Joapey vol 2 no 1 june 2012 full by Vivekananda University, Coimbatore Campus

JOURNAL OF ADAPTED PHYSICAL EDUCATION AND YOGA ISSN : 2229-4821 Volume 2

Issue 1

June 2012

CONTENTS Editorial board

iii

Comparison of VO2 Max: among Small Area Game Women Players: Dr. V. Gopinath 01-04 Effect of Plyometric Training on Speed and Explosive Power of Male Volleyball Players: Mohanakrishnan R, Dr. M. Rajashekaran 05-07 Effect of Multimedia Programme in Teaching Yoga Education: Dr. N. Kumar 08-11 Comparison of Competitiveness among Special Students : Dr. A. Palanisamy, Dr. I. John Parthiban

12-13

Effect of Yogic Practice and Aerobic Training on Selected Physiological Variables among College Women : S. Archana Mani Malathi, Dr. (Mrs.) A. Shenbagavalli 14-18 Prediction of Playing Ability from Selected Psychological Variables among College Level Handball Players : A. Needhiraja, Dr. R. Kalidasan 19-25

Effect of Yogic Practices on Selected Physiological Variables of Obese College Men :

Babu. S, Jayaraman. S 26-30

Disabled Sports in Developing Countries : Shafeeq V.A, Dr. George Abraham 31-36 Influence of Physical Training and Yogic Practices on Aerobic Fitness Balance and Flexibility of Individuals with Intellectual Disability : R. Giridharan, Dr. T. Radhakrishnan 37-44 Influence of Conventional Training Programme with Plyometric Training on Selected Physical Fitness, Psychophysiological and Skill Performance Variables of College Level Badminton Players : M. Srinivasan & Dr. Ch.VST. Saikumar 45-56 Design and Development of Throwball Game for the Partially Sighted School Boys Dr. Sheila Stephen

57-61

Influence of Recreational Games on Selected Psychological Variables Among Physically Challenged Children : Dr. M. Jayachitra

62-65

Effect of Progressive Resistance Training on Selected Motor Fitness and Skill Performance of Volleyball Players : Dr. V. Vallimurugan & P. Senthilkumar

66-70

Effects of Quick Marching and Stair Stepping Exercise Training on Selected Physical and Physiological Parameters of High School Boys : R.S. Suma

71-75

Physically Active Lifestyle for Management of Diabetes Mellitus : Dr. T. Radhakrishnan

76-79

Effect of Asana Practices on Selected Physiological and Psychomotor Variables of Intellectually Challenged Children : Dr. M. Ganeshkumar

80-84

Instruction to authors

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

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 : Coimbatore 2. Periodicity of Publication

: Bi-annual

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

: Dr. S. Alagesan

: Indian

Nationality

Address Ramakrishna Mission Vivekananda University, Faculty of General & Adapted Physical Education and Yoga, SRKV Post, Periyanaickenpalayam, Coimbatore - 641 020 Tel: 0422 2692667, Mobile: 94434 20801 5. Name and addresses of Individuals & : Ramakrishna Mission Vivekananda University, shareholders holding morethan 1% of Faculty of General & Adapted Physical the total capital. Education and Yoga, SRKV Post, Periyanaickenpalayam, Coimbatore 641 020 Tel: 0422 2692667. e-mail: 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 Vol. 2 - Issue 1 June 2012 iii

JOURNAL OF ADAPTED PHYSICAL EDUCATION AND YOGA ISSN : 2229-4821 Volume 2

Issue 1

June 2012

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

ADVISORS Swami Abhiramananda Administrative Head, RKMVU Brahmachari Pradeep Asst. Administrative Head, RKMVU, Coimbatore CHIEF EDITOR Dr. S. Alagesan Professor, FGAPEdY, RKMVU, Coimbatore EDITOR 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

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

From the Desk of Chief Editor Dear Readers, The 3rd issue of â&#x20AC;&#x153;Journal of Adapted Physical Education and Yogaâ&#x20AC;? has been published by Ramakrishna Mission Vivekananda University, Faculty of General and Adapted Physical Education and Yoga. We are getting a good encouragement from the various researchers by contributing research and themetic articles. The University is keen in developing more researchers in the field of Adapted Physical Education and Yoga.

An exclusive department for Adapted Physical Education has been

started which works for the development of Adapted facilities, programmes and rehabilitation for the persons with disabilities. Courses have been conducted on trainers training programmes in Special Olympics and paralympics. Some more new diploma courses in adapted physical education have been planned in the forthcoming academic year.

Meaningful research work and the application of its findings to enrich

the knowledge is the need of the hour. We are sure much needed awareness of adapted physical education in India with constructive support can be created.

Dr. S. Alagesan Chief Editor, JOAPEY

Vol. 2 - Issue 1 June 2012

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

COMPARISON OF VO2 MAX: AMONG SMALL AREA GAME WOMEN PLAYERS Dr. V. Gopinath ABSTRACT The purpose of the study was to compare VO2 max among small area game women players. To achieve the purpose university level 50 women players (Handball – 9, Basketball – 6, Kho-Kho – 9, Netball – 7, Kabaddi – 8, Volleyball – 6 and Badminton – 5) were selected from Annamalai University, India. Their age ranged from 21 to 26 years. VO2 max was assessed by Treadmill (Bruce Protocol), and the collected data were analyzed by ANOVA (SPSS-16) and the level of confidence was fixed at 0.05. If the obtained ‘F’ was significant, Scheffe’s post hoc test was used to find out the paired means difference. The results shows, university level women players were significantly different in VO2 max. Hence it is recommended to the coaches, physical education teachers and trainers to consider VO2 max as an deciding factor for selecting the players and for training in different games. INTRODUCTION Human machine requires energy for various activities. Energy produced in the body is in the form of chemical energy which is converted to mechanical energy. It is stored in the body as glycogen and fatty acids-mainly in the liver, muscle and adipose tissue. Energy is stored intracellular in the form of ATP and CP(1). Aerobic exercise is the physical exercise that intends to improve the oxygen taking ability and refers to the use of oxygen in the body’s metabolic or energy generating process. Any exercise that requires the use of the large muscle groups is both rhythmic, and continuous in nature is considered to be aerobic endurance. During this process, the heart, lungs, and the entirecardiovascular system are conditioned and work more efficiently. VO2 max is the maximum volume of oxygen that the body can consume during intense, whole-body exercise, while breathing at sea level. Since oxygen consumption is linearly related to energy expenditure, the measure of oxygen consumption, is indirectly measuring an individual’s maximal capacity to do work aerobically. VO2 max calculation is used in healthy persons and athletes (2). Team sports in general, due to the time frame, they are played on and their actual physiological demand are activities where the higher the VO2 max, the better it will be for the player’s endurance during the games and moreover their recovery between action bouts, games and training sessions. VO2 max is a personal physiological asset, which is developed through time following an effective training plan. The players will develop sufficient VO2 max to sustain and recover quicker from high intensity workouts. It is usually established that team players should have a VO2 max around 55 to 60 ml/kg/min although of course the higher the VO2 max the better(3). Small area games are designed to focus on multiple skills and situations, in creating peak touches and situational repetition. In small area game, players will have more peak touches because *AProfessor, Dept. of Physical Education, Annamalai University, India

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

of the special conditions placed area, the reduced number of players and the special conditions placed on each game. Women have large body and shorter limbs, their centre of gravity is also low. Women have smaller heart, faster pulse rate and more rapid increase in pulse rate at the beginning of the exercise and recovery is much slow after the exercise. They breathe more shallowly with the upper part of the chest (4). By considering the above fact, the study was aimed to compare the VO2 max among university level women small area game players. METHODOLOGY To achieve the purpose, 9–Handball (HB), 6-Basketball (BB), 9-Kho-Kho (KHO), 7-Netball (NB), 8-Kabaddi (KAB), 6-Volleyball (VB) and 5-Badminton (BAD) university level women players were selected (w=50) as subjects from Annamalai University, India (2011-2012). Their age ranged between 21 and 26 years as per the records. VO2 max was selected as the criterion variable and measured by treadmill (Bruce protocol) maximal exercise test, where the athlete works to complete exhaustion. The treadmill speed and the inclination were increased after every three minutes. The length of time on the treadmill is the test score and can be used to estimate the VO2 max value. The collected data were analyzed by ANOVA, (SPSS-16), and the level of significance was fixed at 0.05. If the obtained ‘F’ radio was significant, Scheffe’s post hoc test was used to find out the paired means difference. RESULT Table - I ANOVA FOR SELECTED SMALL AREA GAME PLAYERS ON VO2 MAX (WOMEN)

Sources of Variance

Between Group

4652.15

775.36

With in Groups

820.93

19.09

F 40.61*

* significant at 0.05 level. The Table value required for significance at 0.05 level with df 6 and 43 is 2.32. Table – II SCHEFFE’S VALUE FOR SELECTED SMALL AREA GAME PLAYERS ON VO2 MAX (WOMEN)

Groups HB vs KHO HB vs NB HB vs KAB HB vs VB HB vs BAD BB vs KHO BB vs KAB BB vs VB BB vs BAD KHO vs BAD

M1 52.63 52.63 52.63 52.63 52.63 44.63 44.63 44.63 44.63 35.35

M2 35.35 39.83 31.80 28.49 20.40 35.35 31.80 28.49 20.40 20.40

MD 17.28* 12.80* 20.83* 24.14* 32.23* 9.28* 12.83* 16.14* 24.23* 14.95*

CI 7.68 8.21 7.92 8.59 9.10 8.59 8.80 9.41 9.87 9.09

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 3

Groups

NB vs VB

39.83

28.49

11.34*

9.07

NB vs BAD

39.83

20.40

19.93*

9.54

KAB vs BAD

31.80

20.40

11.40*

9.29

*significant at 0.05 level The results of the study (ANOVA) shows that, the university level women small area game players were different in VO2 max. Further, Table II shows the paired mean difference of VO2 max between groups and reveals that, women Handball players are better in VO2 max followed by Basketball, Netball, Kho-Kho, Kabaddi, Volleyball and Badminton players respectively. DISCUSSION ON FINDINGS Fitness can be measured by the volume of oxygen one can consume while exercising at their maximum capacity. VO2 max is the maximum amount of oxygen in milliliters, one can use in one minute per kilogram of body weight. Those who are fit have higher VO2 max values and can exercise more intensively than those who are not conditioned. Numerous studies show that the increase in VO2 max by working out at an intensity that raises the heart rate between 65 to 85% of its maximum for at least 20 minutes, three to four times a week. The result of the study clearly shows, different small area game players require different level of VO2 max. The physical limitations that restrict the rate at which energy can be released aerobically depend upon, the chemical ability of the muscular cellular tissue system to use oxygen in breaking down fuels and the combined ability of cardiovascular and pulmonary system to transport the oxygen to the muscular tissue system (5). Physical exercise is any bodily activity that enhances or maintains physical fitness and overall health. This includes strengthening muscles and the cardiovascular system, weight less or maintenance (6). Frequent and regular physical exercise boost the immune system and help to prevent the disease of affluence (7). Prolonged, moderate aerobic exercise helps to establish a better balance between the intake and usage of energy, due to both the immediate, metabolic demands of the exercise session and small continuing increase of metabolism after the activity has ceased (2). In the present study handball players showed betted VO2 max followed by basketball players. It may be due to the nature, duration, energy system involved in the games. The VO2 max assesses the maximal ability of the body to deliver and utilize oxygen and is related to the ability to perform prolonged exercise. Genetic factors and training regulate the various physiological factors that contribute to the bodyâ&#x20AC;&#x2122;s ability to transport oxygen (3) VO2 max is an index of cardiovascular performance as well a measure of aerobic capacity (9). In the present study the result revels that, the intensity of the game positively influences the VO2 max levels among the women players. To attain the best possible performance, VO2 max improvement is one aspect of the whole training process and that should not be ignored for small area game players. Athletes VO2 max is

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

a measure independent of his/her sport although connected (10). The way an athlete develops his/her VO2 max will depend on the specificity of the sport. Within eight weeks of training, players will develop sufficient VO2 max to sustain and recover quicker from high intensity workouts. It is usually established that, team sports players (women) should have a VO2 max around 40 to 45 ml/ kg/min. These figures should be the goal to attain, with of course, some difference in rugby (women) according to position specific (3). At any level of play, an average player may only have control of the peek for a few seconds during the course of a game. Depending on the game being played, that same player may have over a minute of competitive peek-possession time while taking six to seven shifts in just a ten minute game (11). Within every small area game, players are also placed in more tight situations and have more attempts on net than in any traditional drill has seen. CONCLUSION Irrespective of games, VO2 max plays major role in energy production and which indirectly influences the performance and quality of the play as well as players. From this research it is concluded that all the small area game players also require VO2 max. In specific, handball, basketball and KhoKho players need high VO2 max to have better performance. IMPLICATIONS It is recommended to the coaches, physical educationist, sports trainers and fitness programmers to consider VO2 max as an deciding factor for selecting the players for training, in various games. BIBLIOGRAPHY David H. Clarke, “Exercise Physiology” Englewood Cliffs, New Jersey Prentice Hall Inc. Gaesser G.A. and Wilson L.A, “Effect of Continuous and Interval Training on Parameters of power Endurance and Time Relationship for High Intensity Exercise”. Int.J. of Sports Med. 9(6) 1988. Gavin Raid and John M.Thomson, “Exercise Prescription for Fitness”. New Jersey Prentice Hall Inc. 2002. Gollnick. P.D et al, “Enzyne Activity and Fiber Composition of Skeletal Muscle of Untrained and Trained Men”. J.Appl. Physiol, 33(3) 1972. Gray T.Moran and Gorge H.Meglyn, “Cross Training for Sports Programme for 25 Sports” Western Publishing Co.Ltd, 1988. Jackson R.Sharma, “Introduction to Physical Education” New York. A.S.Barnes and company, 1994. Mayers et al, “Physiological Characteristics of Elite Prepubertal Cross Country Runners” New studies in Athletics (4) 1998. Mc.Ardle, W et al, “Essential of Exercise Physiology” 2nd ed. Philadelphia” Lippin cott. Williams & Wilkims, 2000. Swaim et-al, “Target HR for the Development of CV Fitness”. Medical & Science in Sports & Exercise, 26(1), 1994. Vella CA et al, “The Oxygen Cost of Ventilation During Incremental Exercise to VO2 max”. Respirology 11(2), 2006. Wilmore, J.H. and Costill, D.L, “Physiology of Sports and Exercise”, 3rd ed. Champaign, IL, Human Kinetics, 2005.

Vol. 2 - Issue 1 June 2012

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

EFFECT OF PLYOMETRIC TRAINING ON SPEED AND EXPLOSIVE POWER OF MALE VOLLEYBALL PLAYERS. MohanaKrishnan R*, Dr. M. Rajashekaran** ABSTRACT The study was designed to investigate the effect of Plyometric training on speed and Explosive Power of male volleyball players. Thirty male volleyball players were selected as subjects and segregated into two groups of fifteen subjects each as experimental group and control group following random procedure. The experimental group underwent Plyometric training over a period of twelve weeks where as control group did not participate in any of the training except their regular activities as per the curriculum. Speed and explosive power were assessed before and after the experimental period for both the groups by using 50 meters and Sergeant jump respectively. ANCOVA was used to analyze the collected data. The results of this study showed that there is a significant difference between plyometric training group and control group on speed and explosive power

Key words: Plyometric training, Volleyball, Speed, and Explosive Power INTRODUCTION Team Volleyball, like several other ball games, requires not only technical and tactical skills but also great deal of physical fitness (Marques, González-Badillo & Kluka, 2006; Marques, van den Tillaar, Gabbett, Reis & González-Badillo, 2009). During a long competitive season, typical of any European league, Team Volleyball coaches concentrate mainly on technical and tactical drills, reducing the volume of training devoted to strength and conditioning activities. This may lead therefore to unwanted changes in the selected aspects of the optimal physical fitness profile. Plyometrics (also known as “plyos”) is a type of exercise training designed to produce fast, powerful movements, and improve the functions of the nervous system, generally for the purpose of improving sports performance. Plyometric movements, in which a muscle is loaded and then contracted in rapid sequence, use the strength, elasticity and innervations of muscle and surrounding tissues to jump higher, run faster, throw further, or hit harder, depending on the desired training goal. Plyometrics is used to increase the speed or force of muscular contractions, providing explosiven ability for a variety of sport-specific activities. Plyometric training has been shown across the literature being beneficial to a variety of athletes. Benefits range from injury prevention, power development and sprint performance amongst others. *Ph.D Scholar, Department of Physical Education, Annamalai University. **Professor, Department of Physical Education, Annamalai University.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

Repeated use of plyometric exercises will gradually increase the efficiency of the neuromuscular connections between the brain and the muscle. However, a fine balance must be used, if one wishes to build strength and power through plyometrics. It is often recommended that plyometric repetitions be no higher than 75-100 repetitions. Also, training with plyometric exercises more than three or four times per week can cause muscular degeneration, if proper nutrition and rest are not taken into account. Plyometric training has been shown to have benefits such as for reducing lower-extremity injuries in team sports while combined with other neuromuscular training (i.e. strength training, balance training and stretching). Plyometric exercises involve an increased risk of injury due to the large forces generated during the training and performance, and should only be performed by well-conditioned individuals who are training under expert supervising. Good levels of physical strength, flexibility, and proprioception should be achieved before the commencement of plyometric training. METHODOLOGY To achieve this purpose, thirty male volleyball players from SRM University, studying on various courses were randomly selected as subjects. Their age ranged between 19 and 22 years. They were divided into two equal groups and each group consisted of 15 subjects. Group I underwent Plyometric training for three days per week for twelve weeks and Group II acted as control and did not participate in any special training apart from the regular activities. Speed and explosive power were selected as criterion variables. These variables were assessed before and immediately after the training period for both the groups by administering 50 meters run and sergeant jump test respectively. The collected data were statistically analyzed for significant difference, if any, by applying ANCOVA. In all cases 0.05 level was fixed as confidence interval to test the significance. ANALYSIS OF DATA

Table - I SUMMARY OF ADJUSTED POST TEST SCORES ON SPEED OF PLYOMETRIC TRAINING AND CONTROL GROUPS

Variable

Experimental Group

Control Group

Sum of Square

Mean Square

‘F’ ratio

Speed

8.45

8.60

B 0.175 W 0.152

1 27

0.175 0.006

30.94*

* Significant .05 level of confidence. The table values required for significance with df 1 and 27 is 4.21 From the above table, it is observed that the F-ratio of the adjusted post-test mean value of speed for the Plyometric training group and the control group are 8.45 and 8.60 respectively. The obtained F ratio of 30.94 for the adjusted post test mean of the Plyometric training group and the control group are greater than the required table value of 4.21 for significance with df 1 and 27 at 0.05 level of confidence. The results of this study showed that there is a significant increase in speed for the plyometric training group as compared to the control group after the experimental training period.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 7

Table - II SUMMARY OF ADJUSTED POST TEST SCORES ON EXPLOSIVE POWER OF PLYOMETRIC TRAINING AND CONTROL GROUPS

Variable

Experimental Group

Control Group

Sum of Square

Mean Square

‘F’ ratio

Explosive Power

47.901

45.166

B 52.416 W 39.612

1 27

52.416 1.467

35.728*

* Significant .05 level of confidence The table values required for significance with df 1 and 27 is 4.21 From the above table-II, it is observed that the F-ratio of the adjusted post- test mean value of explosive power for the plyometric training group and the control group are 47.901and 45.166 respectively. The obtained F ratio of 35.728 for the adjusted post test mean of the plyometric training group and control group are greater than the required table value of 4.21 for significance with df 1 and 27 at 0.05 level of confidence. The results of this study shows that there is a significant increase in explosive power for the plyometric training group as compared to thecontrol group after the Twelve weeks of experimental training period. RESULTS AND DISCUSSION The results of the study indicate that the Plyometric training group had significantly improved the speed and explosive power as compared to control group. The dependent variables selected for this study are important qualities for higher performance in almost all sports and games. Sundaramoorthy (1999) in his study found that there is a significant improvement in speed explosive power and leg strength after plyometrics training. Luebbers, et.al, (2003) found that there is a significant improvement in vertical jumping ability due to plyometrics training. Gheri et.al. (1988) established that Plyometric training techniques are the best for improving vertical jumping ability, positive energy production and elastic energy utilization. Plyometric training consists of a rapid stretching of a muscle in eccentric action immediately followed by a concentric or shortening action of the same muscle and connective tissues. The stored elastic energy within the muscle is used to produce more force that can be provided by a concentric action alone. Researchers have shown that Plyometric training can contribute to the improvement in vertical jump performance, acceleration, leg strength, muscular power, increased joint awareness and overall proprioception. BIBLIOGRAPHY Gehri denial J.,Mark D. Richard, Douglas M. Klenier Donald T. Kirkendal (1988): A Comparison of Plyometric training Techniques for improving Vertical jumping ability and energy production:, Journal of Strength and Conditioning Research Vol12 No.2,pp 85-89. P.E.Luebbers et al.(2003), Effect of Plyometric Training and recovery on Vertical jump performance and Anaerobic Power” Journal of Strength and Conditioning Research Vol17 No.2,pp 345-349. V.Sunaramooorthy,(1999), Effect of Isolated and combined weight and plyometrics training on selected strength parameters, Speed and Power”, Unpublished Doctoral Thesis, Alagappa University. Viru A. (1995) Adaptations in sports training. Boca Raton, FL: CRC Press.

Vol. 2 - Issue 1 June 2012

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

EFFECT OF MULTIMEDIA PROGRAMME IN TEACHING YOGA EDUCATION Dr. N. Kumar* ABSTRACT The present study tries to find out the effect of the multimedia assisted teaching of yoga education at the under graduate level. The study was conducted to develop a multimedia programme for the teaching of yoga education and experiment the same with a set of 60 male students studying in the Bachelor of Physical Education (B.P.Ed), under the Ramakrishna Mission Vidyalaya Maruthi College of Physical Education, Coimbatore The pre and posttest was conducted, based on the achievement test score of the student’s. They were divided into two groups namely experimental group and control group. The experimental group was adapted the multimedia programme of teaching for three days in a week one hour per day for twenty weeks. The control group adapted conventional method of teaching and to find out the effectiveness of the multimedia programme. After the teaching periods the post-test was conducted for both groups, equivalent groups design was followed for this study. The results show that the multimedia programme prepared by the researcher is more effective for achievement of the objectives of yoga education in Bachelor of Physical Education students. The students learning ability through multimedia programme are found to be better than the students learning through the conventional method of teaching.

Key word: Yoga education, Achievement test, Multimedia Programme INTRODUCTION The word “yoga” means bringing together two things into a relationship. There are many examples of union in yoga, like the union of body and mind, the union of yin and yang, the union of the individual’s energy with the cosmic energy – and the union or relationship of the teacher and student. Integrating yoga into elementary physical education classes offers more possibilities for a wider group of students than traditional sports and fitness classes (Finger 2000). Children need to experience joy while participating in physical activity in order to build a foundation for lifelong skills. Since it has triangular relationship of Body, Mind and Spirit, “Yoga is a sophisticated system for achieving radiant physical health, superb mental clarity and therefore peace of mind” (Schiffmann, 1996). Most commonly yoga is regarded as a physical discipline, one that teaches strength, flexibility, and balance of body. In a vast country like India, enormous developmental work is now being done in the field of education but it has still not been possible to equip each and every institution with all the facilities for teaching. Multimedia enables students get a live vision of life’s aspects and scientific factors. *Assistant Professor, Faculty of General & Adapted Physical Education and Yoga, Ramakrishna Mission Vivekananda University, Coimbatore , Tamilnadu, India

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 9

Any diagram can be explained in detail with 3D effect; it helps the student to understand the lessons clearly. Keeping in mind the above mentioned factors the investigator felt it appropriate to prepare multimedia software for the teaching of yoga education included in the Bachelor of Physical Education curriculum.

To prepare a multimedia package for the teaching of yoga education at under graduate (Bachelor of Physical Education) level.

To find out the effect of multimedia programme in the teaching of yoga education at the under graduate (Bachelor of Physical Education) level.

To compare the effect of multimedia programme in the teaching of yoga education with that of the traditional method of teaching yoga education.

METHODOLOGY The present study is an outcome of the effect of multimedia programme in teaching yoga education. As the study intended to focus mainly on the impact of multimedia in teaching yoga education to the physical education (BPEd) students between the age group of eighteen to twenty five years, studied in Bachelor of Physical Education (BPEd) from Sri Ramakrishna Mission Maruthi College of Physical Education, Coimbatore, Tamilnadu, were selected as subjects for this study. The subjects were divided into two equal groups namely control group and experimental group from the equal sample of thirty bachelors of physical education students. The experimental group under gone the multimedia teaching in yoga education for three days in a week one hour per day for twenty weeks. The control group under gone the conventional method of teaching. SELECTION OF VARIABLE The research scholar reviewed the available scientific literatures pertaining to this study from books, journals, periodicals, magazines and research papers. Based on the consideration of feasibility, academic achievement was selected as variable. TOOLS USED • A multimedia programme was developed by the investigator along with the experts from computer sciences and technology field for the teaching of the concepts in yoga education included in the University curriculum. •

An achievement test (questionnaire) in yoga education constructed and validated by the investigator.

DEVELOPMENT OF MULTIMEDIA The multimedia programme was developed in Macromedia flash version 6.0. It provided a multimedia platform to attract the senses of the learner for easy and happy learning. The yoga education syllabus of Bachelor of Physical Education (B.P.Ed) students was broken down into 60 small learning modules in theory and practical. All the learning modules were arranged logically based on psychological principles of learning i.e., proceeding from easy to difficult, simple to complex and from the known to unknown. The experimental design was adopted. For the experimentation,

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

a pre-test was conducted and the sample was divided into two groups viz., the experimental and control groups. The students of the experimental group were taught with the computer multimedia programme and the control group through the conventional method. After the training period the post-test was administered. The collection of data was subjected to statistical analysis and the results obtained were interpreted. STATISTICAL TECHNIQUE ‘t’ test was applied to test the significance of difference between the mean achievement test score of the experimental and control groups at the pre-test and post-test levels. RESULTS AND DISCUSSION Comparison of achievement test score in pre and post teaching periods and the effect of multimedia teaching in yoga education on control and experimental groups of Physical Education Students. The Calculation of mean, mean difference, and ‘t’ value of achievement scores between pre and post teaching periods of control and experimental groups of Physical Education Students are furnished in table I. Table – I MEAN OF ACHIEVEMENT TEST SCORE OF THE EXPERIMENTAL GROUP COMPARED WITH THE CONTROL GROUP AT THE PRE AND POST TEST SCORES

Mean Scores Pre-Mean

Post-Mean

Mean difference

20.22

37.51

17.29

15.06**

19.95

20.00

0.05

0.49

Groups

Experimental group Control group

‘t’ value

** Significant at 0.01 level Table I indicates that the mean difference of the academic achievement of the experimental group are 17.29 the obtained t ratio 15.06 was higher than the required table value of 2.016 for significance at 0.01 levels. The mean differences of the control group are 0.05 the obtained t ratio was less than the table value of 2.016 for insignificance at .01 levels. Hence, it could be inferred that there is a significant difference between the two groups as indicated by the mean value. It can be concluded that the students of the experimental group fared better in the achievement test than the students of the control group. This again clearly shows that learning with the help of multimedia will increase the achievement of the students. DISCUSSION AND FINDINGS The results of the study indicate that the multimedia teaching in yoga education brought significant improvement in the academic achievement of the experimental group was compared to the control group of the bachelor of physical education students.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 11

Findings of the study showed that there was a significant difference between the experimental group and the control group in the multimedia teaching in yoga education at the post-test level. The students learning with the help of the multimedia programme fared better in yoga education than the students learning through the conventional methods. DISCUSSION ON HYPOTHESIS The hypothesis stated that the multimedia teaching in yoga education would not bring any significant difference between the experimental and control groups in the learning of yoga education at the pre-test and post-test levels. Hence, the hypothesis was rejected. CONCLUSION It could be concluded that there was significant improvement in the multimedia programme fared better in yoga education than the students learning through the conventional methods of teaching in yoga education. RECOMMENDATIONS On the basis of the findings and conclusions of the present study, the following recommendations were made. 1. The present study was mainly focused on yoga education only. The same study may be done on other sports subjects also. 2. The present study may be conducted in the post graduate level also. BIBLIOGRAPHY Mc Donald, Michael. L. “The Impact of multimedia instruction upon students, attitude and achievement and relationship with learning style”, DAI-A, 57/08, p. 3466, Feb 1997. Vlahapatra, B.C. “Development of software package for teaching chemistry to IX standard students of Madhya Pradesh state”, Indian Educational Abstract, Issue 1, July, 1996. Finger, A. (2000). Introduction to yoga: A beginner’s guide to health, fitness and relaxation. New York, NY: Three River Press. George P.L. “An evaluation of computer assisted learning in geography in Singapore”, Australian journal of Educational Technology, 10, 55-68, 1994. Saraswati, Swami Satyananda, “Asana Pranayama Mudra Bandha”, (India: BiharYoga Bharati, 1997. Koch Sigmund, “Psychology”, McGraw Hill Book Co., New York, 1959. Nagarathna R & Nagendra H.R, “Integrated Approach of Yoga Therapy for Positive Health”, Swami Vivekananda Yoga Prakashana, Bangalore, 2008. “Yoga the Science of Holistic Living”, Vivekananda Kendra Prakashan Trust, Chennai, 2005. Schiffmann, E., (1996). Yoga: The spirit and practice of moving into stillness. New York, NY: Simon and Schuster. Sharma P.D, “Yogasana and Pranayama for Health”, Navneet Publications, Navneet Bhavan, Dadar, Mumbai, 2000.

Vol. 2 - Issue 1 June 2012

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

COMPARISON OF COMPETITIVENESS AMONG SPECIAL STUDENTS Dr. A. Palanisamy*, Dr. I. John Parthiban ** ABSTRACT The purpose of this study was to compare the competitiveness among special students. The study was conducted on school students who were studying various schools Karaikudi, Tamilnadu, India. Subjects were randomly assigned equally into two groups, namely hearing impaired students group(n=30) and Physically challenged persons(n=30). Among various personality traits competitiveness only selected for this study. The competitiveness Index (CI), developed by Smither and Houston is a 20 – item structured personality instrument that responds to this problem. This study explored the validity of the CI by investigating both the internal and external validity of the measure. CI scores are linked to competitive behaviors and task satisfaction in simulated conflict situations. t – test was performed to evaluate the CI’s ability to differentiate between hearing impaired and physically challenged students. The result shows that there was a significant difference on the CI among special students.

Key words: Competitiveness, hearing impaired, physically challenged INTRODUCTION

Psychologists have long been in disagreement as to whether competition is a learned or a genetic component of human behavior. Perhaps what first comes to mind when thinking of competition is athletics. It would be a mistake, however, not to recognize the effect competition has in the areas of academics, work, and many other areas of contemporary life. Many studies have been conducted to test the importance placed on competition as opposed to other values, such as co operation – by various cultures, and generally conclude that Americans uniquely praise competition as natural, inevitable, and desirable. In 1937, the world – renowned anthropologist Margaret Mead published Cooperation and Competition among Primitive Peoples, based on her studies of several societies that did not prize competition, and, in facts, seemed at times to place a negative value on it. One such society was the Zuni Indians of Arizona, and they, Mead found, valued cooperation far more than competition. Psychologically speaking, competition has been seen as an inevitable consequence of the psychoanalytic view of human drives and is a natural state of being. According to Sigmund Freud, humans are born screaming for attention and full of organic drives for fulfillment in various areas. Initially, according to this view, we compete for the attention of our parents – seeking to attract it either from siblings or from the other parent. Thereafter, we are at the mercy of a battle between our base impulses for self – fulfillment and social and cultural mores which prohibit pure indulgence. If in fact competition brings out the “beast” in us, then research demonstrates that cooperation surely brings out the “best” in us. This finding has been held in virtually every occupation, skill, or behavior tested. For instance, Scientists who consider themselves cooperative tend to have more * Assistant Professor, Alagappa University College of Physical Education, Karaikudi, Tamil Nadu, India ** Physical Training Instructor, Government College of Engineering, Salem, Tamil Nadu, India.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 13

published articles than their competitive colleagues. Cooperative business people have higher salaries. From elementary grades to college, cooperative students have higher grade point averages. Personnel directors who work together have fewer job vacancies to fill. And not surprisingly, cooperation increases creativity. Unfortunately, most people are not taught cooperative skills. METHODOLOGY The study was conducted on selected 60 special students from various schools from Karaikudi, Tamilnadu, India. Subjects equally divided into two groups of each 30 ( N = 60 ) They were classified in hearing impaired and physically challenged students. The age of the subjects from 14 to 16 years. Psychological parameters competitiveness was selected as a criterion variable. The data were collected by using competitiveness Index (CI), developed by Smither and Houston. To find out the significant difference T test was used. TABLE - I ASSESSMENT OF COMPETITIVENESS BETWEEN HEARING IMPAIRED AND PHYSICALLY CHALLENGED STUDENTS

SI. No 1. 2.

Group Hearing impaired students Physically challenged students

Mean

S.D

M.D.

13.2647

2.56206

.02941

13.2353

2.08979

‘t’ ratio .052*

.02941

* Significant at .05 level

It is seen from the above table that there is significant difference in competitiveness between hearing impaired and physically challenged students. The mean scores of hearing impaired and physically challenged students in competitiveness are 13.26 and 13.24. The difference between the mean is .029 and the obtained ‘t’ value is .052. As the obtained ‘t’ value. .052 is greater than the required ‘t’ value at 1.99 level for 66 degree of freedom, the table shows that there is no significant difference between hearing impaired and physically challenged students. CONCLUSION From the statistical analysis of data it is evident that there is no significant difference between hearing impaired and physically challenged students in competiveness. BIBLIOGRAPHY Houston, J.M, Kinnie, J., Lupo, B., Terry, C., & Ho, s. ( 2000). Competitiveness and conflict behavior in simulation of a social dilemma Psychological Reports, 86, 1219 – 1225. Houston, J. M., McIntire, S., Kinnie, J., & Terry, C. ( 2002). A factor analysis of scales measuring competitiveness. Educational and Psychological Measurement., 62, 284 – 298. Johnson, D.W., Johnson, R.T ., & Krotee, M. L. “ The relation between social interdependence and psychological health on the 1980 U.S Olympic ice hockey team.” ( May, 1986). Journal of Psychology, 120 , 279 – 291. Kohn, A. ( September, 1986) “ How to succeed without even vying. “ Psychology Today, 20.22-28.

Vol. 2 - Issue 1 June 2012

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

EFFECT OF YOGIC PRACTICE AND AEROBIC TRAINING ON SELECTED PHYSIOLOGICAL VARIABLES AMONG COLLEGE WOMEN S. Archana Mani Malathi*, Dr. (Mrs.) A. Shenbagavalli** ABSTRACT

The purpose of the study was to find out the impact of yogic practice and aerobic training on selected Physiological variables such as heart rate and breath holding time of the college women students. For the purpose of the study thirty students were selected randomly from age group between 18- 22 years. They were divided into three equal groups namely, Control group, Experimental group I (Yogic practice group), Experimental group II (Aerobic training group). For statistical interpretation Analysis of co variance used and 0.05 level of confidence was fixed in all cases. The resting heart rate and breath holding time are selected physiological variables for the study. INTRODUCTION Yogic practice - Yoga provides a holistic approach in dealing with Respiratory Problems by improving oneâ&#x20AC;&#x2122;s physical, mental, and spiritual health. The Respiratory System is one of the most vital systems in the body. It is composed of the lungs, the bronchial tube, the nose, and the air passages (larynx, pharynx, and trachea). It is mainly responsible in supplying oxygen and getting rid of carbon dioxide in the body. Oxygen is our life source and lack in the supply of oxygen in the body could mean death. The oxygen which is provided by our Respiratory System is used by the hundred-billion cells that compose our body, especially the Brain. Among the diseases that affect the Respiratory System are Asthma, Bronchitis, Cold and Respiratory Allergies. Yoga does not only help in managing Respiratory Ailments but also some of the emotional and physical factors that causes or aggravates the problem. It provides a great way to manage stress, both physical and mental, relax the mind and the body, and help you achieve a positive outlook towards life. Having a positive attitude also eliminates negative emotions that can trigger or aggravate difficulty in breathing. Aerobic Training- The mechanics of aerobic exercise require that oxygen be brought in by the lungs and transferred to the blood vessels. Oxygen rich blood is then pumped by the heart to the muscles. The muscles utilize oxygen for muscle contraction. Through routine aerobic activity, the body becomes more efficient at processing oxygen. Examples of aerobic activity include running, jogging, biking, rowing, and walking. Aerobic training is beneficial for increases blood oxygen level, decreases blood pressure, decreases resting heart rate and also increases cardiorespiratory and cardiovascular system outputs *Lecturer, Avinashilinam Institute for Home Science and Higher Education for Women, Coimbatore. ** Professor and Head, Department of Physical Education and Health Sciences, Alagappa University, Karaikudi.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 15

METHODOLOGY The objectives of the study was to find out the impact of yogic practice and aerobic training on selected Physiological variables such as heart rate and breath holding time of the college women students. For the purposes of the thirty students were selected randomly from Alagappa University Arts College, Karaikudi. They belong to the age group between 18- 22 years. They were divided into three equal groups namely, Control group, Experimental group I( Yogic practice group), Experimental group II (Aerobic training group). And they were exposed to training for the period of 6 weeks. Control group was not given any experiment treatment. The pretest, Posttest and adjusted post hoc test were analyzed by Analysis of co variance (ANACOVA). In all the cases 0.05 was fixed as a level of significance which was as appropriate.

Control group

Table - I TRAINING PROGRAMME Experiment group I Experiment group II

Initial Measurement

There is no yogic practice group or Aerobic training. Normal activity

Pranayama selected asanas Meditation

Cardiovascular exercise mode Intensity of 1 t o3 weeks 30% to 50% Intensity of 4 to 6 weeks 50% to 70%

Final Measurement

RESULTS Table - II COMPUTATION ANALYSIS OF COVARIANCE OF PRETEST AND POSTTEST MEAN OF PULSE RATE SCORES OF CONTROL GROUP, YOGIC PRACTICE GROUP AND AEROBIC TRAINING GROUP

(Scores in seconds)

Control group

Experimental group I

Experimental group II

Pretest

75.0

75.1

Posttest

75.1

69.3

67.3

Sources of variance

Sum of squares

Mean square

Between

0.07

0.035

Within

113.8

4.23

Between

328.9

164.45

Within

144.47

5.35

F ratio 0.0083 30.74

Table – III SCHEFFE’S POST HOC TEST

Adjusted posttest means Control group

Experimental group I

75.1

69.3

75.1 69.3

Experimental group II

Mean Differences

Confidence interval

5.8 67.3

7.8

67.3

2.0

5.2

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

Figure - 1 THE MEAN DIFFERENCES OF HEART RATE OF THE EXPERIMENTAL GROUPS AND CONTROL GROUP

Table II shows that analysis of co variance was resting pulse rate indicator that the resultant F ratio of 0.0083 was not significant the differences in case of the pretest mean indications that initial mean difference among the group were not significant. The posttest means of entire three groups yielded an F ratio of 30.74 and the differences between the adjusted posttest mean 5.2 for the three groups were found significant as the tabulated F ratio being 3.35. DISCUSSION AND FINDINGS 1. From table II, there is a significant difference in heart rate for the yogic practice group and Aerobic training group. Fratio of 30.74 was significant at the level of 0.05. The mean difference of pulse rate between yogic practice and Aerobic training was 2.00 2. The aerobic training group (7.8) has high mean difference than the yogic practice group (5.8) on the pulse rate because during the Aerobic training the heart rate and blood pumping capacity were high than the yogic training. 3. The oxygen consumption which carried to the working muscles was increased while doing aerobics training. 4. Aerobic training group had slow and rhythmic heart rate. So the heart was decreased due to the efficient cardiac muscles.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 17

Table - IV COMPUTATION ANALYSIS OF COVARIANCE OF PRETEST AND POSTTEST MEAN OF BREATH HOLDING TIME SCORES OF CONTROL GROUP, YOGIC PRACTICE ROUP AND AEROBIC TRAINING GROUP (SCORES IN SECONDS) Control Experimental group group I

Test

Pretest

53.10

Posttest

53.50

Experimental Sources of Sum of group II variance squares

53.70

Mean square

Between

13.067

6.53

Within

617.100

22.86

Between

199.40

99.70

Within

513.30

19.01

54.70

59.40

F Ratio

0.29

58.40

5.25

Table- V SCHEFFE’S POST HOC TEST Adjusted posttest means Control group

Experimental group I

53.50 53.50

59.40 59.40

Experimental group II 58.40 58.40

Mean Differences 5.9 4.9 1.0

Confidence interval

3.93

Figure – 2 THE MEAN DIFFERENCES OF HEART RATE OF THE EXPERIMENTAL GROUPS AND CONTROL GROUP

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

Table I shoes that analysis of co variance for breath holding time indicator that the resultant F ratio of 0.29 was not significant differences in case of the pretest mean indications that initial mean differences among the group were not significant. The posttest means of the entire three groups yielded and F ratio of 5.25 and the differences between the adjusted final mean 3.93 for three groups were found significant as the Tabulated F ratio being 3.35. DISCUSSION AND FINDINGS 1. From table II there is a significant difference in breath holding time for yogic practice group and Aerobic training group. F ratio of 5.25 significant at level of 0.05. The mean difference of breath holding time between yogic practice and Aerobic training was 0.75. The yogic practice group (5.9) has high mean difference then the aerobic training group (4.9) on breath holding time. 2. Due to the systematic practice of pranayama, the elasticity and surface tension of alveoli were greatly increased by the maintain phase (Kumbaka) and increases the elastic recoil of the respiratory muscles. 3. During the practice of pranayama the edges of the diaphragm contract flattening it down its doomed position and causing the abdomen to swell. This type of diaphragmatic breathing is the most efficient as it uses the least energy and enables the most absorption of oxygen. This is because the surface area of lines is greater in the lower lobes resulting in higher quantities of oxygen circulating around the body. 4. Pranayama improves an efficiency of breathing to reduce the rate of breathing and increases the depth. 5. So, the yogic training group can significantly perform the breath holding time than the aerobic training group. CONCLUSION The control group did not have any improvement in heart rate and breath holding time, because there is no training method was followed. The pretest result indicates there is no significant difference before training among the groups. After the training period compared with control group the posttest result indicates significant difference of yogic practice group and aerobic training group. Aerobic training and Yogic practice have positive effects on respiratory and cardio vascular systems such as heart rate and breath holding time. Regular physical activity has many wonderful benefits for people of all ages. It reduces risk of many chronic diseases such as heart disease, high blood pressure and high blood cholesterol. BIBLIOGRAPHY Bouchard, shepart and G.Stephens(1991). The consensus statement: Physical activity, fitness and health. Campagian, IL: Human kinetics. Coox MH, â&#x20AC;&#x153; Exercise training programs and Cardio respiratory adaptationsâ&#x20AC;?, Clim Sports Med. 1001 Jan: 10(1): 19-32 Taimina, I. K (1999), The Science of Yoga, Chennai, Theosphiscal publishing house. Wilmore, Jack H. and Costil, David L.Physiology of Sports and exercise, Champagin: Human Kinetics, 1994.

Vol. 2 - Issue 1 June 2012

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

PREDICTION OF PLAYING ABILITY FROM SELECTED PSYCHOLOGICAL VARIABLES AMONG COLLEGE LEVEL HANDBALL PLAYERS A. Needhiraja*, Dr. R. Kalidasan** ABSTRACT

The purpose of the present study was to predict the playing ability from selected psychological variables among college level players. Three hundred and four male inter - collegiate Handball players were selected from various colleges in Tamilnadu state, India and their age ranged between 17 and 25 years. The subjects had past playing experience of at least three years in Handball and only those who represented their respective college teams were taken as subjects. The static group design was used in this study. Somatic anxiety, Cognitive anxiety, Self confidence and Sports achievement motivation were selected as psychological variables for this study. To determine the relationship between the selected psychological variables and the coaches rating on playing ability, the coefficient of correlation was used. All selected psychological variables that statistically correlated with performance were used to form respective linear predictive models (step-wise argument selection). The results also revealed that sports achievement motivation, self confidence and somatic anxiety becomes the common characteristics which can predict the playing ability in Handball players. INTRODUCTION The ‘field of sport’ has been an important research topic since the 1980s in sport psychology literature. The field application of research results in sport psychology, as the sub-domain of physical education has been relatively emphasised compared to other sub-domains of physical education (Kim, 2003; Kim, 2003; Jang, 1999). Although sport psychology literature focusing on the validity and reliability of field research has been maintained, recent studies dealing with ‘sport counseling’(Kim, 2002; Shin, 2002; Chun, 2002;) ‘counselor qualification system’(Kim, 2002), ‘sport consultant employment opportunities’ (Kim, J.G., 2001) have shown the trend that market-oriented approach with sport marketing in mind has become influential. Sport psychology is the study of people and their behaviour in a sporting arena. Recently, interest in sport psychology has increased. Athletes and coaches talk regularly in the media about how sporting success can be attributed to how focused and motivated a player is, or how well a team has been able to work together. As a result, there is now a growing appreciation of the huge impact that the mind can have on the performance of an athlete. Sport psychologists work with coaches, athletes and teams to try to help them to reach the highest levels of health and performance using a wide application of knowledge and a range of different techniques. Throughout this unit, you will * Research Scholar, Department of Physical Education, Bharathidasan University, Tiruchirappalli ** Assistant Professor and Head i/c, Department of Physical Education, Bharathidasan University, Tiruchirappalli

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

examine a range of individual factors, including personality, motivation, stress, anxiety and arousal that can influence an individual in their sports. After this, you will study the environment that athletes find themselves in and how the dynamics of a group or team can play a role in the outcome that an individual and teams can produce. Finally, you will apply your learning in a practical setting by assessing the psychological characteristics of individuals and deciding on methods to help them improve their performance. Handball is one of the fastest indoor sports. It has developed from a number of similar games, which were in existence at the start of the 20th century. It is generally recognized that psychological factors are of crucial importance in high-level competitive sports. The relation between anxiety and performance has been the subject of many thorough researches (Craft, Magyar, Becker & Feltz, 2003; Parfitt & Pates, 1999; Martens, et.al, 1990). Cognitive anxiety is characterised by negative concerns and worries about performance, inability to concentrate, and disrupted attention (Krane & Williams, 1994). Somatic anxiety consists of an individual’s perceptions, which are characterised by indications such as sweaty palms, butterflies, and shakiness (Martens, Burton, Vealey, Bump & Smith, 1990). Research has also been done on the gender differences concerning state anxiety levels. Self-confidence tends to decrease in females on the day a competitive event is to occur. As far as Handball is concerned, Roguli, Nazor, Srhoj and Bozin (2006) supported that it is a sport, which includes complex and accurate motor skills, and they suggested that psychological factors play an even more decisive role in a competition, differentiating between successful and less successful teams. In recent years, there has been growing concern that competitive sport has become more violent and aggressive. The purpose of the present study was to predict the playing ability from selected psychological variables among college level players. MATERIALS AND METHODS Three hundred and four male inter - collegiate Handball players were selected from various colleges in Tamilnadu state, India and their age ranged between 17 and 25 years. The subjects had past playing experience of at least three years in Handball and only those who represented their respective college teams were taken as subjects. The static group design was used in this study. Psychological factors namely Somatic anxiety, Cognitive anxiety and Self confidence were assessed by Competitive Sports Anxiety Inventory – 2 (CSAI - 2) questionnaire developed by Martens, Burton, Vealey, Bump and Smith (1990) and Sports achievement motivation level was assessed by Kamalesh (1990) SAMT questionnaire. The playing ability which was taken as the performance factor was subjectively assessed by three qualified Handball coaches. Mean and Standard deviations were calculated for each of the selected variables. The inter - relationship among the selected psychological variables and Handball playing ability, were computed by using Pearson’ product-moment correlation coefficients. All selected psychological variables that statistically correlated with performance were used to form respective linear predictive models (step-wise argument selection). The level of significance was set at P > 0.05 and SPSS package was used for statistical analysis.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 21

RESULTS Table – I DESCRIPTIVE STATISTICS OF COLLEGE LEVEL HANDBALL PLAYERS S.No

Variables

Mean (N=304)

Std. Deviation (±)

Somatic anxiety

15.4211

4.16258

Cognitive anxiety

22.6053

2.97882

Self confidence

29.3026

4.48840

Sports achievement motivation

25.7368

4.48354

Playing ability

70.5132

6.19271

Table – I showed the descriptive statistics – Mean and Standard deviation of psychological variables & playing ability of college level Handball Players. The present study attempted to link the coaches rating as measure of playing ability with the psychological variables of college level Handball Players, correlation analysis was made. Table – II INTER-CORRELATION OF SELECTED PSYCHOLOGICAL VARIABLES WITH THE PLAYING ABILITY OF COLLEGE LEVEL HANDBALL PLAYERS Somatic anxiety

Cognitive anxiety

Self confidence

Sports achievement motivation

0.15*

0.08

0.39*

0.46*

Somatic anxiety

0.25*

0.009

0.04

Cognitive anxiety

0.02

0.05

Self confidence

0.24*

Variables Playing ability

* Significant at 0.05 level of confidence Table – II shows that there was a correlation exists between the playing ability versus Somatic anxiety (r = 0.15), Self confidence (r = 0.39) and Sports achievement motivation (r = 0.46) were significantly correlated with the Handball playing ability the required table ‘r’ value of was 0.113 found at 0.05 level of confidence. And there was no significant relationship found between Handball playing ability and cognitive anxiety (r = 0.08). Next, by means of stepwise selection, the best models of linear regression for predicting the playing ability inter collegiate Handball players was analysed. In each model, only the variable that achieved significance with the cut-off criteria set at probability of F < equal to or less than 0.01 and 0.05 level was listed. The predictor variables and their importance in predicting the playing ability of Handball players are presented in the table – III.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

Table – III REGRESSION ANALYSIS OF PREDICTIVE EQUATION IN INTER – COLLEGIATE HANDBALL PLAYERS

Model

Variables

R Square

Std. Error

53.979

1.838

.642

.070

44.595

2.358

.546

.069

.395

.405

.069

.294

48.281

2.539

Sports achievement motivation

.557

.068

.403

Self confidence

.400

.067

.290

-.249

.071

-.168

Sports achievement motivation

.465

.216

(Constant) Step 2

Sports achievement motivation Self confidence

.546

.298

(Constant) Step 3

Standardized Coefficients

(Constant) Step 1

Unstandardized Coefficients

Somatic anxiety

.571

.326

Beta

.465

(n=304): (R = .465 for step 1: R2 = .326 for final step) Significant at * p < 0.5. Playing Ability (CR) = 53.979 + 0.557 (X4)+ 0.400 (X3)-.249 (X1) X1

- Somatic anxiety

- Cognitive anxiety

- Self confidence

- Sports achievement motivation

Table – III shows the Regression Analysis of Predictive Equation in Inter collegiate Handball Players in the samples. Among the psychological variables Sports achievement motivation scores accounted for 46 % in the first model of the performance ability. Self confidence and Somatic anxiety subsequently added significantly (0.01 and 0.05 levels) to the prediction of the playing ability in Handball players up to the final model. The R value for the combination of sports achievement motivation, self confidence and somatic anxiety on playing ability was .571 (71 %) with the R2 change (∆R2) .326 for the final model. DISCUSSION The results of the research showed that male Handball players reported lower scores of cognitive anxiety, which was facilitative to performance. Anxiety can adversely affect sports performance. It is seen as a negative mental state that is the negative aspect of stress. In skills that require a great deal of concentration such as golf putting and potting a ball in snooker, anxiety can lead to lower performance levels due to reduced concentration, attention levels, and co-ordination faults. In gross

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 23

motor skills, anxiety can have a negative effect on performance due to factors like freezing and coordination faults. These negative effects of stress can lead to lower levels of performance, and as performance levels decrease further this can lead to a significant decrease in self-confidence. Some symptoms of anxiety can be beneficial for sports performance, like increased blood flow, breathing rate and respiratory rate. Heightened cognitive anxiety means there is an increase in nervousness, apprehension or worry. One of the things athletes worry about is failing. The problem with this is that once you start to worry about it, you are focusing on it. This increases the likelihood of it happening, i.e. if you worry about losing, you are more likely to lose. These are physiologically beneficial, but if the athlete believes they are happening because of their inability to meet a demand, it is this perception that makes the symptoms negative. These findings are in accordance with the Johnson (2002). Among the psychological variables, sports achievement motivation, self confidence and somatic anxiety proved to be predictors with correlation values of 0.465, 0.388 and 0.152 respectively. It is generally recognized that psychological factors are of crucial importance in high level competitive sports. The relation between anxiety and performance has been the subject of many researches. Hooper, et.al, (1999) reported that an accurate prediction of performance changes may be possible if the changes in a range of physiological and psychological variables are measured. Abrahamsen, et.al, (2008) examined the relationship between motivation, social support and performance anxiety with team Handball players found a positive relationship between the interaction of ego orientation and perceptions of a performance climate on performance anxiety. Thus, the finding of this research is in agreement with previous researches. CONCLUSIONS The results obtained in the present study illustrated the formation of psychological optimum predictive equation models in college level Handball players. From the analysis of data, the results revealed that there was a relationship exists between the playing ability versus sports achievement motivation and self confidence. The results also revealed that sports achievement motivation, self confidence and somatic anxiety becomes the common characteristics which can predict the playing ability in Handball players. RECOMMENDATIONS FOR FURTHER STUDIES 1. Similar study may be undertaken with Handball players of different levels such as University and National level players. 2. Similar study may be conducted on women Handball players. 3. A similar study may be conducted on different games and sports. 4. This study may be conducted on position - wise analysis of Handball players. RECOMMENDATION FOR IMPLICATION 1. The results of this research study clearly indicate important of psychological factors, which could enhance the performance of Handball players. Hence it is recommended that coaches / physical

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

educators in the game of Handball should give due importance to include mental training in their schedules for beginners and all levels. 2. It is also recommended that the mental trainer could be included in the training of Handball players. BIBLIOGRAPHY Abrahamsen, F., E., Roberts, G., C., Pensgaard, A., M., Ronglan, L., T. (2008). Perceived ability and social support as mediators of achievement motivation and performance anxiety. Scand J Med Sci Sports. 18(6):810-21. Borkovec, T., D. (1976). Physiological and cognitive process in the regulation of anxiety. In G.E. Schwartz & D. Shapiro (Eds.), Consciousness and self-regulation. Advances in research, 1, 216-312. New York: Plenum. Chun, S., H. (2002). The developmental directions for exercise and sport counseling, the proceedings of 2002 Korean Society of Sport Psychology Spring Seminar. 9-22. (Korean). Craft, L., L., Magyar, T., M., Becker, B., J., & Feltz, D., L. (2003). The relation between the competitive state anxiety inventory-Î&#x2122;Î&#x2122; and sport performance: A meta-analysis. Journal of Sport and Exercise Psychology, 25, 44-65. Hooper, S., L, Mackinnon, L., T, Howard, A. (1999). Physiological and psychometric variables for monitoring recovery during tapering for major competition. Med Sci Sports Exerc. 31(8): 1205-10. Jang, K., J. (1999). The nature and the assignment of sport psychology. The newsletter of Korean Society of Sport Psychology, 11(3), 1-3. (Korean). Johnson, M. (2012). Psychology for sports performance. BTEC Level 3 National Sport Student Book 1. (Retrieved January 31, 2012, from http://www.pearsonschoolsandfecolleges.co.uk. Kamalesh, M., L. (1990). Construction and Standardisation of sports Achievement Motivation Test. N.I.S Scientific Journal. 13 (3). Kim, B., J. (2002). Issues and strategies concerning proposed Korean sport psychology certification. The proceedings of 2002 Korean Scodiety of Sport Psychology Spring Seminar, 23-43. (Korean). Kim, B., J. (2003a). A survey of Korean athletes about psychological skills and sport psychology services. Korean Journal of Sport Psychology, 14(4), 205-222. (Korean). Kim, B., J. (2003b). The effects of psychological skills training on mental game and golf performance. Korean Journal of Sport Psychology, 14(2), 213-233. (Korean). Kim, J., G. (2001). The employment opportunities of sport psychologists and sport psychology consultant services. Korean Journal of Sport Psychology, 13(2), 1-14. (Korean). Krane, V., & Williams, J., M. (1994). Cognitive anxiety, somatic anxiety and confidence in track and field athletes: the impact of gender, competitive level and characteristics. International Journal of Sport Psychology, 25, 203-217.

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Martens, R., Burton, D., Vealey, R., S., Bump, L., A., & Smith, D., E. (1990). Development and validation of the competitive state anxiety inventory-2 (CSAI-2). In R. Parfitt, G., & Pates, J. (1999). The effects of cognitive and somatic anxiety and self-confidence on components of performance during competition. Journal Sports Science, 17(5), 351-356. Rogulj, N., Nazor, M., Srhoj, V., & Bozin, D. (2006). Differences between competitively efficient and less efficient junior Handball players according to their personality traits. Kinesiology Journal, 2, 158-163. Shin, D., S. (2002). Natural disposition of a sport psychology consultant and the process and techniques of sport counseling. The proceedings of 2002 Korean Society of Sport Psychology Spring Seminar. 1-8. (Korean).

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

EFFECT OF YOGIC PRACTICES ON SELECTED PHYSIOLOGICAL VARIABLES OF OBESE COLLEGE MAN Babu. S*, Jayaraman. S** ABSTRACT The purpose of the study was to find out the effect of 12 weeks yogic practice on selected Physiological Variables of obese college men such as vital capacity, and Body weight. To achieve the purpose of this study thirty college men were selected from Pondicherry University Community College and Kanjemamunivar post Graduate College men students from Pondicherry. Their ages ranged from 19 to 25 Years .They were divided in to two group and designed as experimental group ‘A’, and control group ‘B’. The experimental group ‘A’ was given a yoga practices for a period of twelve weeks (Morning 6.00am to 7.00am for six days in a week) . Whereas control group B is not involved any sort of exercise programme other than their regular physical activities. The data were collected before and after the yoga training programme and statistically analyzed by using analysis of covariance (ANOVA). The result of this study indicated that vital capacity significantly improved and also it was observed that the body weight significantly reduced among the experimental group.

Key words: Yogic practices, Vital capacity, Body mass index, Obesity INTRODUCTION The “standard of living” is rising everywhere, but the “standard of health” is at its lowest! People have always given much priority to maintain there in a benefitting and healthy manner. “A sound mind in a sound body “the word of wise people of Greece. Throughout the world, health care problems rank as the foremost issues of the future demanding the urgent attention of the government as well as individuals. In spite of rapid strides in science but yet the human body still continue to be the battle of minds and intellectuals. Clean air, fresh water, good food and sleep are essential for a prolonged healthy life with the advent of science and technology. There have been tremendous changes in the life styles of people, food habits, and method of production and preservation of food. Further with the invention of so many gadgets, the nature of human work is also undergoing rapid changes, resulting in a reduced physical exertion and increased idle time. This will end in an unfathomable health hazards. Nowadays the people having many health problem like diabetes, heart diseases, Blood pressure, rheumatism and arthritis. This disease mainly occurs because of obesity. Obesity increases the risk of developing some diseases or may aggravate diseases caused by other factors. Diseases of the heart and circulatory system are associated with obesity. High blood pressure appears to be related to obesity. The presence of excess fatty tissues aggravates many types bone and joint disorders as * Lecturer and co-coordinator in Physical Education, Pondicherry University Community College, Pondicherry. ** Lecturer, Sports Authority of India, LNCPE, Trivandrum, Kerala, India

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extra weight of muscles and tissues and excess blood pressure would be more than what the bones and joints can easily bear. Obesity sometimes turns out to be fatal when it increases the risk of death from Diabetes and cerebral hemorrhage. Regular exercise can also result in additional psychological benefits such as reduction in mental tension, improved sense of well being, improved sleep habits, improved self conceptuality to enjoy leisure, relief from anxiety, depression, confidence assertiveness, independence, intellectual functioning and self control. Preventive health is gaining much attention nowadays. It is keenly felt the time duration of any treatment of a disease should be reduce to a great extent. Yogasana boons no mankind for the maintenance of good health. It is imperative that an in depth study is made on the effectives of these yogic practice in human health at a desired level. METHODOLOGY The purpose of this study was to determine Effect of Yogic Practices on selected Physiological variables of obese college men for this purpose thirty (30) students were selected from Pondicherry University Community College and Kanjemamunivar post Graduate college, men students from Pondicherry. Their age groups were ranged from 19 years to 25 years. ANALYSIS OF DATA Analysis of covariance was used to find out the significance difference between the two groups at 0.05 levels of confidence. Table - I RELIABILITY CO EFFICIENT OF TEST RETEST SCORES Variables

Co efficient of Correlation

Vital Capacity

0.94

Body Weight

0.95

Table - II ONE WAY ANALYSIS OF VARIANCE ON VITAL CAPACITY OF OBESE COLLEGE MEN (PRE TEST RESULT) Sources of Variance

Sum of Squares

Degree of Freedom

Mean Squares

Between groups

65333.33

Within groups

145333.33

51904.76

Total

1518555.66

F - Value

1.25872*

*Non- significant at 0.05 level of confidence with degrees of freedom 1 and 28 of required ‘F’ value of 4.20 Table II indicated that the calculated ‘F’ value is lesser than the table value at 0.05 levels with 1 and 28 degrees of freedom. So there is no significant difference between control and experimental group during pre test.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

Sources of Variance

Sum of Squares

Degree of Freedom

Mean Squares

Between groups

3267000

13267000

Within groups

1786666.67

63809.524

Total

4843000

F - Values

51.1992*

Table - III ONE WAY ANALYSIS OF VARIANCE ON VITAL CAPACITY OF OBESE COLLEGE MEN (POST TEST) * SOURCES OF VARIANCE

SUM OF SQUARES

DEGREE OF FREEDOM

MEAN SQUARES

BETWEEN GROUPS

3267000

13267000

WITHIN GROUPS

1786666.67

63809.524

TOTAL

4843000

F - VALUES

51.1992*

* significant at 0.05 level of confidence with degrees of freedom 1 and 28 of required ‘F’ value of 4.20. Table III indicated that the calculated ‘F’ value is greater than the table value at 0.05 levels with 1 and 28 degrees of freedom. Here we can tell that 12 weeks yoga training can make significant change on vital capacity of obese college men.It was observed that the obtained ‘F’ value (51.1992) was greater than the table value of (4.20) with 1 and 28 degrees of freedom. This significant difference may due to the effect of 12 weeks of yoga training to experimental group. The result of this study indicated that there was increase in vital capacity of obese college men (experimental group) after 12 weeks of selected yogic training. The result of ANOVA indicated that there was significant difference between control and experimentalgroups. Figure - 1 MEAN VALUE IN VITAL CAPACITY ON OF EXPERIMENTAL AND CONTROL GROUP OF OBESE COLLEGE MEN

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Table - IV ONE WAY ANALYSIS OF VARIANCE OF BODY WEIGHT OF OBESE COLLEGE MEN (PRE TEST RESULT) Sources of Variance

Sum of Squares

Mean Squares

Between groups

22.5333

Within groups

1204.9333

43.0333

Total

1227.46667

F - Values

0.52363*

*non-significant at 0.05 level of confidence with degrees of freedom 1 and 28 of required ‘F’ value of 4.20 Table IV indicated that the calculated ‘F’ value is lesser than the table value at 0.05 levels with 1 and 28 degrees of freedom. So there is no significant difference between control and experimental group during pre test. Table - V ONE WAY ANALYSIS OF VARIANCE OF BODY WEIGHT OF OBESE COLLEGE MEN (POST TEST RESULT) Sources of Variance

Sum of Squares

Mean Squares

Between groups

158.7000

Within groups

1042.2667

37.2238

Total

1200.9666

F – Values

4.26340*

*significant at 0.05 level of confidence with degrees of freedom 1 and 28 of required ‘F’ value of 4.20 Table V indicated that the calculated ‘F’ value is greater than the table value at 0.05 levels with 1 and 28 degrees of freedom. Here we can tell that 12 weeks yoga training can make significant change on body weight of obese college men. It was observed that the obtained ‘F’ value (4.26340) was greater than the table value of (4.20) with 1 an 28 degrees of freedom. This significant difference may due to the effect of 12 weeks of yoga training to the experimental group. The result of this study indicated that there was a decrease body weight of obese college men (experimental group) after 12 weeks of selected yogic training. The result of ANOVA indicated that there was a significant difference between control and experimental groups.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

Figure - 2 MEAN VALUE IN BODY WEIGHT ON OF EXPERIMENTAL AND CONTROL GROUP OF OBESE COLLEGE MEN

CONCLUSION The result of the study seems to be permitting the following Conclusions 1.

A significant improvement was found in post test score in Vital capacity of Experimental group when compared to control group.

2. Body weight is considerably reduced as a result of participation in 12 weeks of yoga practices programme among testing group. BIBLIOGRAPHY Bera T.K. and Gore M.M., (2003) Residential and Non-Residential Yoga Training on Health Related Physical Fitness of Obese Patients. Yoga – Mimamsa, Vol. XXXIV, 166-187. Birkel D.A. and L.Edgren, “Hatha yoga: improved vital capacity of college students”, Ciruculation 101 (2000): 2034-39 Chandhuri K. (1986). Concise Medical Physiology. Medical College Publication, Calcutta. Ewald E.selkurt. (1982). Basic Physiology for the health sciences. Boston: little brown and company 333. Kuvalayananda, Swami.(1982). Asanas.Lonavla: Kaivalyadhama Yoga Institute. Szapary P.O. et al “Physical activity and its effects on lipids” European Journal of Applied Physiology 14 (1996): 789-92 Yesudian, Selvarajan and Haich, Elizabeth. (1986). Yoga and health. London: Unwin Books.

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

DISABLED SPORTS IN DEVELOPING COUNTRIES Shafeeq V.A*, Dr. George Abraham** ABSTRACT The World Health Organisation estimates that 650 million people live with disabilities of various types, out of which 80% live in developing countries. The disability of an individual can be either Physical or Intellectual. Disability sport: is a term that refers to sport designed for, or specifically practiced, by people with disabilities. The three largest international disability sport competitions are a) Deaflympics – for the deaf b) Paralympics – for people with physical disabilities and c) Special Olympics – for people with intellectual disabilities. Over the past three decades, numerous studies have revealed that physical activity and sports participation result in improved functional status and quality of life among people with selected disabilities. But there is lack of participation from developing countries in international disability sports competition; in total, 23% of developing countries have not participated in Deaflympic, Paralympic or Special Olympics World Games competition. Barriers to Participation: shortage of physical education and sport for all programme, a lack of financing for sport, few sport facilities and little equipment and no capacity to host major sporting events. Developing countries also face a range of social and cultural barriers that impact on sport participation including attitudes towards disability, traditional and religious beliefs and the lingering influence of colonialism in many parts of the world. Women with disabilities have ‘double discrimination’ in disability sport – being disabled and being a woman. Further to: i)Increase support and funding to conduct empirical studies on topics of disability sport and adapted physical activity, including participation levels, attitudes, legislation and barriers ii) produce inclusive coaching manuals and educational material iii) create opportunities to share knowledge, experiences and best practice iv) enhance collaboration between development organizations, researchers and programme staff and v) develop monitoring and evaluation tools to ensure quality sport programme are being implemented effectively. INTRODUCTION Today, the idea of people with a disability being able to participate in sport and physical activity is not so uncommon. In many countries, opportunities exist from the grassroots to elite levels for people with a disability to showcase their abilities in sport and physical activity. But this is not the case in all parts of the world. Whilst there has been progressive and positive change in quality of life for people with disabilities in many developed countries, often this progress is not reflected in developing countries like India. The World Health Organization estimates that 650 million people live with disabilities of various types, and the number is increasing due to the rise of chronic * Assistant Professor in Physical Education, KKTM Govt. College, Pullut, Thrissur, Kerala. ** Assistant Professor, Dept. of Physical Education and Sports Sciences, Annamalai University, Tamil Nadu.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

diseases, injuries, car crashes, falls, violence and other causes such as ageing. Of this total, 80% live in low-income countries; most are poor and have limited or no access to basic services, including rehabilitation facilities. This rising incidence of disability, particularly in developing countries has the potential to place further burdens on governments and health care systems. Sport can be a lowcost and effective means to foster positive health and well-being, social inclusion and community building for people with a disability. DISABILITY There are numerous definitions of disability and the debate surrounding appropriate definitions of disability have evolved over time. The World Health Organization states that â&#x20AC;&#x153;disability (resulting from impairment) is a restriction or lack of ability to perform an activity in the manner or within the range considered normal for a human beingâ&#x20AC;?. Anyone may experience disability at some point in his/her lifetime. Disability is a normal part of the human experience, and people with disabilities are part of all sectors of the community: men, women, and children; indigenous and non-indigenous; employers and employees; students and teachers; consumers and citizens. The disability of an individual can be of two categories. Physical disability : A physical disability is any impairment which limits the physical function of one or more limbs or fine or gross motor ability. Other physical disabilities include impairments which limit other facets of daily living, such as respiratory disorders and epilepsy. Causes of physical disabilities: Prenatal causes: Those disabilities that are acquired before birth. These may be due to diseases that have harmed the mother during pregnancy, or genetic incompatibilities between the parents. Prenatal causes: Those disabilities that are acquired during birth. This could be due to prolonged lack of oxygen or the obstruction of the respiratory track, damage to the brain during birth (due to the accidental misuse of forceps, for example) or the baby being born prematurely. Postnatal causes: Those disabilities gained after birth. They can be due to accidents, infection or other illnesses. Intellectual disabilities (Mental Retardation) Mental retardation (MR) is a generalized disorder appearing before adulthood, characterized by significantly impaired cognitive functioning and deficits in two or more adaptive behaviors. It has historically been defined as an Intelligence Quotient score under 70. Once focused almost entirely on cognition, the definition now includes both a component relating to mental functioning and one relating to individualsâ&#x20AC;&#x2122; functional skills in their environment. As a result, a person with a below-average intelligence quotient (BAIQ) may not be considered mentally retarded. Syndromic mental retardation is intellectual deficits associated with other medical and behavioral signs and symptoms. Non-syndromic mental retardation refers to intellectual deficits that appear without other abnormalities.

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DISABLED SPORTS Disability sport is a term that refers to sport designed for, or specifically practiced, by people with disabilities. Based on existing sports modified to meet the needs of persons with a disability, they are sometimes referred to as adapted sports. Types of disabled sports competitions The three largest international disability sport competitions are 1) Deaflympics – for the deaf 2) Paralympics – for people with physical disabilities and 3) special Olympics – for people with intellectual disabilities. Each group has a distinct history, organization, competition program, and approach to sport. Deaflympics : Formal international competition in deaf sport began with the 1924 Paris Silent Games, organized by the Committee International des Sports des Sourds, CISS (The International Committee of Sports for the Deaf ). These games evolved into the modern Deaflympics, governed by the CISS. The CISS maintains separate games for deaf athletes based on their numbers, their special communication needs on the sports field, and the social interaction that is a vital part of sports. Paralympic Games : Organized sport for persons with physical disabilities developed out of rehabilitation programs. Following the Second World War, in response to the needs of large numbers injured ex-service members and civilians, sport was introduced as a key part of rehabilitation. Sport for rehabilitation grew into recreational sport and then into competitive sport. The pioneer of this approach was Sir Ludwig Guttmann of the Stoke Mandeville Hospital in England. In 1948, while the Olympic Games were being held in London, he organized a sports competition for wheelchair athletes at Stoke Mandeville. This was the origin of the Stoke Mandeville Games, which evolved into the modern Paralympics Games. Currently, Paralympics sport is governed by the International Paralympics Committee, in conjunction with a wide range of other international sport organizations. Special Olympics : Sport for persons with intellectual disabilities began to be organized in the 1960s through the Special Olympics movement. This grew out of a series of summer camps organized by Eunice Kennedy Shriver, beginning in 1962. In 1968 the first international Special Olympics were held, in Chicago. Today, Special Olympics provide training and competition in a variety of sports for persons with intellectual disabilities. BENEFITS OF SPORT ON PEOPLE WITH DISABILITIES Sport can have a positive impact on the lives of people with disabilities but many face challenges to getting involved in sport, especially in developing countries. Sport can play a key role in the lives and communities of people with disabilities, the same as it can for people without a disability. There is a wealth of evidence to support participation in sport and physical activity for people with a disability concerning trends, barriers and benefits of participation. Over the past three decades, numerous studies have revealed that physical activity and sport participation result in improved functional status and quality of life among people with selected disabilities.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

Scientific research has been conducted across disability groups that reveal participation in sport and physical activity leads to improved levels of physical health and well-being. Sports and physical activity has also been shown to improve physical fitness and general mood in psychiatric patients with depressive and anxiety disorders. Additionally, sport and physical activity has been linked to improvements in self-confidence, social awareness and self-esteem and can contribute to empowerment of people with disabilities. PARTICIPATION FROM DEVELOPING COUNTRIES Recent research conducted in 2007 highlights the lack of participation from developing countries in international disability sport competition. In total, 23% of developing countries have not participated in Deaflympic, Paralympics or Special Olympics World Games competition. Oceania is the region with the least participation historically, followed by Africa and Asia. Participation in winter games from developing countries is very low, whilst the participation of women in winter sport is even lower and declining with time. At the grass root level, programme development from key organizations, such as Handicap International, have enabled thousands of people with a disability in developing countries to become active in sport and physical activity. Barriers to Participation : On an individual level, people with a disability may face a number of additional barriers to participation in sport compared with people without a disability. Some common barriers include: lack of early experiences in sport, lack of understanding and awareness of how to include people with a disability in sport, lack of accessible facilities, such as gymnasiums and buildings, limited accessible transportation, limiting psychological and sociological factors including attitudes towards disability of parents, coaches, teachers and even people with disabilities themselves, limited access to information and resources. Barriers to participation in developing countries : Regarding participation of developing countries in international sports there is a widening gap between developed and developing countries. This gap has been linked to a shortage of physical education and sport for all programme, a lack of financing for sport, few sport facilities and little equipment, a â&#x20AC;&#x2DC;muscle drainâ&#x20AC;&#x2122; to developed countries, and no capacity to host major sporting events with the result that developing countries have fewer world-level sport performances than developed countries. Limited access to sport services, sports information and the issue of doping are becoming increasingly problematic. Developing countries also face a range of social and cultural barriers that impact on sport participation including: religion, culture, language, and the lingering influence of colonialism in many parts of the world. In developing countries, people with a disability often face additional barriers to participation in sport and society and these may include for example, complex issues including attitudes towards disability, traditional and religious beliefs, physical education systems, and access to sporting infrastructure including services, facilities and equipment. Disability and Gender : In all areas of disability, women have a right to participation and this includes as athletes, coaches, officials, managers, sport scientists, administrators and leaders. More

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than two-thirds of the world’s women live in developing countries, but the overall participation rates for sport are minimal. Women in developing countries experience additional barriers to sport participation and these have been linked to issues such as the male dominated world of sport, class, culture, body image and dress in addition to religious, traditional and cultural beliefs regarding the role of women. Women with disabilities have ‘double discrimination’ in disability sport – being disabled and being a woman. There are statistically less women with disabilities across the spectrum than men and women are less prone to taking up sport. In 2005, it was estimated that women make up only about one-third of athletes with disabilities in international competitions. Breaking the barriers to participation : Listed together these barriers may appear insurmountable but it is important to recognize that not every person will experience all of these barriers. In the interest of facilitating active participation from people with a disability in developing countries, the potential impact of these barriers should be taken into consideration. There is limited research that explores the specific barriers to participation in sport for people with a disability in developing countries. Much more evidence is needed along with financial support to ensure that people with a disability have both the opportunity and the choice to participate in sport regardless of which country they live in. RECOMMENDATIONS •

Increase support and funding to conduct empirical studies on topics of disability sport and adapted physical activity in developing countries including, participation levels, attitudes, legislation, barriers and benefits of sport and physical activity. .

•

Produce inclusive coaching manuals and educational material in multiple languages and formats to make it accessible to developing countries

•

Research and develop monitoring and evaluation tools to ensure quality sport programmes are being implemented effectively and meeting target outcomes.

•

Create opportunities to share knowledge, experiences and best practice.

•

Utilise new technologies and online communication to enhance collaboration between development organisations, researchers and programme staff.

•

Widely promote the United Nations Convention on the Rights of Persons with Disabilities to policy-makers in developing countries and lobby for national policy developments to improve access to sporting opportunities for people with a disability.

BIBLIOGRAPHY Chappell, R. (2007). Sport in Developing Countries, International Sports Publications: Surrey. DePauw, K.P. & Gavron, S. J. (2005). Disability Sport. 2nd edition, Champaign Illinois: Human Kinetics. Harada, C. M., & Siperstein, G. N. (2009). The Sport Experience of Athletes With Intellectual Disabilities: A National Survey of Special Olympics Athletes and Their Families. Adapted Physical Activity Quarterly, 26 (1), 68-86.

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Howe, P.D., & Jones, C. (2006). Classification of Disabled Athletes: (Dis) Empowering the Paralympic Practice Community. Sociology of Sport Journal, 23(1), 29-47. Johnson, C. C. (2009). The Benefits of Physical Activity for Youth with Developmental Disabilities: A Systematic Review. American Journal of Health Promotion, 23(3), 157-168. Olenik, Lisa M, Mathews, Joan M., & Stedward, Robert D. (1995). Women, Disability Disability and Sport: Unheard Voices, Canadian Woman Studies 15 (4), 54. “Paralympic Games”. International Paralympic Committee. http://www.paralympic.org. Sorensen, M. (2003). Integration in Sport and Empowerment of Athletes with a Disability, European Bulletin of Adapted Physical Activity, 2 (2). Steadward, R.D., Wheeler G.D., & Watkinson, E.J. (2003) Adapted Physical Activity; University of Alberta. “The History of Special Olympics”. http://www.specialolympics.org/history.aspx. Vanlandewijck, Y., & Higgs, C. (2007). Sport for People with a Disability, ICSSPE Perspectives, Volume 7. Van Ooyen., & Justin Anjema. (2004). A Review and Interpretation of the Events of the 1994 Commonwealth Games”. Redeemer University College. www.sporthamilton.com.

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

INFLUENCE OF PHYSICAL TRAINING AND YOGIC PRACTICES ON AEROBIC FITNESS BALANCE AND FLEXIBILITY OF INDIVIDUALS WITH INTELLECTUAL DISABILITY *R. Giridharan & **Dr. T. Radhakrishnan ABSTRACT The purpose of this study was to find out the influence of physical training and yogic practices on aerobic fitness, balance and flexibility of individuals with intellectual disability. Twenty-four mild intellectual disabled (IQ=50-70) students who were attending the Special Education at Sree Prashanthi Academy for differently abled children were selected for this study. Participants were randomly assigned to physical training and yogic practices (N=12) and control (N=12) groups. Their age ranged from 14 to 21 years. The participants had not taken part in any regular exercise program before entering to this study. The experimental group has undergone 12 weeks of training namely: Physical Training and Yogic Practices respectively, whereas control group maintained their daily routine activities and no special training was given. Training program for individuals with intellectual disabilities was 60 minutes in length and met 3 days a week. Supervised exercise training is an important issue in increasing physical activity in people with intellectual disability. The training was executed by adapting progressive method as slower pace and frequent repetition to aid in the maintenance of acquired skills. The following tests were performed: Flexibility (sit and reach test), Balance (stork stand) and Aerobic Fitness (rockport 1 mile walk test). The analysis of covariance revealed that the physical training and yogic practices had significantly improved all the selected variables namely Aerobic Fitness, Balance and Flexibility. Therefore the findings suggest that physical training and yogic practices are important for individuals with intellectual disability to increase their physical fitness components.

Key words: Physical Training, Yogic Practices, Fitness Components and Intellectual Disability. INTRODUCTION An estimated 10% of the worldâ&#x20AC;&#x2122;s population experiences some form of disability or impairment (WHO Action Plan 2006-2011).The World Health Organization estimates that nearly 3% of the worldâ&#x20AC;&#x2122;s population has some form of Intellectual Disability (World Health Statistics Annuals, 1997). According to the Census of India 2011, the total provisional population is 1,21,01,93,422 (both males and females), the second world largest population in the world. Thereby, 3% of Indian Population (3,63,05,802) have some form of Intellectual Disability. *Assistant professor, Faculty of General & Adapted Physical Education and Yoga, RKMVU **Assistant professor, Department of Physical Education, Bharathiar University, Coimbatore

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

Intellectual disability (ID) is the preferred term for the condition formerly called mental retardation. â&#x20AC;&#x153;Intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behaviour, which covers many everyday social and practical skills. This disability originates before the age of 18â&#x20AC;?. (Website of AAIDD 2009.) People with intellectual disability face many challenges in community living as they continue to be included in all phases in society. Many facts such as work, maintaining a household, cooking, self care and recreation require a certain degree of physical stamina. This may require people with intellectual disability to have an adequate amount of fitness to contribute to work related tasks and enjoy benefit from participant in recreational acts (Fernhall et al. 1998). Unfortunately much research has been done and shows that people with intellectual disability have poor health level than normal people. These findings suggest the presence of biological factors that position people with an intellectual disability at considerable health risk. According to Fernhall et al. 1996, suggested that people with an intellectual disability physical capacities decline faster compared to the general population. Overall, the health-related physical fitness of people with intellectual disability is low (Fernhall et al. 1996; Fernhall & Tymeson 1987; Pitetti et al. 1989; Reid et al. 1985). Physical fitness according to Corbin et al. (2000) is a state of being that consists of five health â&#x20AC;&#x201C; related and six skill related physical fitness components. Health related physical fitness consists of body composition, cardiovascular fitness, flexibility, muscular endurance and muscular strength. It is related to reduce risk of chronic disease and has wellness benefits (USDHHS 1996). Skill related fitness components consists of agility, balance, coordination, power, speed and reaction time are abilities that are associated with athletic performance but not generally associated with health enhancement (Corbin 2002). Large epidemiological studies have shown that people need an adequate level of fitness to live healthy, disease free (Blair et al. 1995; Paffenbarger et al. 1994). Yoga is a science practiced in India over thousands of years. In recent times medical fraternity is much attracted towards yoga. Yoga practice mainly consists of Asana (posture- a particular position of the body which contributes to steadiness of body and mind) and Pranayama (to control breathing in a superior and extra-ordinary way to get maximum benefits.) and meditation. Yoga therapy is fast advancing as an effective therapeutic tool in many physical, psychological and psychosomatic disorders. There are subjective accounts and documented reports on the efficacy of yoga therapy in the mentally retarded, but attempts at scientific validation are not yet available in the literature (Krishnamacharya Yoga Mandiram, 1983). The benefits of yoga and Aerobic training are numerous, including improved physical fitness, stress control, general well being, mental clarity and greater self-understanding. People of all ages can do yoga and it can also be adopted by people with disabilities or special needs. The poses enhance muscle strength, coordination, flexibility and agility and can help a bad back to feel better. Regular practice of yoga and Aerobics help to keep our body fit, controls cholesterol level, reduce weight, normalize blood pressure and improve heart function.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 39

Exercise programming for people with intellectual disability (ID) has been a popular research topic in recent years (Fernhall 1993; Reid et al. 1990; Pitetti et al. 1993; Rimmer 1992), but not much is available from local studies. Therefore, the present study been carried out to find out the influence of physical training and yogic practices on aerobic fitness, balance and flexibility among individuals with intellectual disability. MATERIAL AND METHODS Participants: Twenty four participants with mild intellectual disability (n=24, males, IQ=5070) who were attending the Special Education Unit 6 hours a day, 5 days per week, were included in this study. All participants were eligible for inclusion in this study on the basis of their teacherâ&#x20AC;&#x2122;s recommendation, as indicated by their diagnosis in their medical record and by their IQ score, and determined that they could co-operate with the assessment and exercise procedures and that they could undertake exercise safely. Their age ranged from 14 to 21 years. The participants were randomly placed into experimental (N=12) and control (N=12) groups. Additionally an inform consent was obtained from the participants and their parents. Table - I STUDY PROTOCOL

Dimension Physical fitness

Component

Test

Units

Aerobic Endurance

1 mile Rockport walk test

In minutes

Balance

Stork stand

In seconds

Flexibility

Sit-and-reach

In cms

Intervention program: The 12-week physical training and yogic practices were designed and implemented by following the principle of sports training namely consistency, progression and overload during the entire training phase of the study. The physical training program took place thrice a week for 12 weeks namely on Mondays, Wednesdays and Fridays, and yogic practices twice a week for 12 weeks namely on Tuesdays and Thursdays within the school hours. Supervised exercise training is an important issue in increasing physical activity among people with intellectual disability. In order to train the individuals with intellectual disabilities, the individualized education programme was to be adopted for better outcome. Two physical educators trained in physical training and yogic practices for individuals with intellectual disability, were responsible for the entire training program along with the research scholar. The physical training and yogic practices was for 60 minutes in length and met 3 days a week, adhering to the following format namely stretching & warm-up, physical training/yogic practices and to end with cool down exercises. The training was executed by adopting progressive method at a slower pace and increased frequency to aid in the development and maintenance of the acquired skills.

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Table – II TRAINING SCHEDULE OF PHYSICAL TRAINING AND YOGIC PRACTICES FOR 1 TO 12 WEEKS

Two Weeks Pre-test (5 days)

Twelve Weeks 1

MONDAY Familiarising the testing procedure and conducted pretest

WEDNESDAY

FRIDAY

TUESDAY

One Week Post-test (3 days)

THURSDAY

STRETCHING & WARMING UP (7 mins) General Endurance Training (12 mins) Strength Training (12 mins) Coordinative Abilities (12 mins) Specific Tactical Endurance (12 mins)

Yogic Practices: Yoga asanas (20 mins) Pranayamas (14 mins) Relaxation (14 mins)

Administered Posttest

COOL DOWN EXERCISES (5 mins) STATISTICAL ANALYSIS The analysis of data was performed by using 16.0 Statistical Package for the Social Sciences (SPSS). Descriptive statistics were used to generate means and standard deviations for each participant on all the dependent variables. Analysis of covariance (ANCOVA) was computed on the pretest and the posttest values for both experimental group and control group to find out the influence of the treatment on aerobic fitness, balance and flexibility in each group. The significance of the changes observed was ascertained at level of p<0.05. RESULTS AND DISCUSSION Twenty four participants were recruited and underwent familiarisation and baseline testing. All participants completed pre-test measurements, undergone the training intervention and postintervention measurement after 12 weeks. Exercise sessions and outcomes were supervised and measured by the scholar along with two qualified physical educators who had five years of experience including three years of working specifically with people with disabilities. After the analysis of the data the obtained results are presented in the following table III. Table - III DESCRIPTIVE ANALYSIS OF SELECTED PHYSICAL FITNESS VARIABLES OF EXPERIMENTAL GROUP

Sl.No

Physical Fitness Variables

Pre Test Mean

SD (±)

Post Test Mean

SD (±)

Adjusted Mean

1 2 3

Aerobic Fitness Balance Flexibility

31.76 13.62 9.00

8.79 1.58 2.92

43.19 17.46 13.08

11.95 1.71 4.35

43.37 17.12 12.97

The above table documents the pre & post tests means, standard deviations and adjusted mean values of experimental group (physical training and yogic practices) on aerobic fitness, balance and

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 41

flexibility of individuals with intellectual disability. Descriptive analysis of selected physical fitness variables of control group with pretest mean and posttest mean is given in the following table IV. Table - IV DESCRIPTIVE ANALYSIS OF SELECTED PHYSICAL FITNESS VARIABLES OF CONTROL GROUP Physical Fitness

Pre Test

Post Test

Adjusted

Variables

Mean

(±)

Mean

(±)

Mean

Aerobic Fitness

32.07

7.93

33.32

7.74

33.14

Balance

12.62

2.09

11.66

2.63

12.00

Flexibility

8.83

2.28

9.25

2.13

9.35

Sl.No

The above table documents the pre & post tests means, standard deviations and adjusted mean values of control group on aerobic fitness, balance and flexibility of individuals with intellectual disability. Computation of analysis of covariance on selected physical fitness variables of individuals with intellectual disabilities is given in the following table V. Table - V COMPUTATION OF ANALYSIS OF COVARIANCE ON SELECTED PHYSICAL FITNESS VARIABLES OF INDIVIDUALS WITH INTELLECTUAL DISABILITIES Sl. Source of Sum of Mean Physical Fitness Variables F No Variance Squares Square

Aerobic Fitness

Balance

Flexibility

BG WG BG WG BG WG

628.22 164.96 146.12 75.10 78.76 22.39

628.22 7.85 146.12 3.57 78.76 1.06

79.97* 40.85* 73.85*

* Significant at 0.05 level *F 0.05 (1,21) = 4.32 As per table V, the obtained F ratio on aerobic fitness, balance and flexibility are 79.97, 40.85 and 73.85 respectively are greater than the required value 4.32 at 0.05 level of confidence. Since the observed ‘F’ value were greater than the table value on aerobic fitness, balance and flexibility variables, there exists significant difference between the groups. DISCUSSION Individuals with intellectual disability are sedentary and inactive during the course of their life. So their fitness level and overall functioning level are low (H orvat M & Franklin C,. 2001 and Seagraves F, Horvat M, Franklin C, et al. 2004). Regardless of the reasons for predominant sedentary lifestyle, additional training programs are needed to investigate the ways and means to improve their physical capacities. Previous studies have indicated that individuals with intellectual disability have problems in their fitness level, which are necessary for performing functional tasks(Carmeli

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

E, Kessel S, Coleman R, et al., 2002 and Angulo-Barroso R, Burghardt AR, Lloyd M, et al. 2008). In agreement with these studies, our results also indicate that individuals with intellectual disability performed poorly in most areas of motor functioning. The main purpose of this study was to find out the influence of physical training and yogic practices on aerobic fitness, balance and flexibility of individuals with intellectual disability. The results of this study reveal a significant increase in aerobic fitness, balance and flexibility, after participating in the physical training and yogic practices. In this study, the distributions of the assessment scores for both groups are similar, and there are no significant differences between the groups. The subjects are able to demonstrate the improvements in selected physical fitness components by performing physical training and yogic practices. Flexibility has been cited as difficult to measure because performance is partly dependent on how much pain one is willing to endure: (Spirduso, 1995). This measure may be even more difficult for persons with an intellectua1 disability, as they have difficulty in expressing discomfort when experiencing pain. The findings on flexibility had shown the significant contribution of physical training and yogic practices. It confirms with the findings of Stopka et al., (2002). They had examined the effects of static and proprioceptive neuromuscular facilitation (PNF) stretching in Special Olympic athletes on sit-and-reach performance. It concludes that individuals of various age groups and cognitive abilities can apparently perform and benefit from stretching. Balance is needed in everyday activities like in walking and climbing stairs, so it is important to have good balance to stay mobile and prevent falls. (Oja & Tuxworth 1995, 24.) Balance is one of the abilities in which persons with intellectual disabilities are the most deficient. For example, many persons with DS can balance on one foot only a few seconds and most of them cannot perform balance at all when the eyes are closed. (Eichstaedt & Lavay 1992, 316.) The findings on Balance had shown a significant contribution by the use of physical training and yogic practices. It substantiated with the findings of Fotiadou, EG, Neofotistou, KH, Sidiropoulou et al., 2009 and Tsimaras, & Fotiadou, 2004). P. J.Vuijk et al. has examined the motor performance of children with intellectual disabilities and suggested that children with intellectual disability might benefit from a motor intervention that addresses their motor skills, especially those involving manual dexterity and static balance. The findings of the present study on the aerobic fitness shows a significant contribution by the use of physical training and yogic practices. During the rockport 1 mile walk test, the participants who maintained a â&#x20AC;&#x153;targetâ&#x20AC;? for a higher percentage of time were able to complete the walk at a more rapid pace than those who did not maintain a target heart rate. This is in direct support of the overload principle of exercise which specifies that one must perform exercise in greater than normal amounts to realize an improvement in fitness or health benefits (Corbin & Lindsey, 1998). Further it also supports the findings of Croce (1990), who found that individuals with mental retardation respond to exercise in a manner similar to that of their non-retarded peers. All participants in the study reported that they enjoyed the exercise program. These findings support the claim that the adoption of active physical training and yogic practices in relatively inactive people is certainly beneficial. In this study, we are able to demonstrate the strong need for

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 43

more effective physical therapy programs and yogic practices for those with other levels of mental retardation. CONCLUSION From the results, it is concluded that the physical training and yogic practices group showed significant improvement on aerobic fitness, balance and flexibility among individuals with intellectual disability. Further, it is also found that the experimental group has shown a significant improvement in aerobic fitness, balance and flexibility variables than the control group. The study supports the conclusion that regular physical training and yogic practices can provide crucial benefits for individuals with intellectual disability and can lead to improvements in the functional level. The importance of this improvement in individuals with intellectual disability is to increase their daily activities. BIBLIOGRAPHY Angulo-Barroso R, Burghardt AR, Lloyd M, et al. Physical activity in infants with Down syndrome receiving a treadmill intervention. Infant Behav Dev. 2008;31:255-269. Beasley, C. (1982). Effect of a jogging program on cardiovascular fitness and work performance of mentally retarded adults. American Journal on Mental Retardation, 99,595-604. Blair, S. N., Kohl, H. W. III, Barlow, C. E., Paffenbarger, R. S., Jr., Gibbons, L. W., & Macera, C. A. (1995). Changes in physical fitness and all-cause mortality. A prospective study of health and unhealthy men. Journal of the American Medical Association, 273, 1093-1098. Burkart, J.E., Fox, R.A., & Rotatori, A.F (1985). Obesity of mentally retarded individuals: Prevalence, characteristics, and intervention. American Journal of Mental Deficiency, 90, 303-312. Carmeli E, Kessel S, Coleman R, et al. Effects of a treadmill walking program on muscle strength and balance in elderly people with down syndrome. J Gerontol A Biol Sci. 2002;57:106-110. Corbin, C.B. (2002). Physical activity for everyone: What every physical educator should know about promoting lifelong physical activity. Journal of Teaching Physical Education, 21, 128-144. Corbin, C.B., Pangrazi, R. P., & Franks, B.D., (2000). Definitions: Health, fitness and physical activity. Presidents Council on Physical Fitness and Sports Research Digest,3(1), 1-8. Croce, R.V. (1990). Effects of exercise and diet on body composition and cardiovascular fitness in adults with mental retardation. Education and Training in Mental Retardation, 25, 176-187. Eichstaedt, C.B. and B.W. Lavay, 1992. Physical activity for individuals with mental retardation, (pp: 146-205). Human Kinetics Books, Illinois. Fernhall, B., Pitetti, K. H., Vukovich, M.D., Stubbs, N., Hensen, T., Winnick. J. P. & Short, F. X. (1998). Validation of cardiovascular fitness field tests in children with mental retardation. American Journal on Mental Retardation, 102(6), 602-612. Fotiadou, EG, Neofotistou, KH, Sidiropoulou, MP, Tsimaras, VK, Mandroukas, AK, and Angelopoulou, NA. The effect of a rhythmic gymnastics program on the dynamic balance ability of individuals with intellectual disability. J Strength Cond Res 23(7): 2102-2106, 2009

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Fox, R. A., & Rotatori, A. F. (1982). Prevalence of obesity among mentally retarded adults. American Journal of Mental Deficiency, 87, 228-230. Horvat M, Franklin C. The effects of the environment on physical activity patterns of children with mental retardation. Res Q Exerc Sport. 2001;72:189-195. Oja, P. & Tuxworth, B. 1995. Eurofit for adults: Assessment of health-related fitness. Councils of Europe, Committee for the Development of Sport and UKK Institute for Health Promotion Research. Tampere, Finland Krishnamacharya Yoga mandiram in Collaboration with Vijay Human Services(1983) Teaching Yogasana to the Mentally Retarded. Krishnamacharya Yoga Mandiram Publications, Madras. P. J. Vuijk,1 E. Hartman,1 E. Scherder2 & C. Visscher1 Motor performance of children with mild intellectual disability and borderline intellectual functioning Journal of Intellectual Disability Research volume 54 part 11 pp 955–965 november 2010 Pitetti, K. H., Rimmer, J. H., & Fernhall, B. (1993). Physical fitness and adults with mental retardation: an overview of current research and future directions. Journal of Sports Medicine, 16,23-56 Rimmer, J. H., Braddock, D., & Fujiura, C. (1993). Prevalence of obesity in adults with mental retardation: Implications for health promotion and disease prevention. Mental Retardation, 31, 105-110. Seagraves F, Horvat M, Franklin C, et al. Effects of a school-based program on physical function and work productivity in individuals with mental retardation. Clin Kinesiol. 2004;58:18. Stopka C, Morely K, Siders R, Schuett J, Houck A, Gilmet Y. Stretching techniques to improve flexibility in Special Olympics athletes and their coaches. J Sport Rehabil 2002;11:22-34. Tsimaras, V.K. & Fotiadou, E.G. 2004. Effect of training on the muscle strength and dynamic balance ability of adults with DS. Journal of Strength and Conditioning Research, 18, 343-347. U.S Department of Health and Human Services. (1996). Physical activity and health: A report of the Surgeon General. Atlanta,GA: U.S Department of Health and Human Services, Center for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion. Ün N, Erbahçeci F, Ergun N. Mental retarde çocuklarda fiziksel uygunluğun değerlendirilmesi. Romatizma. 2001;16:16-21. World Health Organization (WHO). World Health Statistics Annuals. Vols. 1990-1996. Geneva; United Nations, 1997. http://www.who.int/entity/disabilities/publications/dar_action_plan_2006to2011.pdf.

Vol. 2 - Issue 1 June 2012

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

INFLUENCE OF CONVENTIONAL TRAINING PROGRAMME WITH PLYOMETRIC TRAINING ON SELECTED PHYSICAL FITNESS, PSYCHOPHYSIOLOGICAL AND SKILL PERFORMANCE VARIABLES OF COLLEGE LEVEL BADMINTON PLAYERS M.SRINIVASAN* &Dr.CH.VST. SAIKUMAR** ABSTRACT The purpose of the study was to find out the influence of conventional training programme with plyometric training on selected physical fitness, psychophysiological and skill performance variables of college level badminton players. For this study twenty four men Inter-collegiate badminton players were randomly selected from various colleges from Coimbatore city, Tamil Nadu. They belonged to the age group of 17 to 28 years and they were divided into two equal groups namely, the experimental group I (Conventional training programme(CTP) and the experimental group II (Conventional training programme with plyometric training-CTPPT). The subjects were tested to find out Speed, Agility, Precompetitive anxiety, Blood pressure, Long serve and Forehand Clear. The experimental group I participated in conventional training programme and experimental group II participated in conventional training programme with ladder training for the period of twelve weeks. The data were collected before and after the training period and the pretest, posttest and the adjusted posttest were analyzed by Analysis of Covariance (ANCOVA). The level of significance for the study was chosen as 0.05. The study revealed that the above said criterion variables had significant improvement except blood pressure due to the influence of Conventional training programme with plyometric training than the Conventional training programme of college level badminton players. Key words: Badminton, conventional training, plyometric training, speed, agility, pre competitive anxiety, blood pressure, forehand clear and long serve. INTRODUCTION In the present scenario participation in sports becomes a vital nutrient for human survival. In sports enormous modern technologies and training methods are used by the players and coaches to improve their sports performance. Participation in sports is a great way of staying active and offers wonderful rewards for mental health. Being involved in sports has been proven to help children learn valuable skills for dealing with lifeâ&#x20AC;&#x2122;s ups and downs. The objective of training competitive sport is to prepare athletes for the achievement of outstanding athletic performance in competition. For this reason the main tasks of athletic training are based mainly on the specific requirements of sports competitions but also on the amount of the training itself. Sports training is the total process of preparation of a sportsman, through different *Assistant professor, Faculty of General & Adapted Physical Education and Yoga, RKMVU **Principal, Maruthi College of Physical Education, Ramakrishna Mission Vidyalaya, Coimbatore.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

means and forms for better performance. The Sports performance is the result and expression of the total personality of the sportsman. The educational aspect of sports training is unfortunately overlooked by coaches and physical education teacher in India. (Hardayal Singh, 1997). Conventional (traditional) exercise programs are commonly thought to involve exercises that isolate specific muscles in order to increase strength more effectively (McGill et al. 2009). Applying this philosophy, the focus of a Conventional (traditional) exercise program is to increase the strength or endurance of a particular muscle or muscle group without regard to training movements that are related to activities of daily living or sport performance. Conventional (traditional), machine-based and free weight exercise programs that restrict movement along one plane of motion (usually sagittal) may elicit poorer carry-over affects to real life activities that occur in multiple planes (Whitehurst et al. 2005). Past research has demonstrated a similar or, in some cases, greater improvement in overall muscular function in young and older adults following functional versus Conventional (traditional) training programs (Kibele & Behm 2009; de Vreede et al. 2005). In badminton, the players and coaches are conventionally following some of the training items to improve their physical fitness and skills like flexibility training, Aerobic training, Strength Training, speed training, power training, psychological skill training and technical training. Plyometric training became essential to athletes who jumped, lifted, or threw. The necessity for power development in sports needs no debate. Strength and conditioning specialists dedicate a great deal of time researching muscular power development techniques and implementing only those that produce significant results on athletes. Recent studies suggest that plyometric and/or resistance training exercises can increase vertical jump height, explosive power, and sprint speed by improving the production of peak muscle force and power. (Mihalik et al., 2008). Badminton players need to be fit in that the time the ball remain in play, average length of rallies and distance travelled by players during the game are all significantly higher in badminton. In other words, the endurance level of badminton players should be very high. Also it is worthwhile remembering that badminton is significantly faster than most of the games, so the player needs to be in peak fitness to run, stretch, dive, bend, jump and reach the birdie with lightning quick reflexes and body balance. Cognitive elements related to badminton include expectation capability, degree of understanding of tactics and strategies, ability of imagery usage, positive thinking, and controllability of competition anxiety. It is believed that these components are especially found among superb top-elite players. Research on cognition ability has been carried out in other fields as well. Although various cognitive restructuring programmes have been applied to each player in some sports by some sport scientists in the sport psychology literature, research on cognition in badminton is very limited. In particular, coaches and players have questioned the necessity of investigation on cognition of the players. Indeed, badminton requires many cognitive processes during the game. Thus, research on the cognition of badminton players is important. However, few studies have investigated the cognition of badminton players. (ZVO & BJ.P, 2004)

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Badminton is a combination of speed (anaerobic fitness) in rallies and endurance (aerobic fitness) to allow sustained efforts and to promote recovery between rallies. Great strength, power, agility and flexibility are also required. All of these fitness components should form part of a playerâ&#x20AC;&#x2122;s fitness training. Additionally, the development of tactical and technical elements is, of course, also vital. With all of these types of training, an understanding of the principles of fitness training from a general point of view is essential (Badminton Association of England, 2002). Psychophysiology is intimately related to anatomy (structure) and physiology (function) but is also concerned with psychological phenomena â&#x20AC;&#x201C; the experience and behavior of organisms in the physical and social environment. (Cacioppo, 2000). Great agility, quickness, and reaction are essential to be successful in badminton as well. Lower body strength and endurance are important to the badminton player. A strong swing requires good upper body strength, as well. Core strength and endurance help with balance which improves overall agility. A conditioning programme that includes an overall cardiovascular programme, a solid strength component, and good flexibility training will keep the badminton player healthy and performing at his or her peak. Badminton compares favorably with any sport, certainly with any racket sport, judging by the sheer physical exertion and mental concentration involved. Badminton is one of the fastest racket sports and the fastest racket shot has been recorded in badminton. OBJECTIVE To assess the influence of conventional training programme with plyometric training on selected physical fitness, psychophysiological and skill performance variables of college level badminton players. HYPOTHESIS It was hypothesized that there may not be significant difference between conventional training programme with plyometric training than the conventional training programme on selected physical fitness, psychophysiological and skill performance variables of college level badminton players. EXPERIMENTAL DESIGN For this study, twenty four men Inter-collegiate badminton players were randomly selected from various colleges from Coimbatore city, Tamil Nadu. They belonged to the age group of 17-28 years and they were divided into two equal groups namely, the experimental group I (conventional training programme group) and the experimental group II (conventional training programme with plyometric training group). The subjects were tested to find out Speed, Agility, Precompetitive anxiety, Blood pressure, Long serve and Forehand Clear. The experimental group I participated in conventional training programme and experimental group II participated in conventional training programme with plyometric training for the period of twelve weeks. The data were collected before and after the training period and the pretest, posttest and the adjusted posttest were analyzed by Analysis of Covariance (ANCOVA). The level of significance for the study was chosen as 0.05.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

TOOLS AND TECHNIQUES v Speed was measured by 50 meters run test. v

Agility was measured by semo agility test.

Precompetitive anxiety was measured by SCAT questionnaire.

Blood pressure was measured by sphygmomanometer.

Long serve was measured by Poole long serve test.

Forehand Clear was measured by Poole Forehand clear test.

TRAINING SCHEDULE FOR CONVENTIONAL TRAINING PROGRAMME MESO CYCLE PLAN - SPECIFIC PREPARATORY PERIOD TRAINING COMPONENTS AND PERCENTAGE OF TRAINING 1

A. General flexibility

B. Specific flexibility

S.No 1

Training warm up Flexibility training

Endurance training 3

A. General endurance

B. Specific endurance

Speed training 4

A. Reaction ability

B. Movement speed

Specific Strength training

Technique and tactic training

Coordinative ability training

Mental training

Practice match

10 Recreational games

11 Warm down

Total % Weekly average load

100

100 100 100 100 100 100 100 100 100 100 100 Sub. Sub. Sub. Low Light Med Med Max Light Light Med Med Max Max Light

Low Intensity=1 week ;Light Intensity=4 weeks ; Medium Intensity=4 weeks; Sub maximum Intensity= 3 weeks Adaptation= 1 weeks; Loading=9 weeks; Recovery=2 weeks (1:9:2)

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 49

TRAINING SCHEDULE FOR CONVENTIONAL TRAINING PROGRAMME WITH PLYOMETRIC TRAINING MESO CYCLE PLAN - SPECIFIC PREPARATORY PERIOD TRAINING COMPONENTS AND PERCENTAGE OF TRAINING S.No 1

Training

A. General flexibility

B. Specific flexibility

Warm up Flexibility training

Endurance training 3

A. General endurance

B. Specific endurance

Speed training 4

A. Reaction ability

Specific Strength training

Plyometric training

Technique and tactic training

B. Movement speed

Coordinative ability training

Mental training

Practice match

Recreational games

Warm down

100

Total % Weekly average load

5 10

100 100 100 100 100 100 100 100 100 100 Sub. Sub. Sub. Low Light Med Med Max Light Light Med Med Med Max Max

Low Intensity= 1 ; Light Intensity=3 weeks ; Medium Intensity=5 weeks; Sub maximum Intensity= 3 weeks; Adaptation= 1 weeks; Loading=9 weeks; Recovery=2 weeks (1:9:2)

STATISTICAL TECHNIQUE The following statistical procedure was employed to estimate the influence of conventional training programme with plyometric training on selected physical fitness, psychophysiological and skill performance variables of college level badminton players. Analysis of co-variance statistical technique was used to test the adjusted post-test mean differences among the experimental group I and the experimental group II.

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Table-I COMPUTATION OF ANALYSIS OF COVARIANCE OF CONVENTIONAL TRAINING PROGRAMME AND CONVENTIONAL TRAINING PROGRAMME WITH PLYOMETRIC TRAINING GROUPS ON PHYSICAL FITNESS VARIABLES

Adjusted Post-Test Means Variables

Speed

Agility

CTP Group

7.24

13.26

CTPPT Group

Source of Variance

Sum of Squares

Mean Squares

1.39

6.76

F-ratio

64.86* WG

0.451

0.02

1.98

2.50

0.12

12.68

16.63*

BG- Between Group Means : WG- Within Group Means : df- Degrees of Freedom: * - Significant :

(Table Value for 0.05 Level for df 1 & 21 =4.32)

RESULTS OF SPEED An examination of table 窶的 indicated that the adjusted post-test means of conventional training programme group, and conventional training programme with plyometric training group were 7.24 and 6.76 respectively. The obtained F-ratio for the adjusted post-test means was 64.86 (P < 0.05) and the table F-ratio was 4.32. Hence the adjusted post-test mean speed F-ratio was significant at 0.05 level of confidence for the degree of freedom 1 and 21. RESULTS OF AGILITY An examination of table 窶的 indicated that the adjusted post-test means of conventional training programme group, and conventional training programme with plyometric training group were 13.26 and 12.68 respectively. The obtained F-ratio for the adjusted post-test means was 16.63 (P < 0.05) and the table F-ratio was 4.32. Hence the adjusted post-test mean agility F-ratio was significant at 0.05 level of confidence for the degree of freedom 1 and 21. Adjusted mean differences of the conventional training programme group and conventional training programme with plyometric training group on physical fitness variables was given in Figure I.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 51

FIGURE-I ADJUSTED POSTTEST DIFFERENCES OF CONVENTIONAL TRAINING PROGRAMME, CONVENTIONAL TRAINING PROGRAMME WITH PLYOMETRIC TRAINING GROUPS ON PHYSICAL FITNESS VARIABLES 13.26 12.68

14 12 10 8

7.24

6.76

CTP Group

CTPPT Group

4 2 0 Speed

Agility

Table-II COMPUTATION OF ANALYSIS OF COVARIANCE OF CONVENTIONAL TRAINING PROGRAMME AND CONVENTIONAL TRAINING PROGRAMME WITH PLYOMETRIC TRAINING GROUPS ON PSYCHOPHYSIOLOGICAL VARIABLES

Variables

Adjusted Post-Test Means CTP Group

CTPPT Group

Precompetitive anxiety

19.07

23.25

Systolic blood pressure

124.10

125.20

Diastolic blood pressure

80.93

80.64

Source of Variance

Sum of Squares

Mean Squares

104.40

19.12

0.91

7.38

194.15

9.24

0.48

825.98

39.333

F-ratio

114.62*

0.79

0.012

* Significant : (Table Value for 0.05 Level for df 1 & 21 =4.32) RESULTS OF PRECOMPETITIVE ANXIETY An examination of table 窶的I indicated that the adjusted post-test means of conventional training program group, and conventional training program with plyometric training group were 19.07 and 23.25 respectively. The obtained F-ratio for the adjusted post-test means was 114.62 (P < 0.05) and the table F-ratio was 4.32. Hence the adjusted post-test mean precompetitive anxiety F-ratio was significant at 0.05 level of confidence for the degree of freedom 1 and 21.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

RESULTS OF SYSTOLIC BLOOD PRESSURE An examination of table 窶的I indicated that the adjusted post-test means of conventional training programme group, and conventional training programme with plyometric training group were 124.10 and 125.20 respectively. The obtained F-ratio for the adjusted post-test means was 0.79 (P < 0.05) and the table F-ratio was 4.32. Hence the adjusted post-test mean systolic blood pressure F-ratio was insignificant at 0.05 level of confidence for the degree of freedom 1 and 21. RESULTS OF DIASTOLIC BLOOD PRESSURE An examination of table 窶的I indicated that the adjusted post-test means of conventional training programme group, and conventional training programme with plyometric training group were 80.93 and 80.64 respectively. The obtained F-ratio for the adjusted post-test means was 0.012 (P < 0.05) and the table F-ratio was 4.32. Hence the adjusted post-test mean diastolic blood pressure F-ratio was insignificant at 0.05 level of confidence for the degree of freedom 1 and 21. Adjusted mean differences of the conventional training programme group and conventional training programme with plyometric training group on psychophysiological variables was given in Figure II. FIGURE-II ADJUSTED POSTTEST DIFFERENCES OF CONVENTIONAL TRAINING PROGRAMME, CONVENTIONAL TRAINING PROGRAMME WITH PLYOMETRIC TRAINING GROUPS ON PSYCHOPHYSIOLOGICAL VARIABLES

140 120 100 80 60 40 20 0

124.1 125.2 80.93 80.64 CTP CTPPT

19.07 23.25 Pre competitive anxiety

Systolic blood pressure

Diastolic blood pressure

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 53

TABLE-III COMPUTATION OF ANALYSIS OF COVARIANCE OF CONVENTIONAL TRAINING PROGRAMME AND CONVENTIONAL TRAINING PROGRAMME WITH PLYOMETRIC TRAINING GROUPS ON SKILL PERFORMANCE VARIABLES

Adjusted Post-Test Means

Variables

CTP Group

CTPPT Group

Lon serve

32.41

39.00

Forehand clear

28.19

31.05

Source of Variance

Sum of Squares

Mean Squares

F-ratio

258.47

29.77*

182.33

8.68

49.19

108.19

5.15

9.54*

* - Significant : (Table Value for 0.05 Level for df 1 & 21 =4.32) RESULTS OF LONG SERVE An examination of table 窶的II indicated that the adjusted post-test means of conventional training programme group, and conventional training programme with plyometric training group were 32.41 and 39.00 respectively. The obtained F-ratio for the adjusted post-test means was 29.77 (P < 0.05) and the table F-ratio was 4.32. Hence the adjusted post-test mean long serve F-ratio was significant at 0.05 level of confidence for the degree of freedom 1 and 21. RESULTS OF FOREHAND CLEAR An examination of table 窶的II indicated that the adjusted post-test means of conventional training programme group, and conventional training programme with plyometric training group were 28.19 and 31.05 respectively. The obtained F-ratio for the adjusted post-test means was 9.54 (P < 0.05) and the table F-ratio was 4.32. Hence the adjusted post-test mean forehand clear F-ratio was significant at 0.05 level of confidence for the degree of freedom 1 and 21. Adjusted mean differences of the conventional training programme group and conventional training programme with plyometric training group on skill performance variables was given in Figure III. Figure-III ADJUSTED POSTTEST DIFFERENCES OF CONVENTIONAL TRAINING PROGRAMME, CONVENTIONAL TRAINING PROGRAMME WITH PLYOMETRIC TRAINING GROUPS ON PSYCHOPHYSIOLOGICAL VARIABLES 5

4.4

4.3

4 3

2.4

2.5

CTP CTPPT

1 0 Long serve

Forehand clear

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

DISCUSSION ON FINDINGS With the detailed analysis of the collected data, the following are the finding of the present study. PHYSICAL FITNESS VARIABLES The finding of speed and agility showed that there was a significant effect in speed and agility due to the influence of conventional training programme with plyometric training (CTPPT) of college level badminton players. The finding of the study is supported by the following authors. Walklate BM et. al. (2009) suggested that supplementing regular training with sessions of short-duration sprint training appears to lead to worthwhile increases in repeated-agility sprint performance with national level badminton players. Michael G et. al. (2006) identified that plyometric training can be an effective training technique to improve an athleteâ&#x20AC;&#x2122;s agility. Michelle A. Sandrey et. al. (2007) suggested that plyometric training in the aquatic setting used as a supplement to a lower extremity rehabilitation program might improve power and agility with less muscle soreness. PSYCHOPHYSIOLOGICAL VARIABLES The finding of precompetitive anxiety showed that there was significant effects in precompetitive anxiety due to the conventional training program with plyometric training (CTPPT) of college level badminton players. The finding of the systolic blood pressure and diastolic blood pressure showed that there was no significant effects in systolic blood pressure and diastolic blood pressure due to the to the influence of conventional training program with plyometric training (CTPPT) of college level badminton players. The finding of the study is supported by the following authors. Doug H. Han et.al.(2006) Temperamental patterns of athletes have influences on the anxiety level and athletic performances. Stephen F. Burns, et al. (2012) suggested that the acute sprint interval exercise leads to short-term increases in oxygen uptake and reduced blood pressure in youth. Harung, et al. (2011) Support the concept that higher psycho-physiological growth underlies higher performance. Rahmani-Nia F. (2011) concluded that weight training to improve body image and anxiety. SKILL PERFORMANCE VARIABLES The finding of long serve and forehand clear showed that there was significant effects in long serve and forehand clear due to the influence of conventional training program with plyometric training (CTPPT) of college level badminton players. The finding of the study is supported by the following authors Sedano et al, (2011) revealed that a 10-week plyometric program may be an effective training stimulus to improve explosive strength compared to a more conventional physical training program.

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The improvements in explosive strength can be transferred to acceleration capacity and smashing speed but players need time to transfer these increases. Oâ&#x20AC;&#x2122;keeffe, S. L et. al.(2007) evaluated that participants in the fundamental throw teaching programme showed significant learning effects not only in the fundamental overarm throw but also in the specific sport skills of the badminton overhead clear. Minna Blomqvist et al, (2001) suggested that the strategy-oriented group was able to improve its badminton knowledge, game understanding and serving skill significantly whereas the traditional group improved its badminton serving skill. CONCLUSIONS Based on the findings the following conclusions were derived 1. Conventional training programme with plyometric training group showed that there was significant improvement on selected physical fitness and skill performance variables compared to Conventional training programme group. These improvements occurred because of planned systematic training program. 2. In this study, there was no significant difference on systolic blood pressure and diastolic blood pressure due to influence of conventional training programme group and conventional training programme with plyometric training group.

RECOMMENTATIONS RECOMMENTATION FOR IMPLICATION 1. The results of the study have suggested that the conventional training programme with plyometric training will be followed by the college level badminton players. 2. The results of the study have suggested that the conventional training programme with plyometric training will be followed by the college level badminton players. RECOMMENTATION FOR FURTHER RESEARCH 1. It is recommended that the conventional training programme with plyometric training will be adapted to the other racket games. 2. It is also recommended that various types of variables such as bio chemical and biomechanical variables may be used for college badminton players. BIBLIOGRAPHY: Anu Jain. (2005). Badminton Coaching manual. Delhi: Sports Publication. Barrow Harold, M. & Mc Gee Rosemary. (1989). Practical Measurement In physical education and sports. Philadelphia: Lea and Febiger. Doug H. Han., et al. (2006). Influence Of Temperament And Anxiety On Athletic Performance. Journal of Sports Science and Medicine. Hardayal singh. (1997). Science of sports training. New Delhi: D.V.S. Publication.

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John T. Cacioppo, et al. (2000). Hand Book of Psychophysiology. UK: Cambridge University press. Kibele A, Behm DG (2009). Seven weeks of instability and traditional resistance training effects on strength, balance and functional performance. J Strength Cond Res. McGill S, Karpowicz A, Fenwick C, Brown S. (2009). Exercises for the torso performed in a standing posture: spine and hip motion and motor patterns and spine load. J Strength Cond Res. Michael G. Miller., Jeremy J. Herniman., Mark D Ricard., Christopher C. Cheatham., Timothy J Michael. (2006). The Effects Of A 6-Week Plyometric Training Program On Agility. Journal of Sports Science and Medicine. Minna Blomqvist, et al. (2001). Examine the effects of two forms of instruction, “traditional” and “traditional” plus strategy instruction, Physical Education & Sport Pedagogy. Walklate BM, O’Brien BJ, Paton CD, Young W. (2009). Supplementing regular training with shortduration sprint-agility training leads to a substantial increase in repeated sprint-agility performance with national level badminton players. J Strength Cond Res. Whitehurst M, Johnson B, Parker C, Brown L, Ford A. (2005). The benefits of a functional exercise circuit for older adults. J Strength Cond Res. Zvo Ff., BJ P. (2004). Thoughts of Korean women Badminton Singles Players in Various Situations during games. International Journal of Applied Sports Sciences.

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

DESIGN AND DEVELOPMENT OF THROWBALL GAME FOR THE PARTIALLY SIGHTED SCHOOL BOYS Dr. Sheila Stephen* ABSTRACT The purpose of the study was to design and development of throwball for the partially sighted school boys. Hypothesis: It was hypothesized that the partially sighted will be able to play throw ball over the net like normal. Subjects: Boys between the age group of 14 to 18 years were chosen from the St .Louis Institute for the Deaf and Blind .The school boys were partially blind and can do normal activities as the normal. They had slight deviation in their reaction time and needed little more training to play the game of throw ball like others. Methodology: To identify the interest and playing capacity of partially sighted, the investigator selected 12 partially sighted male students and random form St. Louis Institute for the Blind and the Deaf, Adyar. Those Male students are 14 to 18 years of age. Game: The regular Volleyball court is used. The net is tied at the height of 2.43 mts. 5 players on each side (total 10 players) assume position on the court. Feedback and Review: The interest, ability and capacity to play , the area and adaptation required (if any), modification of rules if required and officiating procedures etc. methods were used to get the feedback from the participants, on-lookers and audience. Their opinion is achieved for modifications. Discussion: Modified throwball could be adopted successfully to the partially sighted . The partially sighted are very much interested in this game. Still they want much more game to be reproduced in such away they will be able to play all the games which slight modification. INTRODUCTION All human beings participate in various kinds of activities or physical exercise during their life. These exercises may be of different forms such as walking, jumping, throwing, jogging, cycling and participation in sports and games. Children with impaired vision have the same needs for physical activities as others. But the fact that they are unable to see normally does restrict their play activity to such an extent that they are noticeably retarded in their physical development. Failure to participate in physical education program contributes to the tendency to with draw from the society (Millar, 1968). Helen Keller must have had some of these things in her mind when she said â&#x20AC;&#x153; The curse of the blind is not the blindness but idlenessâ&#x20AC;?. Knowing these facts should we not plan specially for these visually challenged boys.(Dorathy,1946) The visually disable is handicapped with feebleness , awkwardness and helplessness in addition to blindness. The vitality of the visual disability is much below the average vitality of the sighted and any system of education which does not recognize and try to overcome that deficit will be a failure (Mitchell,1984). Therefore there is a great need for some recreational games. *Principal, YMCA College of Physical Education, Chennai

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

AIM OF PHYSICAL EDUCATION PERFORMANCE FOR VISUALLY DISABLED: •

Develop optimum Physical fitness

•

Develop skill in the basic motor movement

•

Develop variety of sports skills for participation in sports as a worthy leisure time activity

•

Improve body image –Kinesthetic sense.

•

Develop desire for continuous physical improvements.

There are few games developed for the partially blind which are adopted by Prof Jaimitra at C.B.M project of YMCA College of Physical Education .Now it is proved that the ordinary game of Throwball could be adapted by the blind with slight modifications . The study is significant in the following ways Physical fitness and health will be improved along with the mobility and posture. The mental capacity will improve once they have better idea about this game (Jaimitra,1999). One more competitive and recreational game is added for the partially sighted. They will have pleasure while playing this game because of the new game. SUBJECTS Boys between the age group of 14 to 18 years were chosen from the St .Louis Institute for the Deaf and Blind .The school boys were partially blind and can do normal activities as the normal. They had slight deviation in their reaction time and needed little more training to play the game of throw ball like others. (Claudise 1986) A Snellen test was used to measure the visual acuity. It involves reading letters off an eye chart that become progressively smaller, in the same way you would do during a routine eye test. After the test an individual is given a score made up of two numbers. The first numbers represent how far away from the chart you were able to successfully read the letters on the chart. The second number represents how far away a person with healthy vision should be able to read the chart. So it is understood that if you were given a visual acuity score of 6/60, it means you can only read 6 metres away what a person with healthy eyesight can read 60 metres away. The subjects chosen were having average visual acuity (6/60 or above) and an extremely reduced field of vision The World Health Organization (WHO) defines impaired vision in five categories: •

Low vision 1 is a best corrected visual acuity of 20/70.

•

Low vision 2 starts at 20/200.

•

Blindness 3 is below 20/400.

•

Blindness 4 is worse than 5/300

The students chosen for the study are at the category of the low vision 1 and hence could be able to see the ball with a blurred vision

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 59

HYPOTHESIS It was hypothesized that the partially sighted will be able to play throw ball over the net like normal Seaman (1979) did research on the attitude of visually challenged children towards physical education. A self rating scale and personal questionnaire were used as criteria by which validity of attitude inventory was checked. It was discovered that children in regular physical education program had better favorable attitude towards physical education than those in the adapted physical education. METHODOLOGY To identify the interest and playing capacity of partially sighted, the investigator selected 12 partially sighted male students and random form St. Louis Institute for the Blind and the Deaf, Adyar. Those Male students are 14 to 18 years of age. They were all inmates of St. Louis hostel. They belong to poor or just below average economic group. They were attending physical education program that is offered at St.Louis Institute. ORIENTATION The subjects were explained in detail about the purpose and significance of this study. They were also given clear instruction about the new game that is to be included for their recreation and physical education program. The skills play field rules of the game team tactics etc. were given in detail to the partially sighted subjects of this investigation. GAME The regular Volleyball court is used. The net is tied at the height of 2.43 mts. 5 players on each side (total 10 players) assume position on the court. The winner is decided the side or service after a Toss in the beginning of the game. On signal the team which should start will serve first from outside of the end line (service area) .This game includes the throwing and catching. It is played for 15 points with two point’s difference when a team secures 15 points it is declared as winner. The match is played for best of three sets. It is a rectangular court with the measurement slightly lesser than the Volleyball court (17mts length and 8 mts width). The height of the net is 2.43 mts Standard Volleyball is used for visual perception. Color balls were used having the same specification of Volleyball. Color of the balls – Orange, Yellow, and White post is used. RULES OF THE GAME •

Service should be thrown by single hand either by over hand throw or by side arm.

•

Rotation order as in Volleyball is followed as the five players will rotate in a clock wise direction.

•

Three players can catch the ball with both hands with or without a pitch.

•

The service should not touch the net

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

•

Only two substitutions are allowed for each set (15 points)

•

Double touch is not allowed

•

During volley, the rebounds from net and caught by the same player are fault.

Lots of drills are planned and implemented for the visually impaired children to develop their skills .The drills included catching, throwing , service over head throw and so on. FEEDBACK AND REVIEW The following methods were used to get the feedback from the participants, on-lookers and audience. Their opinion is achieved for modifications. •

Interest

•

Ability and capacity to play

•

The area and adaptation required (if any)

•

Modification of rules if required

•

Officiating procedures etc. Friendly matches were conducted to understand the ‘plus and minus’ of the game. Inferential statistics was used

DISCUSSION Modified throwball could be adopted successfully to the partially sighted . The partially sighted are very much interested in this game. Still they want much more game to be reproduced in such away they will be able to play all the games which slight modification. The game of Throwball was adopted with slight changes in the Ground Marking, Number of players and the color of the ball. Few new rules are framed to suit the partially sighted to adopt the ability. NEW ADAPTATIONS The investigator after several practice sessions and friendly matches came to a definite conclusion. The partially sighted could easily get adapted to the new game of Throwball because, 1. There was adequate space for the partially blind to move freely and play the game. 2. The players could get frequent passes and that gives them a chance to practice the skills. 3. Volleyball court without the attack line enabled every player to play at any part of the court. 4. The color of the ball used increased the field vision and perception. Out of the three colors Orange, was preferred by the partially sighted to have good perception. 5. The partially sighted preferred morning 6.30 to 8 am because the visual perception was better at this time. 6. The partially sighted could accept this as a recreational game as well as the competitive game and they were interested to have inter school competitions

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 61

CONCLUSION This study makes a significant contribution in the field of Adapted Physical Education. This also gives an encouraging results for the partially sighted to participate with full enthusiasm. They were able to learn the skill quickly and develop them spontaneously as they participated with lot of fun and enjoyment. BIBLIOGRAPHY Claudis Sherrilt, Adapted Physical education and recreation, W.C Brown Publishers Duknque, Iowa, 1986 Dorathy Lasalb, Guidance of Children through Physical Education London: The Roland Company,1946, p.12 Jaimitra.S, Physical Education for the Blind, Grace Printers Madras, 1999. p.9 Miller Bar W. Physical Fitness for school boys. New York: A.S Barnes and Company, 1943. p.2 Mitchell and Mason, The theory of Play, A.S.Barnes and Company , Incorporated ,1983,p.224. Seaman, James A, “Attitude of Physically Handicapped children towards Physical Education’, Research Quarterly, Vol.41 : (1979), p.439. http://www.prosportsvision.co.uk/snellen.htm http://en.wikipedia.org/wiki/Snellen_chart

Vol. 2 - Issue 1 June 2012

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

INFLUENCE OF RECREATIONAL GAMES ON SELECTED PSYCHOLOGICAL VARIABLES AMONG PHYSICALLY CHALLENGED CHILDREN Dr. M. Jayachitra* ABSTRACT Any impairment which limits the physical function of limbs or fine or gross motor ability is physical impairment. People with these disabilities are much more likely to lead sedentary lives and, therefore, more likely to develop a secondary condition. Adaptive sport provides a forum to enable persons with disabilities to build the skills they need to advocate for and influence change. The objective of the study was to find out the influence of recreational activities on mental health among physically challenged children. Twenty physically challenged children of 10 to 15 years old who had no previous experience of recreational games from Annai Teresa Home, Salem were selected as subjects. Adapted physical education recreation programme was given weekly once and four months in total. Mental health was assessed before and after adapted physical education recreation programme by using Maryland Mental Health Questionnaire for special children with 24Inventories and statistically analyzed with ‘t’ test. The result of this study showed that there was improvement in the mental health due to recreational games among physically challenged children. The subjects developed a sense of complete well being and became confident. The great sense of enjoyment and to perform better made them realize their sense of enjoyment and to perform better dormant capacities which were heartening to see. INTRODUCTION Any impairment which limits the physical function of limbs or fine or gross motor ability is physical impairment. Physical impairments can dramatically affect quality of life, and even shorten the life span if left untreated. People with disabilities are much more likely to lead sedentary lives and, therefore, more likely to develop a secondary condition, such as diabetes, respiratory failure, osteoporosis, or cardiovascular disease which can be reduced or prevented with regular physical activity or adaptive sports. Adaptive sport provides a forum to enable persons with disabilities to build the skills they need to advocate for and influence change. It contributes to facilitate the special children to share their experiences and enjoy companionship with others who understand their challenges and capacities (Calfas and Taylor, 2004).Over the past three decades, numerous studies have revealed that physical activity and sport participation result in improved functional status and quality of life among people with selected disabilities (Gleser and Mendelberg, 2000).

* Lecturer, Sri Sarada College of Physical Education for Women, Salem-16.

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Various physical and mental disorders can hamper or reduce the ability of a person to carry out their day to day activities. These disabilities can be termed as impairment of the person and they are Mobility and Physical Impairments, Visual Impairment, Hearing impairment, Cognitive Impairment, Learning impairment, Intellectual impairment, Attention Deficit (Difficulty Focusing), Speech and Language Impairment, Spinal Cord Disabilities, Brain Disabilities (Jackson and Davis, 2001). By bringing together people with similar disabilities, sport contributes to normalization enabling persons with disabilities to share their experiences and enjoy camaraderie with others who understand their challenges and capacities. Sport also provides a forum to enable persons with disabilities to build the skills they need to advocate for and influence change. Emphasize the importance of developing sport opportunities for people with different types of disabilities and equal opportunities for females and males to participate (Kitchener, 2002). Recreation is an activity of leisure which is an essential element of human biology and psychology. Recreational activities are often done for enjoyment, amusement, or pleasure and are considered to be “fun”. The term recreation implies participation to be healthy refreshing mind and body. Thus recreational activities are an effective means for enjoyment, amusement, building knowledge and awareness among children with disabilities as it allows large groups to come together in an enjoyable way. It can play a key role in the lives and communities of people with disabilities (Sherrill, 2007). Mental health describes either a level of cognitive or emotional well-being or an absence of a mental disorder. It refers to both mental wellbeing and mental health problems that is considered to comprise of three main dimensions – emotional, social and psychological and includes aspects of emotional wellbeing, life satisfaction, optimism and hope, self-esteem, mastery and a sense of control, having a purpose in life, a sense of belonging and personal support. Involvement with a variety of recreational activities can help the physically challenged children to lead more active and healthier lives. Adapting recreational activity increases the opportunity for fun, skill development and self-confidence. Participation in organized sport and recreation can be a preventative and curative strategy to promote positive mental health and combat mental illness (Rimmer, 2005). Research has consistently indicated that physically and socially active recreation and leisure activities are related to a higher quality of life in the general population, as well as in people with various disabilities. The objective of the study is to find out the influence of recreational activities on mental health among physically challenged children. METHODOLOGY Twenty physically challenged children of 10 to 15 years old who had no previous experience of recreational games from Annai Teresa Home, Salem were selected as subjects. Adapted physical education recreation programme was given weekly once and four months in total. The variety of the recreational games provided full enjoyment resulting in wholesome participation of subjects. Mental health was assessed before and after adapted physical education recreation programme by

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

using Maryland Mental Health Questionnaire for special children with 24Inventories and statistically analyzed with ‘t’ test. Recreational games includes Clapping games, Topic Talk, Gathering Snowballs, Birds Fly, Freeze Tag, Bean Bag Toss, Balance Beam, Clapping to Music Walks, Scavenger Hunt, Balloon, Laugh a Olympics, Parachute Play, Rhyming Game, Rope Whipping, Fan Making, Water Filling, Lemon-Spoon, Stickers, Needle and Tackle. RESULTS AND DISCUSSIONS COMPUTATION OF ‘T’ RATIO ON MENTAL HEALTH AMONG SELECTED PHYSICALLY CHALLENGED CHILDREN

Mean

Mental Health Physically Challenged Group

Pre-Test

Post-Test

29.2

σDM

‘t’ ratio

4.2

1.55

2.71*

Number = 18 (The table value required to be significant at .05 level of confidence was 2.03). Figure-I BAR DIAGRAM SHOWING THE MEAN VALUE OF MENTAL HEALTH BETWEEN PRE-TEST AND POST-TEST 35 30

29.2 25

25 20 15 10 5 0

Pre Test

Post Test

As the obtained ‘t’ value 2.71 was greater than the table value 2.03, it was clear that there was improvement in the mental health due to recreational games among physically challenged children. CONCLUSION The variety of the recreational games provided full enjoyment resulting in wholesome participation of subjects. The great sense of enjoyment and to perform better made them realize their sense of enjoyment and to perform better made them realize their dormant capacities which were heartening to see. The subjects developed a sense of complete well being and became confident.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 65

They started enjoying group activities and developed team spirit and became more co-operative and understanding with parents and friends. BIBLIOGRAPHY Calfas, K.J., and Taylor, W.C. (2004), Effects of physical activity on psychological variables in adolescents, J.of Pediatric Exercise Science, 6, 406–423. Gleser, J., and Mendelberg, H. (2000), Exercise and sport in mental health: A review of the literature, Israel Journal of Psychiatry and Related Sciences, 27, 99–112. Jackson R and Davis G., (2001), The value of sports and recreation for the physically disabled, J.OrthoClin NA 1983; 14:301-15. Kitchener, B.A (2002), Mental Health First Aide Manual, Centre for Mental Health Research, Canberra, p 5. Rimmer J.H, Braddock D, Pitetti K.H (2008), Research on physical activity and disability: an emerging national priority, Med Sci Sports Exerc;28(8):1366-72. Sherrill C, (2007), Sports and disabled athletes, Vol 9. Champaign, IL: Human Kinetics Publishers Inc.

Vol. 2 - Issue 1 June 2012

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

EFFECT OF PROGRESSIVE RESISTANCE TRAINING ON SELECTED MOTOR FITNESS AND SKILL PERFORMANCE OF VOLLEYBALL PLAYERS Dr. V. Vallimurugan* & P. Senthilkumar** ABSTRACT The intention of this study was to examine the influence of progressive resistance training on selected motor fitness and skill performance of volleyball players. For the purpose of this study, thirty male volleyball players from Selvam Educational Institution, Namakkal were selected as subjects and their age ranged from 18 to 25 years. The selected subjects were randomly divided into two equal groups of 15 each, such as progressive resistance training group and control group. The experimental group underwent progressive resistance training for three days per week for twelve weeks. The selected dependent variables were assessed using standard tests and procedures, prior to and immediately after the training programme. Analysis of covariance (ANCOVA) was used as a statistical procedure to establish the significant difference, if any, existing between pretest and posttest data on selected dependent variables. The findings of the study revealed that due to the effect of twelve weeks of progressive resistance training the selected motor fitness and skill performance variables such as muscular strength, explosive power, volleying ability and serving ability have significantly improved.

Key words: Progressive resistance training, Motor fitness and Skill performance INTRODUCTION Training and technique are very important in developing or improving a sport skill. Generally as the adaptation to training takes place, the efficiency of the skill improves (Martin & Coe, 1991). Resistance training, like speed, flexibility and mental skills training have now become an important ingredient in the total programme, particularly where strength is essential in the sport. Among sport conditioning coaches, there is considerable discussion regarding the efficiency of training methods that improve body strength and power. Resistance training is a well-established training method and vital necessary for Volleyball players; however, there is a lack of information regarding resistance training impact among Volleyball players. Resistance training is a form of strength training in which each effort is performed against a specific opposing force generated by resistance (i.e. resistance to being pushed, squeezed, stretched or bent). Exercises are isotonic if a body part is moving against the force. Exercises are isometric if a body part is holding still against the force. The goal of resistance training, according to the American Sports Medicine Institute (ASMI), is to â&#x20AC;&#x153;gradually and progressively overload the musculoskeletal * Principal, Selvam College of Physical Education, Namakkal ** Assistant Professor, Selvam College of Physical Education, Namakkal

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 67

system so it gets stronger.” Research shows that regular resistance training will strengthen and tone muscles and increase bone mass. Strength training (also known as resistance training) is a common component of sports and physical fitness programs for young people. Some adolescents and preadolescents may use resistance training as a means to enhance muscle size or to simply improve appearance. However, in recent years the amount of information and research on strength training has exploded. Athletes of all types, from the professional athlete to the weekend enthusiast now understand the potential benefits of participating in a strength training program (Purvis and Aaberg, 1999). The amount and form of resistance used as well as the frequency of resistance exercises are determined by specific program goals. The objectives of this study was to find out whether there any improvement on selected motor fitness and skill performance of Volleyball players due to the effect of progressive resistance training. METHODOLOGY SUBJECTS AND VARIABLES For the purpose of this study, thirty male Volleyball players from Selvam Educational Institution, Namakkal in the age group of 18 to 25 years were recruited, with their consent. The selected subjects were randomly assigned to both the progressive resistance training and control groups of fifteen each. The selected criterion variables were assessed using standard tests and procedures, prior to and immediately after the training regimen. The selected motor fitness components such as muscular strength and explosive power were assessed by using bent knee sit ups and sarjent jump respectively. The Volleyball skill performance variables were assessed by Bready wall Volley Test and AAHPER Volleyball skills (serve) Test. TRAINING PROTOCOL The experimental group underwent progressive resistance training regimen for a period of twelve weeks. The training regimen for progressive resistance training group consisted of three set of eight exercises a day, three days a week. After selecting the exercise 1 RM was found for each subject of the experimental group for each exercise separately. 1 RM is the maximum amount of weight a person can successfully lift one time only through the full range of motion. The initial intensity was fixed at 70% and it was progressively increased once in two weeks by 5%. The rest interval of two minutes between exercise and five minutes between set was given. The control group did not participate in any specialized training during the period of study. EXPERIMENTAL DESIGN AND STATISTICAL PROCEDURE The experimental design used for the present study was random group design involving thirty subjects. Analysis of covariance (ANCOVA) was used as a statistical procedure to establish the significant difference, if any, existing between pretest and posttest data on selected dependent variables. The level of significance was accepted at P < 0.05.

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RESULTS The descriptive analysis of data collected on selected motor fitness and skill performance variables prior to and immediately after twelve weeks of progressive resistance training is presented in table-I. Table I THE MEAN AND STANDARD DEVIATION ON SELECTED MOTOR FITNESS AND SKILL PERFORMANCE VARIABLES OF EXPERIMENTAL AND CONTROL GROUP Pretest Posttest Variables Groups s s x x

Muscular Strength Explosive Power Volleying ability Serving ability

Experimental

26.50

2.81

33.50

2.62

Control

29.40

2.04

30.10

3.22

Experimental

39.60

4.68

52.06

4.08

Control

39.53

3.29

36.86

4.26

Experimental

32.86

1.95

42.26

2.31

Control

31.06

2.43

31.33

2.22

Experimental

29.46

1.88

39.53

2.69

Control

29.91

1.55

30.52

1.39

Analysis of covariance (ANCOVA) was employed to determine the significant impact of progressive resistance training on selected motor fitness and skill performance variables and it is presented in table-II. Table II: ANALYSIS OF COVARIANCE ON SELECTED MOTOR FITNESS AND SKILL PERFORMANCE VARIABLES OF EXPERIMENTAL AND CONTROL GROUPS

Variables

Groups

Adjusted Mean

SoV

Sum of Squares

Mean Square

Muscular strength

Experimental

35.21

170.52

Control

29.29

75.11

2.78

Explosive power

Experimental

50.67

738.06

Control

39.57

249.57

9.24

Volleying ability

Experimental

38.71

427.36

Control

29.22

184.00

6.81

Serving ability

Experimental

35.76

531.06

Control

30.42

198.82

7.36

‘F’ ratio 61.34* 79.88* 62.75* 72.15*

Required table value for significance at 0.05 level of confidence for df of 1 and 27 is 4.21 * Significant at 0.05 level.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 69

The findings of the study shows that significant difference existing between progressive resistance training and control groups on muscular strength, explosive power, volleying ability and serving ability, since the obtained ‘F’ ratio value for adjusted post test means 61.34, 79.88, 62.75 and 72.15 respectively were greater than the required table value of 4.21 for significance at 0.05 level of confidence for df of 1 and 27. Hence it is concluded that, due to the effect of twelve weeks of progressive resistance training the selected motor fitness and skill performance variables such as muscular strength, explosive power, volleying ability and serving ability were significantly improved. DISCUSSION Previous studies have reported the beneficial effects of strength training on motor fitness and skill performance variables. LeMura and others (2000) observed 16 weeks of various modes of resistance training and found that the resistance training group increased upper and lower body strength. Mazzzetti and others (2000) observed that the changes in maximal strength, power and muscular endurance after 12 weeks of periodized resistance training and found greater strength gain. Bottaro and others (2007) found significantly greater improvement in muscular power and functional performance with power training versus low velocity resistance training. Therefore, it is observed from the above findings that progressive resistance training for volleyball players is vital to the overall success. With a good foundation to build on, volleyball players fully prepared to move into building maximal strength. The early strength gains achieved during a strength training program have been attributed to increases in neuromuscular function rather than initial muscular hypertrophy (Hickson et al., 1988; Tan, 1999). The neuromuscular status of the muscle is altered through resistance training by enabling either a greater muscle fibre recruitment or by increasing the firing frequency of the motor units (Docherty & Sporer, 2000). CONCLUSION It is concluded that, when properly performed progressive resistance training can provide significant functional benefits and improvement in motor fitness and skill performance of Volleyball players. Hence it is suggested that progressive resistance training is not only to provide the players with the necessary skills and strength but also help to keep them intact for the entire session of the play. BIBLIOGRAPHY Bottaro et al., (2007). “Effect of high versus low-velocity resistance training on muscular fitness and functional performance in older men”, European Journal of Applied Physiology, Vol.99(3): pp.257-26. Docherty, D., & Sporer, B. (2000). A proposed model for examining the interference phenomenon between concurrent aerobic and strength training. Sports Medicine, 30(6), 385-394. Hickson, R. C., Dvorak, B. A., Gorostiaga, E. M., Kurowski, T. T., & Foster, C. (1988). Potential for strength and endurance training to amplify endurance performance. Journal of Applied Physiology, 65(5), 2285-2290.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

LeMura LM. (2002). “Lipid and lipoprotein profiles, cardiovascular fitness, body composition, and diet during and after resistance, aerobic and combination training in young women”, Europian Journal of Applied Physiology, 82(5-6): pp.451-8. Martin, D., and Coe, P. (1991). Training Distance Runners Champaign, IL: Human Kinetics. Mazzetti SA. et al (2000). ‘The influence of direct supervision of resistance training on strength performance”, Medical Science in Sports and Exercise, 32(6): pp.1175-84. Purvis, Tom and Aaberg, Everett., (1999). Resistance Training Institution, Human Kinetics, USA, p.1. Tan, B. (1999). Manipulating resistance training program variables to optimize maximum strength in men: A review. Journal of Strength and Conditioning Research, 13(3), 289-304.

Vol. 2 - Issue 1 June 2012

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

EFFECTS OF QUICK MARCHING AND STAIR STEPPING EXERCISE TRAINING ON SELECTED PHYSICAL AND PHYSIOLOGICAL PARAMETERS OF HIGH SCHOOL BOYS R.S. Suma* ABSTRACT

The study enlightens the effectiveness of quick marching and stair stepping exercise training on physical (speed, agility, cardio respiratory) and physiological (vital capacity, breath holding time ,VO2 max) parameters. Methodology: Parallel group experimental study was adopted in the study. Sample: sixty high school boys ranged between 14 to 16 years old from Priya Matriculation Higher Secondary School, Kil-Kotagiri, Nilgiri District, Tamilnadu were consider as sample for the study. Thirty subjects were assigned randomly to experimental group and thirty were assigned to control group. Tools: 1. 50 mts dash - speed. 2. 4x10 mts shuttle run – agility. 3. Cooper’s 12 min run and walk -Cardio respiratory endurance. 4. Wet Spirometer -Vital capacity. 5. Control pause test -Breath holding time. 6. Bench Step test -Vo2 max. Hypotheses: There is no significant difference between the pre-test of control group and post-test of control group in physical and physiological parameters. And there is no significant difference between the pre-test of experimental group and post-test of experimental group in physical and physiological parameters. Findings: There is no significant difference between the pre-test of control group and post-test of control group in physical and physiological parameters. There is a significant difference between the pre-test of experimental group and post-test of experimental group in physical and physiological parameters. Keywords: Stair stepping, quick marching, speed, agility, cardio respiratory, vital capacity, breath holding time, VO2 max INTRODUCTION Obesity and overweight have reached epidemic proportions globally. Significantly, obesity is increasing rapidly in developing countries undergoing rapid nutrition, physical inactivity and lifestyle transition, and it often coexists with under-nutrition. The rising prevalence of obesity in developing countries is largely due to rapid urbanization and mechanization which has led to reduction in the energy expenditure along with an increase in energy intake due to increased purchasing power and availability of high fat, energy-dense fast foods. Obesity means having too much body fat. It is different from being overweight, which means weighing too much. Both terms mean that a person’s weight is greater than what is considered healthy for his or her height. ChildreSn grows at different rates, so it isn’t always easy to know when a child is obese or overweight. Ph.D Scholar, Bharathiar University, Coimbatore

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

VARIABLE DEFINITIONS QUICK MARCHING Marching is a non-contact team sports that provides both male and female members with self-discipline, deportment, friendship and encourages good sportsmanship. This is an instruction to begin marching at the Quick march speed with left foot. The standard pace is 120 steps per minute with a 30in. step, although there are variance to this ,based on the individual regiments, the pace given by the commander, and the speed of the bandâ&#x20AC;&#x2122;s rhythm: British light infantry and rifle regiments, for example Quick march at 140 beats per minute (De Re Militari, Book I:The selection and Training of New Levies). STAIR STEPPING EXERCISE TRAINING Stair climbing is a serious workout with the potential for aerobic and anaerobic benefit. It can develop size, strength, and endurance in the muscles of the hips and legs, from the glutes to the hamstrings and quadriceps down to the calves. Depending on the rise height from step to step, the number of stairs, and the speed at which the stairs are climbed, stair climbing will demand varying levels of flexibility, strength, and endurance. The rhythmic activity becomes a serious challenge for the heart and lungs if there are many flights of stairs. It is good for a wide variety of sports training; sprinters, runners, swimmers, cyclists, rowers, football players, and casual fitness enthusiasts all stand to benefit from this method of training against gravity. OBJECTIVES OF THE STUDY 1. To find out the significant difference between the pre-test of control group and post-test of control group in physical and physiological variables. 2. To find out the significant difference between the pre-test of experimental group and post-test of experimental group in physical and physiological variables. HYPOTHESES OF THE STUDY 1.

There is no significant difference between the pre test of control group and post-test of control group in physical and physiological parameters.

There is no significant difference between the pre-test of experimental group and post-test of experimental group in physical and physiological parameters.

METHODOLOGY Parallel group experimental research was adopted in the study. Samples: Sixty high school boys ranged between 14 to 16 years old from Priya Matriculation Higher Secondary School, Kil-Kotagiri, Nilgiri District, Tamilnadu were consider as sample for the study. Thirty subjects were assigned randomly to experimental group and thirty were assigned to control group. Tools: The following tools were used to assess the physical and physiological variables.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 73

S.no

Variables

Test items

Unit of measurements

PHYSICAL VARIABLES 50 mts dash

Speed

Agility

4x10 mts shuttle run

Seconds

Cardio respiratory endurance

Cooperâ&#x20AC;&#x2122;s 12 min run and walk

Meters

PHYSIOLOGICAL VARIABLES Wet Spirometer

Seconds

Vital capacity

In Liter

Breath holding time

Control pause test

In seconds

VO2 max

Bench Step test

Ml/kg/min

PROCEDURE OF THE STUDY This study was designed to determine the effects of eight weeks quick marching and stair stepping exercise training on selected physical and physiological parameters of school boys. The total sample consisted of sixty students ranged between 14 to 16 years old. Subjects were divided into two groups, thirty subjects were assigned randomly to experimental group and thirty were assigned to control group. The experimental group undergone quick marching and stair stepping exercise training programme of weekly six alternate days, one day marching and another day stair stepping exercises training. Control group was not allowed to participate in the training programme.

PROGRAMME FOR QUICK MARCHING

Weeks

Steps

Set

1-2 weeks

90(in 2min)

3-5 weeks

120(in 3min)

6-8weeks

120(in 4min)

Rest/Recovery

Total duration 35 minutes

Each set 30 second

45 minutes 55 minutes

PROGRAMME FOR STAIR STEPPING EXERCISE

Week

Duration

Set

Rest

Total Duration

1-2 3-5

3min 4min

5set 5set

Each 3min 1min rest Each 4min 1min rest

35min 40mim

6-8

5min

5set

Each 5min 1min rest

45min

ANALYSIS The data collected on selected physical and physiological variables due to influence of quick march and stair stepping exercise training were statistically processed and discussed here. The

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

following table illustrates the ‘t’ ratio for the difference between post test of control and experimental group. COMPUTATION OF ‘T’ RATIO BETWEEN THE CONTROL GROUP AND EXPERIMENTAL GROUP

Sl. No

Variables

Control group ‘t’ ratio

Exp Group ‘t’ ratio

Speed

0.70

5.52

Agility

0.71

17.64

Cardio respiratory endurance

0.28

3.54

Vital capacity

1.05

24.39

Breath holding time

1.74

8.19

Vo2 max

1.87

5.70

Table Value of df (29) at 0.05 level

2.04

The table revels that computation of ‘t’ ratio for the control and experimental group of physical and physiological variables on high school boys. The obtained ‘t’ ratio of control group were 0.70, 1.71, 0.28, 1.05, 1.74, and 1.87. Since the obtained ‘t’ ratio were lesser than table value of 2.04, the null hypothesis –I was accepted at 0.05 significant level. Hence, there is no significant difference between the pre-test of control group and post-test of control group. The obtained ‘t’ ratio of experimental group were 5.52, 17.64, , 3.54, 24.39, 8.19, and 5.70 respectively. Since the obtained ‘t’ ratio were greater than the required table value of 2.04, the null hypothesis – II was rejected at 0.05 significant level. Hence the alternative hypothesis, there is a significant difference between the pre-test of experimental group and post-test of experimental group was accepted. The result clearly indicates that selected physical and physiological variables of experimental group had been improved by quick march and stair stepping exercise training programme. FINDINGS: 1.

There is no significant difference between the pre-test of control group and post-test of control group in physical and physiological parameters.

There is a significant difference between the pre-test of experimental group and post-test of experimental group in physical and physiological parameters.

CONCLUSION Based on the result of the study eight week quick marching and stair stepping exercise training significantly improved selected physical and physiological variables of high school boys There were significant improvement of speed, agility, cardio respiratory endurance, vital

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 75

capacity, breath holding time and vo2 max of high school boys. BIBLIOGRAPHY Boreham,C.A.G.,Wallace, W.F.M.and Nevill, A.(2000)Training effects of accumulated daily stair climbing exercise in previously sedentary young women. Preventive medicine 30,277. Fardy, P.S. and Ilmarinen, J.(1975) Evaluating the effects and feasibility of an at work stairclimbing intervention program for men. Kopelman, A. B Peter G (2005). Clinical obesity in adults and children: In Adults and Children. Blackwell Publishing. p. 493. ISBN 978-1-4051-1672-5 Ornette R (2008). “The emotional impact of obesity on children”. Worldviews Evid Based Nurs 5 (3): 136–41. doi:10.1111/j.1741-6787.2008.00127.x. PMID 19076912. Palatsi I. Acta Med Scand Suppl. 1976; 599:7-84. Stair Stepping Exercise Training in Patients With Obstructive Sleep Apnea Syndrome. Paranen, T. And Rutenfranz,J.(1979) Training effects of stairclimbing during office hours on female employees.Ergonomics22,507-16. Rodney A.Kennedy (2007)Evaluating the effects of low volume stairclimbing programme on measures of health-related fitness in sedentary office workers. Stairclimbing training of approximately 6 minutes per day resulted in a similar improvement in VO2max as walking for 45 min per day (Duncan et al., 1991). http://www.scotsman.com/news/quick-march-to-fitness-1-1416789 http://www.euvuechester-le-street.co.uk/quick-march-getting-fit. http://www.amazon.com/Quick-March-Athletic-Sports-Development/dp/0953982149

Vol. 2 - Issue 1 June 2012

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

PHYSICALLY ACTIVE LIFESTYLE FOR MANAGEMENT OF DIABETES MELLITUS Dr. T. Radhakrishnan* ABSTRACT Diabetes is now ranked among one of the most common non-communicable diseases in the world. It falls within 4th–5th leading cause of death in most developed countries and there are facts and figures that it is epidemic in many developing and newly industrialized countries. COMPLICATION OF DIABETES: Diabetes complication leads to death due to cardiovascular problem in 70% cases and 10% in renal failure and 6% due to infections. Duration and degree of hyperglycemia play a major role in production of complications (Kumar and Clark 2005). Micro vascular complications: Arthrosclerosis and Macro vascular complication: In retinaDiabetes retinopathy, in renal glomerulus- Diabetes nephropathy and in nerve sheath- Diabetes neuropathy. PHYSICALLY ACTIVE LIFESTYLE: The ACSM and ADA define physical activity as “bodily movement produced by the contraction of skeletal muscle that substantially increase energy expenditure,” and uses the term interchangeably with “exercise” to acknowledge many types of physical activity can have a positive effect on the risk factors and complications of type 2 diabetes (Colberg et al. 2012). PHYSICALLY ACTIVE LIFESTYLE: The ACSM and ADA define physical activity as “bodily movement produced by the contraction of skeletal muscle that substantially increase energy expenditure,” and uses the term interchangeably with “exercise” to acknowledge many types of physical activity can have a positive effect on the risk factors and complications of type 2 diabetes (Colberg et al. 2012). CONCLUSION: A physically active lifestyle can prevent or delay the onset of type 2 diabetes through improved blood glucose control and positively affecting lipids and blood pressure. This also reduces cardiovascular events and mortality (Colberg et al. 2012). Physical activity is a cornerstone in the prevention and management of type 2 diabetes, so we need to motivate those with diabetes to become more physically active. INTRODUCTION Frequent urination, constant thirst and great hunger are the classic symptoms of diabetes. They were recognized several thousand years ago by the Egyptians and Greeks. Bliss (1987) noted that first century writers described the disease as “a melting down of the flesh and limbs into urine” and a seventeenth-century surgeon termed diabetes as the “pissing evil”. It’s very name was derived from Greek and Latin words meaning siphon (diabetes) and honey (mellitus). Diabetes has been described as a killer disease in so many situations. Diabetes is now ranked among one of the most common non-communicable diseases in the world. It falls within 4th–5th leading cause of death in most developed countries and there are facts and figures that it is epidemic in many developing and newly industrialized countries. * Assistant Professor, Department of Physical Education, Bharathiar University, Coimbatore – 641 001

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 77

According to the World Health Organization (WHO, 2006), diabetes mellitus affects at least 171 million people and causes 3.2 million deaths, six deaths every minute and 8700 deaths every day. WHO estimates that in 2030 there will be an increase of 70% in the number of cases of diabetes in developed countries, and 42% in developing countries. Currently the overall direct health care costs of diabetes mellitus ranges from 2.5% to 15% of annual health care budgets of developed and developing countries. With an estimated 50.8 million people living with diabetes, India has the world’s largest diabetes population, followed by China with 43.2 million. The two common types of diabetes are •

Insulin-dependent diabetes mellitus, also known as Type 1. People who have this cannot produce insulin and must take insulin by injection. Because the medical concerns and complications, exercise for the Type 1 diabetic should be medically supervised.

•

Noninsulin-dependent diabetes mellitus, or Type 2. These people are “insulin resistant”, meaning that they produce insulin, but it is not effective in escorting the glucose into the cells. A physician will prescribe oral hypoglycemic agents if blood glucose levels cannot be controlled.

The growing incidence of type2 diabetes accounts for more than 90% of all diabetes cases and the increased risk of premature illness and death and cardio vascular diseases with diabetes. In developing countries those most frequently affected are in the middle, productive years of their lives, aged between 35 and 64 (WHO, 2006). As a last resort, a Type 2 diabetic will be put on insulin, which is likely if they continue with poor lifestyle choices such as sedentary living, poor eating habits and weight gain. COMPLICATION OF DIABETES Diabetes complication leads to death due to cardiovascular problem in 70% cases and 10% in renal failure and 6% due to infections. Duration and degree of hyperglycemia play a major role in production of complications (Kumar and Clark 2005). 1. Micro vascular complications: Arthrosclerosis 2. Macro vascular complication: In retina- Diabetes retinopathy, in renal glomerulus- Diabetes nephropathy and in nerve sheath- Diabetes neuropathy. PHYSICALLY ACTIVE LIFESTYLE The ACSM and ADA define physical activity as “bodily movement produced by the contraction of skeletal muscle that substantially increase energy expenditure,” and uses the term interchangeably with “exercise” to acknowledge many types of physical activity can have a positive effect on the risk factors and complications of type 2 diabetes (Colberg et al. 2012). According to the 2010 guidelines from the ACSM and ADA, a physically active lifestyle for people with type 2 diabetes consists of three major components: aerobic exercise, strength training and an overall more physically active lifestyle.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

Participation in regular, weekly aerobic and strength training activities; minimum of 2.5 hours per week (150 minutes per week). Walking or performing other moderate-level aerobic exercise a minimum of three days a week for at least 10 minutes per session, with no more than two days between bouts of exercise. For most people with type 2 diabetes, walking is a moderate-intensity exercise, but any aerobic exercise that uses large muscle groups and keeps a sustained increase in heart rate (40% to 60% maximum heart rate) is beneficial (bicycling, swimming, aerobic dance, dance, water aerobics, tennis, soccer, and the elliptical trainer). Strength training at least two to three days a week on non-consecutive days (muscle strength training is the same a resistance training). Living a more physically active lifestyle overall to move more during waking hours through unstructured physical activity such as standing more than sitting, walking more than standing, and participation in everyday activities (i.e., gardening, household chores and getting up to move after periods of sitting at the office). PRACTICAL APPROACHES TO PHYSICAL EXERCISE Knowledge about the several changes and modulating factors occurring both during and after physical exercise in person with diabetes mellitus represents the starting point to prevent and to reduce the incidence of adverse events. In well-controlled person with diabetes mellitus, no drastic changes in therapy or diet are needed during physical activity, as the status of insulinization that provides adequate metabolic balance. The American Diabetes Association recommends keeping blood sugar above 100 mg/dl and under 250-300 mg/dl for people with DM who decide to practise physical activities. During prolonged and moderate intensive exercise, blood glucose levels should be checked every 30 minutes (American Diabetes Association, 2004). It is advisable to check blood sugar 1 hour before and 30 minutes before any activity, in order to identify a trend of blood sugar going down (150-90 mg/dl) or possibly up (150-260 mg/dl), and to adjust insulin and/or diet before or after exercise properly55. These practical approaches to diet and insulin therapy modulation may reduce the risk of exercises-related complication (American Diabetes Association, 2004). The American Diabetes Association recommends that anyone with diabetes have a thorough medical exam to see if there are risks for coronary artery disease and that blood glucose control is adequate before starting an exercise program. The doctor will usually advise exercise if the patient has: ¾¾ no symptoms of retinopathy, (damage to the blood vessels of the eye), neuropathy (damage to the nerves and circulation to extremities), or nephropathy (kidney damage) ¾¾ no cardiovascular problems such as angina, embolism, or aneurysm ¾¾ no other condition that makes exercise inadvisable.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 79

CONCLUSION A physically active lifestyle can prevent or delay the onset of type 2 diabetes through improved blood glucose control and positively affecting lipids and blood pressure. This also reduces cardiovascular events and mortality (Colberg et al. 2012). Physical activity is a cornerstone in the prevention and management of type 2 diabetes, so we need to motivate those with diabetes to become more physically active. REFERENCE American Diabetes Association. Physical activity/ exercise and diabetes: Diabetes Care 2004; 27 (Suppl 1): S58-S62. Bliss, M., (1987) The Discover of Insulin. Mac Millan Press. Colberg SR, Albright AL, Blissmer BJ, et al. Exercise and type 2 diabetes: the American College of Sports Medicine and the American DiaÂŹbetes Association: joint position statement. Med Sci Sports Exerc. 2010;42(12):2282-2303. http://www.who.int/dietphysicalactivity/publications/facts/diabetes/en/1.05.2006} Kumar P & Clark M (2005), Clinical Medicine, 6th edition, Spain, Elsevier limited. WHO: World health organization (2006), Global strategy on diet, physical activity and health {Online}. Available from:

Vol. 2 - Issue 1 June 2012

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

EFFECT OF ASANA PRACTICES ON SELECTED PHYSIOLOGICAL AND PSYCHOMOTOR VARIABLES OF INTELLECTUALLY CHALLENGED CHILDREN Dr. M. Ganeshkumar* ABSTRACT: The purpose of the study was to determine the physiological and psychomotor changes of intellectually challenged children after the participation of 12 weeks asana practices. Thirty two mild intellectually challenged children were selected and divided in to two groups such as control and experimental groups. Each subject of experimental group were underwent asana practices for three sessions in a week for the period of 12 weeks. Each session lasted for 45 minutes with oral instruction and savasana for 5 minutes each. The physiological and psychomotor variables were tested before and after the asana practices. The independent‘t’ test was used for the statistical analysis. The present study has shown a significant decrease in the resting pulse rate, and respiratory rate of physiological variables. And also there was a significant improvement in the span of attention, hand eye coordination and visual perception. And there is a significant decrease in the reaction time of psychomotor variables was noticed after 12 weeks of asana practices. INTRODUCTION Yoga: Yoga is a group of ancient spiritual practices originating in India. Yoga is defined as referring to the technologies or disciplines of asceticism and meditation which are thought to lead to spiritual experience and profound understanding or insight into the nature of existence. Yoga is also intimately connected to the religious beliefs and practices of the other Indian religions. Yoga has been used to alleviate problems associated with high blood pressure, high cholesterol, asthma, shallow breathing, backaches, constipation, diabetes, menopause and many chronic illnesses. It also has been studied and approved for its ability to promote relaxation and reduce stress. On the other hand, some researchers are now questioning claims that yoga is beneficial for such conditions as mental retardation. Asana: Asana is defined as “srira anga vinyasa”. “Sarira anga” means “part of the body”, and “vinyasa” means “placing in a particular way”. Thus asana mean an alignment of parts of the body in different ways. Intellectual disability: Grossman’s 1973, 1977, define emphasis, that mental retardation is considered to be a state of behavioural impairment or social incompetence that has many causes. Classification: The medical / psychological / behavioural system offers four sub-group mild, moderate, severe and profound mental retardation as used in England and Wales, Mental retardation classification (Grossman, 1983). * Assistant Professor, Faculty of General & Adapted, Physical Education and Yoga, RKMVU, Coimbatore

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 81

Mild retardation: Individuals in this category have I.Q. scores ranging from about 50 to 70. They are close to normal in motor performance, height, and weight. Some deficiency in their verbal communication is likely, and they are slow in mental development, but they are usually capable of learning some academic skills, and their communication skills can be developed adequately for most situations (Arthur G.Miller, 1982). Table I

Trainable

Educable

Educational system medical / psychological system

Profound

Severe

Moderate

Mild

10 – 20

20 – 40

40 – 60

60 – 70

HYPOTHESIS: It was hypothesized that there would not be a significant improvement on selected physiological and psychomotor variables of intellectually challenged children due to the influence of asana practice. MATERIALS AND METHODS Samples: Thirty two intellectually challenged children with mild retardation from the disabled schools and homes in Coimbatore and Erode districts with the age ranged between 15 and 18 years were participated in the study. Table II VARIABLES AND CRITERION MEASURES Sl.No

Criterion variables

Test Item

Unit of measurements

Resting pulse rate

Radial artery

Beats per minute

Respiratory rate

Nostril method

Number of breaths per minute

Reaction time

Chronoscope

Micro seconds

Span of attention

Tachistoscope

Numbers

Visual perception

Depth perception box

Centimeters

Hand – Eye coordination

Mirror trace test

Number of errors

BUILDING THE INTERVENTION Time constraint: The experimental group was given asana practices for 12 weeks, 3 alternate days per week. Each session was lasted 45 minutes with oral instruction and savasana for 5 minutes each. The control group did not undergo any type of activities. Load: The load of the asana practices was not directly considered. The load was amended on the basis of difficulty level of performing asana. Contents: The content of the asana practices schedule is as follows.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

Table III TRAINING SCHEDULE Weeks

Training Schedule

I & II

yoga mudhra, Padmasana, Siddhasana & Baddhakonasana

III & IV

Pachimothasana, Sukhasana, Parsvakonasana & Parsvauttanasana

V & VI

Vajrasana, Dandasana, Navasana & Uttanasana

VII & VIII

Tadasana, Artha utkatasana, Maha Mudra & Ustrasana

IX & X

Bhujangasana, Artha Salabhasana, Cakravakasana & Dhanurasana

XI & XII

Utkatasana, Janusirasasana, Ardha Utkatasana & AdhoMukhaSvanasana

STATISTICAL ANALYSIS The collected data from the control and experimental as pre and post test on selected variables were statistically analyzed with dependent ‘t’ test to find out the significant changes between the pre and post means of both group. In all the cases 0.05 level of significance was fixed to test the hypothesis. Table IV COMPUTATION OF ‘T’ RATIO BETWEEN PRE AND POST TEST SCORES ON THE SELECTED VARIABLES OF EXPERIMENTAL GROUP S.No

Variables

σ DM

‘t’ Ratio

Resting Pulse rate

3.18

0.31

9.98*

Respiratory Rate

2.31

0.31

7.40*

Reaction Time

11.93

1.24

9.60*

Span of Attention

2.50

0.25

9.68*

Visual Perception

7.06

1.33

5.28*

Hand Eye Coordination

6.00

1.31

4.57*

*significance at 0.05 level – 2.13 (1 & 15) An examination of the above table indicates that the obtained ‘t’ ratios 9.98, 7.40, 9.60, 9.68, 5.28 and 4.57 for resting pulse rate, respiratory rate of physiological variables and reaction time, span of attention, visual perception and hand eye coordination of psychomotor variables respectively are found to be greater than the required table value of 2.13 at 0.05 level of significance for the degrees of freedom15. Hence it is found to be statistically significant. The results of this study indicated that the asana practices significantly improved all the selected physiological and psychomotor variables.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012 83

Table V COMPUTATION OF ‘T’ RATIO BETWEEN PRE AND POST TEST SCORES ON THE SELECTED VARIABLES OF CONTROL GROUP S.No

Variables

σ DM

‘t’ Ratio

Resting Pulse rate

0.06

0.35

0.17

Respiratory Rate

0.06

0.28

0.22

Reaction Time

0.25

1.57

0.15

Span of Attention

0.25

0.26

0.93

Visual Perception

0.06

1.84

0.03

Hand Eye Coordination

0.06

0.95

0.06

*significance at 0.05 level – 2.13 (1 & 15) An examination of the above table indicates that the obtained ‘t’ ratios 0.17, 0.22, 0.15, 0.93, 0.03 and 0.06 for resting pulse rate and respiratory rate of physiological variables and reaction time, span of attention, visual perception and hand eye coordination of psychomotor variables respectively are found to be lesser than the required table value of 2.13 at 0.05 level of significance for the degrees of freedom15. Hence it is found to be not significant. The result of this study indicates that there is no improvement in selected physiological and psychomotor variables of control group. DISCUSSION ON HYPOTHESIS It was hypothesized that there would not be a significant improvement on physiological and psychomotor variables of intellectually challenged children due to the influence of asana practices. The physiological variables such as resting pulse rate and respiratory rate and psychomotor variables such as reaction time, span of attention, visual perception and hand-eye coordination were influenced by asana practices. Hence, the investigator’s null hypothesis was rejected. DISCUSSION ON FINDINGS The results of the study indicated that the asanas practice significantly improved all the selected physiological and psychomotor variables for the experimental group. And there was no improvement in the control group. CONCLUSIONS AND PRACTICAL APPLICATION The present study has shown a decrease in the resting pulse rate and respiratory rate of physiological variables and reaction time of psychomotor variables, and also an increase in the span of attention, visual perception and hand eye coordination of psychomotor variables after 12 weeks of asana practices. Hence the designing of the intervention protocol was based on the values.

Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

And also the study has shown there is no significant changes between pre and post test of control group. Hence the group subjects did not underwent any type intervention. 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., BIBLIOGRAPHY: 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. Detterman,D.K, (1979), Handbook of Mental Deficiency, Psychological Theory and Research. New York, McGraw Hill. Edward L. Fox, (1989), The Physiological Basis of Physical Education and Athletes, Dubuque, Lowa, Wm.C.Brown Publishers, 0-697-05995-2, 250-275. Giagkoudaki F. (2010), “Effects of exercise training on heart-rate-variability indices in individuals with Down Syndrome”, Journal of Sports Rehabilitation, 19(2), 173-83. 20543218 Murphy, N. A., et al, (2008), “Promoting the participation of children with disabilities in sports, recreation, and physical activities”, Journal of Pediatrics, 121(5), 1057-61. Pranati Panda, (2003), Teaching Mentally Challenged, New Delhi, Rajat Publications, 81-7880-013-6, 1-19. Dvora Zipkin, M. S. (1985), “Relaxation Techniques for Handicapped Children”, The Journal of Special Education, 19(3), 283-289. DOI: 10.1177/002246698501900305 Uma K et al, (1989), “The integrated approach of yoga: a therapeutic tool for mentally retarded children”, Indian Journal of Medical Research 33 ( P 5): 415-21.

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Journal of Adapted Physical Education and Yoga Vol. 2 - Issue 1 June 2012

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