation certificate, Merit certificates and Prizes, to all the participants and the resource persons.
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VALUE EDUCATION All the PG Diploma and the Diploma Paralympic students participated in the three days "Human Excellence camp" from 21st to 23rd May, 2010.
DISTRIBUTION OF COURSE COMPLETION CERTIFICATE Swami Anuraganandaji Maharaj, Assistant Administrative Head, Ramakrishna Mission Vivekananda University, distributed the course completion certificates to the PG Diploma and Diploma in Paralympic students on 12th June, 2010.
Vol. 1 - Issue 1
June 2011
Journal of Adapted Physical Education and Yoga ISSN: 2229-4821
EFFECTS OF YOGIC PRACTICES ON OCCUPATIONAL STRESS AMONG WOMEN EMPLOYEES IN SIVAGANGAI DISTRICT *Dr. V.A. Manickam, **Dr. N. Kumar
ABSTRACT This study highlights at exploring the effects of yogic practices on Occupational Stress among women employees in various Departments, Schools and Colleges of Sivagangai District. This training was given for 12 weeks, two sessions per day in the morning and evening each session lasting for one hour. The training consisted of an integral yogic practice which included the selected asanas, pranayamas, chanting mantras (Omkar & Gayatri mantras) and yoganidra. A sample of 60 women employees were selected for this study. The subjects completed the standard Self-reported occupational stress Index Test before and after the training periods. Results revealed that the experimental group was statistically significant for reduction of stress compared with the control group of women employees at working place. Key words: Yoga, Occupational Stress, Women Employee
Introduction Scientific and technological progress all over the glob has made man highly sensitive, critical and also creative. Sharp to the core, human intellect has gained tremendous power of analysis. The left side of the brain is highly developed, helping to unravel the subtle mysteries of nature and understand clearly the general laws of nature. Technology has helped to reap the benefits of its use. Automation and computers have brought great speed and sophistication in all our interactions. In search of happiness we are propelled by a desire to increase our living standards. The challenge of stress is being tackled effectively. Stress is an internal state which can be caused by physical demands on the body or by environmental and social situations which are evaluated as potentially harmful, uncontrollable or exceeding our resources for coping. Selye and Levi have defined stress as a non-specific, conventional and phylogenetic based response pattern, the primary function of which is to prepare the body for physical activity such as resistance. Today occupation related stress among working population is drastically increasing worldwide. Stress at work has become an integral part of everyday. Man is subjected to a large number of stressful situations in the modern fast way of life and his balance is frequently disturbed. The system is constantly kept under sympathetic stimulations without enough time for the parasympathetic to do its job. This repeated sympathetic stimulations lead to intermittent upsurges of heart rate, blood pressure, poor digestion, elevated blood glucose, etc. *Assistant Professor, Department of Physical Education and Health Sciences, Alagappa University, Karaikudi. **Assistant Professor, Faculty of General & Adapted Physical Education and Yoga, Ramakrishna Mission Vivekananda University, Coimbatore.
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Occupation related stress comes in many shapes and forms. Occupational stress may have harmful physiological effects on workers. Many studies have showed that workers suffering from stress exhibit decreased productivity, higher number of accidents, absenteeism, lower morale and greater interpersonal conflict with colleagues and superiors. Cranwell and Alyesa, 2005, in the women employee, unfortunately occupation related stress and associated hazards are increasing day by day. Various statistical surveys show that the prevalence of stress among women employee have been causing many harmful impacts on the society. In order to deal with problems the women employee is embracing the various means and tools, out of them the yoga is being recognized as a highly effective and multi-beneficial one. Yoga, far from being a mere physical or breathing acrobatics or a demonstration of magic or supernatural powers, is a science of the future, with a holistic vision relevant to a progressive society. Yoga is the right science for such a transformation which is in offing. Yoga has grown into a science of specialities and superspecialities. For the person involved in highly physically and mentally demanding stressful occupations. Yoga improves the quality of life; bring health and harmony in the society.
Methodology To intend the purpose of the present study a sample of sixty women employees in various Departments, schools and colleges in Sivagangai District were selected as a subjects by randomly and their age ranged between Twenty to Forty years. Their educational qualification ranged from secondary level to graduate. None of them had previous exposure to yoga practices. They are divided into two groups, one experimental group and one control group each group consist of thirty subjects. The control group was not exposed to any type of yogic practices. The experimental group under went the yogic practices for a period of twelve weeks. All the participants were encouraged to attain the classes regularly. The yogic practices were administrated by a post graduate certified yoga teacher. The Experimental group completed a standard self-reported questionnaire of occupational stress index before and after the yogic practice. Occupational stress index questionnaire was developed by Dr. A. K.Shrivastava and Dr. A. P.Sinha, Banaras Hindu University. This questionnaire consists of 46 items,each to be rated on the five points rating scale from strongly agree to disagree.
Yogic practice schedule for Morning Session Omkar and Gayatri Mantra (Prayer)
–
10 Minutes
Asanas Practices
–
45 Minutes
Tadasana
Padahastasan
Vajrasana
Ustrasana
Yogamudrasana
Ardhatadasana
Sashankasana
Bhujangasana
Tiryak Bhujangasana
Tadasana Om Uccharan
Shirsasana
Dhanurasana
Paschimottasana
Bhunamanasana
Halasana
Naukasana
Sinhasana Marjariasana
Akarnadhanurasana
Chakrasana
Rajkapotasana.
Shavasana
–
10 Minutes
Journal of Adapted Physical Education and Yoga Vol. 1 - Issue 1 June 2011
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Yogic practice Schedule for Evening Session The Evening Session focused on predominantly mindfulness and relaxation practices: Omkar & Gayatri Mantra (Prayer)
–
10 Minutes
Balancing asanas
–
30 Minutes
Vrikshyasana
Garudasana
Talasana
Padangusthasana
Sankatasana
Bakasana
Ekpadasana
Utthithastasana
Padangusthasana
Merudandasana
Vashisthasana
Yoga Nidra
–
20 Minutes
Stress Control Index 0 to 51
Low
52 to 105
Moderate
106 to 156
High TABLE – 1
MEAN, STANDARD DEVIATION, MEAN DIFFERENCE AND‘T’ RATIO ON THE STRESS LEVEL OF WOMEN EMPLOYEE Variable
Group
Control Occupational
Group
Stress Index
Yoga Training
Mean
Standard
Mean
Deviation
Difference
‘t’ - ratio
Pre
Post
Pre
Post
113.63
112.95
2.09
2.09
0.68
1.66
113.26
103.47
2.02
1.61
9.79
12.56
Group t = (19) (0.05) = 2.093
Result & Discussion: From the table -1 the obtained‘t’ value (12.56) of the experimental group in occupational stress index was significantly (P< 0.05) higher than the required‘t’ value (2.093) and no significant (P<0.05) difference for the control group in occupational stress index. In considering the above result, the change may be mainly by the yogic practices. The yoga training programme was an integral package of yogic tools including selected Asanas, Pranayamas, Yoganidra and omkar and gayatri mantra recitation. All these were practiced in synchronizing and gradual manner to improve and sustain physical as well as mental efficiency. This synchronized practice could bring the women employee in balance of homeostatic efficiency on psycho – neuro-immuno-
Journal of Adapted Physical Education and Yoga Vol. 1 - Issue 1 June 2011
69
endocrine network and which helped to enhance strength, endurance, vitality, body and mind harmony and balance. This could contribute to reduce physical and mental stress level of women employees. Omkar and Gayatri mantra was part of yogic practices. Hence, various research evidence regarding omkar and Gayatri mantra recitation which reported the positive impact in reducing stress by improving neuro – psycho spiritual benefits. As we know that such recitations contribute to create the positive stimulation and vibration on nerve plexus and chakras whereas concentration on meaning of mantra may encourage the positive thinking. This is because the women employee may experience reduction of stress level.
Conclusion: It may be concluded that yogic practices has a highly positive impact in the management of stress related problems. The strong need is that the various aspects of yogic practices may suitably be embraced as a part of regular training particularly among the women employee. This finding also encourages the scope to carry out the various research studies in this regard.
References: Nagendra H.R. and Nagarathna R, New Perspectives in Stress Management, Swami Vivekananda Yoga Prakashana, Bangalore, 2007. Latha, S, Development of Stressful life events questionnaire Journal of Psychometry, Vollo. No.2, 1997. Malini Devi Kirubai, Family Structure in relation to stress coping of general health of women, unpublished M.Phil Dissertation, University of Madras, 1993. Swami Satyananda Saraswathi, Yoga for School Children, Bihar School of yoga, Bihar, 1999. Bhavanani, Ananda, Balyogi, Yoga and Stress. Yoga Vigyana. MDNIY, 1, 1, 9-6, 2007. Bhogal, R.S., Gore, M.M., Oak, J.P., Kulkarni D.D., Bera, T.K, Psycho – Physiological Responses to Omkar and Gayatri Mantra Recitaion in Police Trainees, Undergoing Professional Training. Yoga – Mimansa 36, 1 & 2, 11-27, 2004. Health and safety Executive, Yoga Management standards for tackling work – related stress, 2004. www.hse.gov.uk/stress/standards accessed 22 Jan, 2008. Kumar, Kamakhya Yoga Nindra and its Impact on students well-being. Yoga – Mimansa, 36, 1 & 2, 7176. 2004. Githananda Swamy and Meenakshi Bhavani, “Yoga is a call to life, no away from life”. Yoga life 20; 2005. Gopal, K.S.et al; “Effect of Yogasana Performance on blood pressure, pulse rate and some respiratory Function”. Indian Journal of Physiology and Pharmacy 17:3, 2004. Carthy H.James, Yoga a path way of life, London Rider Company, P.28, 1998. Devi Indra, Yoga the technique of Health and Happiness, Bombay, Jaico Publishing House, P.4, 2001.
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