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MEJDS (2021) 11: 53 |
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Daneghian M, Daneshfar A, Shojaei M. Comparing the Effects of Jump-Rope and Braitonic Exercises on Motor Competence in Students. MEJDS 2021; 11 :53-53
URL: http://jdisabilstud.org/article-1-1511-en.html
URL: http://jdisabilstud.org/article-1-1511-en.html
1- Department of Physical Education and Sport Sciences, Science and Research Branch, Islamic Azad University
2- Motor Behavior, Faculty of Physical Education and Sport Sciences, Alzahra University
2- Motor Behavior, Faculty of Physical Education and Sport Sciences, Alzahra University
Abstract: (1436 Views)
Background & Objectives: Affordance and human motor skills constantly change throughout life under the influence of individual and environmental factors. Some studies have investigated the effects of jump–rope on fitness and motor ability among healthy and disordered children. Braitonic is among the newest sports; its impact was explored on motor ability in healthy and unhealthy children. This sport has been noted for its versatility and low space performance, high range of movements, easy learning, and the appeal of rhythm adjustment. In elementary school, the physical, cognitive, and social development of the child is more rapid than in the later years. Besides, the modifiable ability of children at the elementary level is excellent; thus, it is essential to provide regular motor activities at this point. There exists limited research on the effects of braitonic on children's motor ability. Furthermore, scholars neglected to compare it with the approved jump–rope program in the fourth–grade elementary schoolers. Thus, the present study aimed to compare the effects of braitonic and jump–rope exercises on motor ability among 9– and 10–year–old girls.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The study participants were 60 healthy non–athlete fourth–grade elementary school female students with a mean±SD age of 9.8±0.4 years. Initially, 4 schools were randomly considered as clusters. Then, 60 qualified volunteers were randomly selected from 3 to 5 education areas of Tabriz City, Iran, and divided into 3 groups of 20 subjects (jump–rope, britonic, control). Pretest and posttest stages were performed using the Test of Gross Motor Development–3 (TGMD–3; Ulrich, 2016). The intervention consisted of 8 weeks (three 60–minute weekly sessions) of jump–rope and braitonic training with music and the intensity of 65%–75% of maximum heart rate in the experimental groups. Descriptive statistics were used to calculate central indices (mean & SD), and inferential statistics, including Paired Samples t–test for within–group scores comparisons and one–way Analysis of Variance (ANOVA) for intergroup comparisons, as well as Bonferroni posthoc test in SPSS. The significance level of all tests was set at 0.05.
Results: There was a significant difference between the mean pretest–posttest scores of the jump–rope and braitonic groups in the subtests of mobility and hub skills (p<0.001 and p<0.001, respectively); the mean pretest–posttest scores of gross motor skills were significantly different in the intervention groups (p<0.001). The ANOVA data revealed a significant difference in the mean posttest scores of mobility (p<0.001), hub (p<0.001), and gross motor (p<0.001) skills between the jump–rope and braitonic and control groups. The results of Bonferroni posthoc test indicated no significant difference between the jump–rope and braitonic groups in the subtest scores of mobility, hub, and gross skills (p=0.989, p=0.259, p=0.672, respectively); however, the posttest scores (skills displacement, hub, gross motor) of the jump–rope and control groups were significantly different (p<0.001). Additionally, the posttest scores of mobility, hub, and gross motor skills of the braitonic and control groups were significantly different (p<0.001, p=0.005, p<0.001, respectively).
Conclusion: Based on the current research findings, providing 8 weeks of braitonic training presented a similar effect as jump–rope exercise on the pattern of gross motor and mobility among 9– and 10–year–old girls. Furthermore, due to the ability to perform without equipment and in a smaller space, it is possible to replace this training in the physical education program for fourth–grade elementary students.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The study participants were 60 healthy non–athlete fourth–grade elementary school female students with a mean±SD age of 9.8±0.4 years. Initially, 4 schools were randomly considered as clusters. Then, 60 qualified volunteers were randomly selected from 3 to 5 education areas of Tabriz City, Iran, and divided into 3 groups of 20 subjects (jump–rope, britonic, control). Pretest and posttest stages were performed using the Test of Gross Motor Development–3 (TGMD–3; Ulrich, 2016). The intervention consisted of 8 weeks (three 60–minute weekly sessions) of jump–rope and braitonic training with music and the intensity of 65%–75% of maximum heart rate in the experimental groups. Descriptive statistics were used to calculate central indices (mean & SD), and inferential statistics, including Paired Samples t–test for within–group scores comparisons and one–way Analysis of Variance (ANOVA) for intergroup comparisons, as well as Bonferroni posthoc test in SPSS. The significance level of all tests was set at 0.05.
Results: There was a significant difference between the mean pretest–posttest scores of the jump–rope and braitonic groups in the subtests of mobility and hub skills (p<0.001 and p<0.001, respectively); the mean pretest–posttest scores of gross motor skills were significantly different in the intervention groups (p<0.001). The ANOVA data revealed a significant difference in the mean posttest scores of mobility (p<0.001), hub (p<0.001), and gross motor (p<0.001) skills between the jump–rope and braitonic and control groups. The results of Bonferroni posthoc test indicated no significant difference between the jump–rope and braitonic groups in the subtest scores of mobility, hub, and gross skills (p=0.989, p=0.259, p=0.672, respectively); however, the posttest scores (skills displacement, hub, gross motor) of the jump–rope and control groups were significantly different (p<0.001). Additionally, the posttest scores of mobility, hub, and gross motor skills of the braitonic and control groups were significantly different (p<0.001, p=0.005, p<0.001, respectively).
Conclusion: Based on the current research findings, providing 8 weeks of braitonic training presented a similar effect as jump–rope exercise on the pattern of gross motor and mobility among 9– and 10–year–old girls. Furthermore, due to the ability to perform without equipment and in a smaller space, it is possible to replace this training in the physical education program for fourth–grade elementary students.
Type of Study: Original Research Article |
Subject:
Rehabilitation
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