scholarly journals Establishing Normative Reference Values for the Utah Seated Medicine Ball Throw Protocol in Adolescents

2021 ◽  
Author(s):  
Cory Bigger ◽  
Abigail Larson ◽  
Mark DeBeliso
Keyword(s):  
Physical Education ◽  
Field Test ◽  
Reference Values ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Upper Body ◽  
Education Students ◽  
Physical Education Students ◽  
Upper Body Power ◽  
Medicine Ball

The seated medicine ball throw (SMBT) is a field test intended to assess upper-body muscular power by measuring the maximal distance an individual can throw a medicine ball from an isolated, seated position. The SMBT has been used to assess upper-body power in various populations and to establish concurrent validity for other measures of upper-body power such as the bench press power test and the plyometric push-up. The SMBT is less costly and simpler to incorporate into a field test battery than other upper body power assessments. While the SMBT is a valid, reliable field test for upper-body power, normative reference standards for most populations, including adolescent (12-15 years old) physical education students, do not exist. Purpose: This study reports distances thrown in the SMBT to establish normative reference values in male and female physical education students, ages 12-15 years old. Methods: One hundred thirteen untrained male and female physical education students aged 12-15 years performed the SMBT field test three times on a single testing day. Participants threw a 2kg medicine ball with a 19.5 cm diameter while seated at 90 degrees after recording height and weight. Results: Participant data was separated by age gender for analysis. Mean and standard deviation for the SMBT for males was 4.3+/-0.7m and 5.2+/-0.8 m for ages 12-13 and 14-15, respectively, and for females was 3.4+/-0.5m and 3.7+/-0.5m for ages 12-13 and 14-15, respectively. Pearson correlation coefficients for between-trials comparisons for males and females ranged from r=0.85-0.97. Pearson correlation coefficients for average SMBT and age of participants was r=0.93. Normative reference values as percentile ranks for the SMBT scores for age groups 12-13 and 14-15 among males and females, respectively, were also established. Conclusion: The data presented provides an initial set of normative reference standards for coaches and students to determine upper-body muscular power using the SMBT.

scholarly journals The Importance of Self-Esteem to Students Learning Responsibilities and Group Learning Commitment of Physical Education Students

2021 ◽  
Vol 6 (1) ◽  
pp. 53
Author(s):  
Jusuf Blegur ◽  
Zuvyati A. Tlonaen ◽  
Andreas J. F. Lumba ◽  
Julian J. Leko
Keyword(s):  
Physical Education ◽  
Personal Responsibility ◽  
Pearson Correlation ◽  
Group Learning ◽  
Self Esteem ◽  
Education Students ◽  
Physical Education Students ◽  
Learning Tasks ◽  
The Relationship ◽  
Correlation Design

<p>This study aims to examine the relationship between self-esteem and learning responsibility and group learning commitment of physical education students. We used a quantitative approach, with a correlation design. During the research, there were 88 physical education students from semester VI involved. In collecting the data, we used the State Self-Esteem Scale from Heatherton and Polivy (1991), the Personal Responsibility Questionnaire from Mergler (2007), and the Organization Commitment Scale from Allen and Meyer (1990). The research data were analyzed descriptively and used Pearson correlation with the assistance of SPSS. The descriptive test revealed that self-esteem is quite good (67%), responsibility for learning is relatively good (54.6%), and students’ group learning commitment is quite good (65.9%). Whereas, the Pearson test indicated that there is a positive and significant relationship between self-esteem and learning responsibilities (0.468) and the students’ group learning commitment (0.282). This study emphasizes that lecturers and peers need to support, maintain, and develop positive self-esteem through supportive feedback to encourage students’ learning behavior, such as being responsible and committed to group learning in completing various learning tasks.</p>

Effects of a Six-Week Compound Training (CT) on the Performance of Fundamental Skills in Basketball

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Jennifer G. Inovero ◽  
Jeffrey C. Pagaduan
Keyword(s):  
Resistance Training ◽  
Physical Education ◽  
Skills Training ◽  
Sport Performance ◽  
Upper Body ◽  
Specific Training ◽  
Education Students ◽  
Compound Training ◽  
Physical Education Students ◽  
Significant Difference

Compound training (CT) is the administration of sport-specific training and resistance training in separate training days. This study investigated the effects of a combined six-week resistance training and upper body plyometric program performed along with sport specific training in the performance of fundamental skills in basketball.  Fourteen (N= 14) female physical education students (age: 17.6 ± 0.63 years; height: 156.8 ± 5.1 cm) were divided randomly into two groups: the experimental group (EG; n=7) performed a combined six-week strength and plyometric training twice a week for six weeks and two hours of skills training a week and the control group (CG; n=7) performed two hours of skills training a week.  Pre-test and post test weight, height, grip strength, vertical jump and upper body strength (1Repetition Maximum) measures were gathered.  The American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) basketball skills test was administered to the subjects. A two-way repeated measures ANOVA revealed a nonsignificant interaction effect of intervention and test time in all the variables of the study.  A six-week compound training posted no significant difference on the physical and performance variables of female physical education students in a beginners’ class in basketball compared to sport-specific training. Key words:  compound training, resistance training, plyometrics, basketball skills, sport performance

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