scholarly journals The Influence of 24-Hour Sleep Deprivation on the Strength of Lower Limb Muscles in Young and Physically Fit Women and Men

2020 ◽  
Vol 12 (7) ◽  
pp. 2762
Author(s):  
Karolina Kujawa ◽  
Marta Ołpińska-Lischka ◽  
Janusz Maciaszek
Keyword(s):  
Muscle Strength ◽  
Sleep Deprivation ◽  
Statistical Significance ◽  
Control Group ◽  
Education Students ◽  
Lower Limb Muscles ◽  
Physical Education Students ◽  
Flexor Muscles ◽  
And Control ◽  
Experimental Group

The aim of this study was to investigate the influence of 24-h sleep deprivation on the muscle strength of young, healthy and physically fit people. The research material consisted of physical education students. In total, 67 people participated in the study, including 38 women and 29 men. Respondents were divided into an experimental group “E” of 44 persons subjected to 24-h sleep deprivation and a control group “C” of 23 persons. Students completed the Epworth Sleepiness Scale (ESS) measuring daytime sleepiness. Students performed measurements of the maximum strength of knee joint extensor and flexor muscles. Measurements of muscle strength of flexors and extensors of the knee were taken on a UPR-02 A/S chair with Moment II by Sumer software. ANOVA (analysis of variance) was used to determine the significance of differences between experimental “E” and control “C” group. Statistical significance was defined at the level of p ≤ 0.05. Statistically significant differences were observed in the change of strength levels between groups at the strength moments of right (p < 0.05, η2p = 0.16) and left (p < 0.05, η2p = 0.08) knee muscles extensor. Changes in extensor muscle strength are significant for students with left dominant legs.

scholarly journals Frequent Immediate Knowledge of Results Enhances the Increase of Throwing Velocity in Overarm Handball Performance

2017 ◽  
Vol 56 (1) ◽  
pp. 197-205 ◽  
Author(s):  
Igor Štirn ◽  
Jamie Carruthers ◽  
Marko Šibila ◽  
Primož Pori
Keyword(s):  
Relative Increase ◽  
Control Group ◽  
Education Students ◽  
Velocity Change ◽  
Knowledge Of Results ◽  
Ball Size ◽  
Physical Education Students ◽  
Before And After ◽  
And Control ◽  
Experimental Group

AbstractIn the present study, the effect of frequent, immediate, augmented feedback on the increase of throwing velocity was investigated. An increase of throwing velocity of a handball set shot when knowledge of results was provided or not provided during training was compared. Fifty female and seventy-three male physical education students were assigned randomly to the experimental or control group. All participants performed two series of ten set shots with maximal effort twice a week for six weeks. The experimental group received information regarding throwing velocity measured by a radar gun immediately after every shot, whereas the control group did not receive any feedback. Measurements of maximal throwing velocity of an ordinary handball and a heavy ball were performed, before and after the training period and compared. Participants who received feedback on results attained almost a four times greater relative increase of the velocity of the normal ball (size 2) as compared to the same intervention when feedback was not provided (8.1 ± 3.6 vs. 2.7 ± 2.9%). The velocity increases were smaller, but still significant between the groups for throws using the heavy ball (5.1 ± 4.2 and 2.5 ± 5.8 for the experimental and control group, respectively). Apart from the experimental group throwing the normal ball, no differences in velocity change for gender were obtained. The results confirmed that training oriented towards an increase in throwing velocity became significantly more effective when frequent knowledge of results was provided.

scholarly journals The Impact of Divergent and Convergent Tasks on Iraqi EFL Students Reading Comprehension Success

2021 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Sabeeha Hamza Dehham ◽  
Nadia Majeed Hussein
Keyword(s):  
Reading Skills ◽  
Experimental Approach ◽  
Statistical Significance ◽  
Control Group ◽  
Efl Students ◽  
Preparatory Stage ◽  
The Mean ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This research attempted to explore the effects of divergent and convergent tasks on the successful reading of EFL students at the preparatory stage. To verify the analysis, the null hypothesis was established that states "There are no differences of statistical significance at the level of (0,05) among the mean of scores of the experimental group who study according to divergent and convergent task technique and the mean of the scores of the control group who study according to the regular method".  The experimental approach is used by designing two equivalent experimental groups of 32 students studying the technique proposed, and an 8-week (2019-2020) control group of 32 students, three classes each week using the Google Classroom Platform and Telegram. The present study utilized the platform Google Classroom (GC) and Telegram as an educational platform to assist students during their course learning process. The writing skills test was administered after checking with the experts. The results show that there are statistical differences at level (0,05) between the average of the experimental and control groups' reading skills and those of the experimental group. This difference is because the experimental group uses divergent and convergent tasks.

scholarly journals The Effects of a Running Consistency Programme on Footfall Variability and Performance in the Long Jump

2016 ◽  
Vol 23 (3) ◽  
pp. 145-152
Author(s):  
Marcin Starzak ◽  
Hubert Makaruk ◽  
Anna Starzak
Keyword(s):  
Training Programme ◽  
Control Group ◽  
Education Students ◽  
Acceleration Phase ◽  
Physical Education Students ◽  
Step Velocity ◽  
Post Test ◽  
Long Jump ◽  
And Performance ◽  
Experimental Group

Abstract Introduction. The main purpose of this study was to evaluate the effect of a training programme aimed to enhance toe-toboard consistency on footfall variability and performance in the long jump. Material and methods. The study involved 36 male physical education students. The experimental group participated in a 12-week training programme, whereas the control group was limited to taking part in the classes held at university. All participants performed 6 long jump trials during two testing sessions. The kinematic parameters were assessed using the Optojump Next device and were further analysed to determine the variability of footfall placement during the approach run. Results. The analysis revealed a significant (p < 0.01) decrease in footfall variability in the experimental group between the pre-test and post-test. After the completion of the training programme, the participants significantly (p < 0.05) improved their take-off accuracy. Additionally, they significantly (p < 0.05) increased their velocity in the last five steps before take-off and the effective distance of the jump (p < 0.001). Conclusions. The results of this study indicate that through specific training, it is possible to improve the consistency of the steps in the acceleration phase of the approach run in the long jump. Moreover, decreasing footfall variability helps achieve a more stable step pattern which may be beneficial for greater accuracy at the take-off board and makes it possible to increase step velocity at the final stage of the approach run.

Physiological and Psychological Effects of Active-Alert Hypnosis

1999 ◽  
Vol 84 (3_suppl) ◽  
pp. 1123-1126
Author(s):  
Hendrik M. DeVos ◽  
Justus R. Potgieter ◽  
Johannes H. Blaauw
Keyword(s):  
Blood Pressure ◽  
Work Capacity ◽  
Control Group ◽  
Anxiety State ◽  
Education Students ◽  
Average Systolic Blood Pressure ◽  
Physical Education Students ◽  
Significant Difference ◽  
Experimental Subjects ◽  
Experimental Group

10 female physical education students were given posthypnotic suggestions alluding to economy of effort in exercise. These suggestions were affirmed under self-hypnosis over two weeks. Experimental subjects pedalled on an exercise bicycle for 20 min. at 60% of their maximal work capacity while listening to suggestions from a hypnotist. The Control group ( n = 9) showed no differences between mean pretest and posttest scores on physical self-efficacy, trait anxiety, state anxiety, heart rate, blood pressure, and perceived rate of exertion. The average systolic blood pressure of the experimental group was the only positive significant difference between the pretest and posttest scores.

scholarly journals The effect of long-term whole-body vibration on muscular performance

2021 ◽  
Vol 19 (2) ◽  
pp. 100-107
Author(s):  
Yossef Haleva ◽  
Ayelet Dunsky ◽  
Yoav Meckel ◽  
Heinz Kleinöder ◽  
Michael Bar-Eli ◽  
...  
Keyword(s):  
Physical Education ◽  
External Load ◽  
Whole Body Vibration ◽  
Whole Body ◽  
Control Group ◽  
Education Students ◽  
Intervention Phase ◽  
Body Vibration ◽  
Physical Education Students ◽  
And Control

Introduction: The whole-body vibration (WBV) approachis considered to be a unique training method for physicalrehabilitation, injury preventions, and improving physicalperformance in athlete. The scientific literature about WBV iswell documented and presents different vibration protocols,different measurements and, as a consequence - differentresults. Objectives: To explore the effect of a strengtheningprogram with WBV on several muscular strength variablesamong physical education students in comparison to a controlpassive group of students. Methods: Thirty-eight healthymale physical education students were randomly allocatedinto Vibration Group (VG, n=13) - who underwent strengtheningprogram with WBV and external load, and Control Group(CG, n=25), that received no treatment. The study includedpre-test assessments, 4-week intervention phase and post-testassessments. During the intervention phase VG performedthree training sessions per week that included six sets of 30sec squats with external loads on a WBV platform. Assessmentsincluded maximal muscle strength, power, reactivestrength and endurance. Results: Significant improvementswere shown in all components among the VG from pre topost-tests (p<0.001), with no significant change among theCG. Conclusions: A 4-week strengthening program with WBVand medium external load improves different components ofstrength among healthy physical education students.

scholarly journals Efectos de la práctica de aikido sobre mindfulness y la ansiedad en estudiantes universitarios de Costa Rica (Effects of practicing aikido on mindfulness and anxiety in Costa Rican university students)

Retos ◽  
2018 ◽  
pp. 13-19
Author(s):  
Rodrigo Cuéllar Hidalgo ◽  
Aldo Bazán Ramírez ◽  
Gerardo Alonso Araya Vargas
Keyword(s):  
University Students ◽  
Costa Rican ◽  
Control Group ◽  
Anxiety State ◽  
Education Students ◽  
Physical Education Students ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Estudiantes Universitarios

El propósito del estudio fue examinar el efecto de la práctica del aikido sobre el mindfulness y el estado de ansiedad, en estudiantes universitarios sin experiencia previa en artes marciales. Se utilizó un diseño cuasi experimental intra sujetos con mediciones Pre y Post tratamiento, con un grupo control activo (estudiantes de Educación Física. Se midió mindfulness con la escala MAAS y la ansiedad con la escala de Hamilton. Se aplicó un entrenamiento centrado en el aprendizaje y práctica de diversas técnicas de aikido (waza) y de la forma en que debían ser recibidas dichas técnicas (ukemi), por 11 semanas (2 sesiones semanales de 2 horas cada una). Grupo experimental: n=12, con edades entre 18 y 62 años. Grupo control: n=12 estudiantes, con edades entre 21 y los 34 años. Resultados: la práctica de aikido mostró tamaños de efecto significativos y de magnitud moderada tanto en mindfulness, como en la ansiedad. La edad no explica estos hallazgos. Se justifican estudios de seguimiento.Abstract. The purpose of the study was to examine the effect of practicing aikido on mindfulness and anxiety state in university students with no previous experience in martial arts. We used an intra-subjects quasi-experimental design with Pre and Post treatment measurements, with an active control group (physical education students). Mindfulness was measured with the MAAS scale, whereas anxiety with the Hamilton scale. A training program focused on learning and practicing various aikido techniques (waza), and the way in which these techniques (ukemi) should be received, was implemented during 11 weeks (2 weekly sessions of 2 hours each). Experimental group: n = 12, with ages between 18 and 62 years old. Control group: n = 12 students, with ages between 21 and 34 years old. Results: the practice of aikido showed significant effect sizes of moderate magnitude in both mindfulness and anxiety. Age does not explain these findings. Follow-up studies are recommended.

scholarly journals INFLUENCE OF SECTIONAL CLASSES ON THE PSYCHO-EMOTIONAL STATE STUDENTS WITH DISABILITIES

2020 ◽  
Vol 1 ◽  
pp. 248-255
Author(s):  
Alla Kovtun ◽  
◽  
Irina Stepanova ◽  
Valeriya Reshetilova ◽  
Amr Saber Hamza ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Education ◽  
Students With Disabilities ◽  
Well Being ◽  
Control Group ◽  
Emotional Wellbeing ◽  
Education Students ◽  
Physical Education Students ◽  
Adaptive Physical Education ◽  
Experimental Group

Introduction and purpose of the study. Among the main problems of young people with disabilities are overcoming social exclusion, getting used to family responsibilities, having concerns about their lack of opportunities for socialization, which can cause stress, anxiety, depression and other psycho-emotional symptoms and disorders. The hypothesis of scientific research is that engaging in physical education can restore, develop and enhance physical fitness and wellness of persons with disabilities, assist their self-actualization and social integration, which means to positively influence the students’ mental health and emotional wellbeing. The purpose of the study is to examine how physical education influences mental health and emotional wellbeing of students with disabilities in order to determine ways to improve their social adaptation. Materials and methods. The study carries out literature review of methodological studies and scientific research, as well as examines mental health and emotional wellbeing of students with disabilities using the SAS method. The control group consisted of 15 students from the O. Gonchar National University. The experimental group consisted of 10 students with disabilities enrolled in a powerlifting team. Results. The SAS method demonstrated that the indicators of activity and mood were similar for both groups: activity indicators (4.84±0.28 points in the control group, 4.45±0.31 points in the experimental group) and mood indicators (5.27±0.35 points in the control group, 5, 42±0.41 points in the experimental group). However, wellness scores in the students with disabilities were significantly higher than in their non-disabled peers (4.65±0.34 points in the control group, 5.46±0.23 points in the experimental group; P<0.05). The well-being score, made of a number of subjective feelings regarding one’s life satisfaction and an emotional evaluation, was average for both groups. Conclusions. The results of the study of students' mental health and emotional wellbeing according to the SAS method showed a positive influence of adaptive physical education sports as extra-curricular classes and courses on the well-being, activity levels, and moods of students with disabilities. The Adaptive Physical Education students were full of strength and more cheerful, optimistic, and satisfied than their non-disabled peers. Keywords: adaptive physical education, students, disability, emotional state, higher education

scholarly journals The Effect of a Proposed Program for Leaning Swimming based on Modern Styles of Teaching on Performance Skills and Swimming Anxiety

2009 ◽  
Vol 3 (2) ◽  
pp. 62
Author(s):  
Sadiq Alhayek ◽  
Abdelbaset Moobarak ◽  
Awatif Rubea’an
Keyword(s):  
Physical Education ◽  
Age Groups ◽  
Anxiety Scale ◽  
Control Group ◽  
Education Students ◽  
Front Crawl ◽  
Performance Skills ◽  
Physical Education Students ◽  
Experimental Group

The purpose of the current study was to investigate the effects of a proposed swimming on physical education students' performance and swimming anxiety. The sample consisted of the experimental group (N= 13) and the control group (N=13). The results indicated that the experimental group scored significantly higher than the control group on the skills of gliding stroke, front crawl kicking, back crawl kicking, standing, jumping into the water and crawl stroke. There were no statistically significant differences between the two groups in the elementary backstroke skills. The results also indicated that the experimental group scored significantly higher than the control group in the swimming anxiety scale. The researchers recommended conducting other studies with other age groups.

scholarly journals The Effect of the Flexibility and Clarification Strategies On Achievement and Improvement of Linguistic Intelligence Skills and Attitudes Towards Arabic Language Subject for Vocational Education Students in Iraq

2021 ◽  
Vol 32 (4) ◽  
pp. 163-199
Author(s):  
Rasha Aeada Khalaf
Keyword(s):  
Vocational Education ◽  
Educational Program ◽  
Statistical Treatment ◽  
Arabic Language ◽  
Control Group ◽  
Education Students ◽  
Reading And Writing ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The study aimed to identify the impact of the flexibility and clarification strategies on achievement and improvement of linguistic intelligence skills and attitudes towards the Arabic language subject among vocational education students in Iraq. The study adopted the semi-experimental approach, through application on two experimental and control groups of vocational education students in Iraq. The researcher selected two divisions of vocational education students in Iraq: (30) students in the experimental group and (30) students in the control group, so that the educational program was applied to the experimental group, and the control group was taught in the usual way. The educational program, the linguistic intelligence test, and the achievement test were used, and after performing the statistical treatment, the study reached the following results: There are no statistically significant differences at the level of (0.05) in the degree of achievement attributable to the student's gender, where the value of (P) is (1.43), which is not significant. Statistically, there are no statistically significant differences at the level of (0.05) in the degree of achievement due to the interaction between the group and the sex of the student, as the value of (P) reached (2.98) and it is not statistically significant, there are no statistically significant differences at the level of (0.05) In the degree of total linguistic intelligence attributable to the sex of the student, where the value of (P) was (7.09), which is not statistically significant, and there are no statistically significant differences at the level of (0.05) in the degree of total linguistic intelligence due to the interaction between the group and the student’s sex, where the value reached (P) (2.93) which is not statistically significant. The study recommended the importance of focusing in the classroom on basic skills in reading and writing, given that these skills have a great role in providing them with the necessary skills that will help them in the future in mastering the skills of reading and writing, and the focus of Arabic language curricula - specifically the lower basic stage - on investigation and storming skills. The teacher’s guide included some examples of study plans implemented through investigation and others through brainstorming.

Effect of lidocaine iontophoresis combined with exercise intervention on gait and spasticity in children with spastic hemiplegic cerebral palsy: A randomized controlled trial

2020 ◽  
Vol 47 (2) ◽  
pp. 133-141
Author(s):  
Fatma A. Hegazy ◽  
Emad A. Aboelnasr ◽  
Yasser T. Salem
Keyword(s):  
Cerebral Palsy ◽  
Exercise Intervention ◽  
Muscle Tone ◽  
Controlled Trial ◽  
Statistical Significance ◽  
Control Group ◽  
P Value ◽  
Hemiplegic Cerebral Palsy ◽  
And Control ◽  
Experimental Group

BACKGROUND: Gait deviations and spasticity are common impairments seen in children with cerebral palsy (CP) and may interfere with functional performance and effective walking pattern. Lidocaine iontophoresis is effective for reducing muscle spasticity in adults. PURPOSE: To investigate the effect of lidocaine epinephrine iontophoresis combined with exercises on gait and spasticity in children with spastic hemiplegic cerebral palsy (HCP). METHODS: Thirty children with spastic HCP aged 4–6 (5.20±0.32) years were randomly assigned to the experimental group (n = 15) and control group (n = 15). Children in both groups received one hour of exercises, three times a week for three months. Children in the experimental group received 2% lidocaine iontophoresis immediately before the exercises. The lidocaine iontophoresis was delivered for 20 minutes (1mA/min). Spatio-temporal gait parameters were assessed within one week before and after the intervention using 3D motion analysis. Surface electromyography was used to assess muscle tone using H/M ratio of the soleus muscle. ANOVA was used to investigate the differences between experimental and control groups. Statistical significance was set at P value less than 0.05. RESULTS: There was no difference between groups at baseline. Post-intervention, the experimental group showed significant improvements when compared to the control group for gait speed (p = 0.03), stride length (p = 0.04), cadence (p = 0.0001), cycle time (p = 0.0001), and H/M ratio (p = 0.02). CONCLUSION: Lidocaine iontophoresis combined with exercises was effective in improving gait spatiotemporal parameters and reducing spasticity in children with CP.

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